A miniature haptic stimulation device utilizes focused ultrasound to deliver a tactile haptic sensation to the finger. The 1-3 piezocomposite device has a 1 cm2footprint, which is an order of magnitude smaller than other ultrasonic haptic devices and is a good candidate for wearable tactile rendering systems. The device focuses energy to a 1 mm3voxel. The current prototype was validated with a small, preliminary human subject study and requires an average input voltage of 68.8 V to elicit tactile sensation. The sensory drive voltage threshold will decrease with future refinement of mechanical impedance matching and focusing.

Many academic subjects are inaccessible for students who are blind or have low vision (BLV) due to the prevalence of visual aids to represent concepts. Interactive devices offer promise as creative tools for teachers of the visually impaired (TVIs) as they can support real-time iteration of adapted learning materials, display changing information, and provide embodied learning experiences for BLV students. We conducted semi-structured interviews with 5 educators (all have TVI experience) and identified their considerations when creating adaptations, attitudes towards technology, and perspectives on existing barriers to access. Our findings reveal and reaffirm unresolved challenges in the adaptation process as well as offer insights into key factors that must be considered when selecting the type of adaptation. From these findings, we formulate design recommendations for interactive tools that support TVIs in creating effective adaptations for BLV students.

Weaving is a fabrication process that is grounded in mathematics and engineering: from the binary, matrix-like nature of the pattern drafts weavers have used for centuries, to the punch card programming of the first Jacquard looms. This intersection of disciplines provides an opportunity to ground abstract mathematical concepts in a concrete and embodied art, viewing this textile art through the lens of engineering. Currently, available looms are not optimized to take advantage of this opportunity to increase mathematics learning by providing hands-on interdisciplinary learning in collegiate classrooms. In this work, we present SPEERLoom: an open-source, robotic Jacquard loom kit designed to be a tool for interweaving cloth fabrication, mathematics, and engineering to support interdisciplinary learning in the classroom. We discuss the design requirements and subsequent design of SPEERLoom. We also present the results of a pilot study in a post-secondary class finding that SPEERLoom supports hands-on, interdisciplinary learning of math, engineering, and textiles.

Haptic force feedback systems are unique in their ability to dynamically render physical representations. Although haptic devices have shown promise for supporting learning, prior work mainly describes results of haptic-supported learning without identifying underlying learning mechanisms. To this end, we designed a haptic-supported learning environment and analyzed four students who used it to make connections between two different mathematical representations of sine and cosine: the unit circle, and their graph on the Cartesian plane. We highlight moments where students made connections between the representations, and identify how the haptic feedback supported these moments of insight. We use this evidence in support of a proposed theoretical and design framework for educational haptics. This framework captures four types of haptic representations, and focuses on one -- the haptic bridge -- that effectively scaffolds sense-making with multiple representations.