It provides learners with guided and unguided practice controlling audio parameters by software. These parameters can be adjusted to suit the specific needs of a learner’s auditory experience during a computer simulation.
Published in Chapter:
Nonspeech Audio-Based Interfaces
Shigueo Nomura (Kyoto University, Japan), Takayuki Shiose (Kyoto University, Japan), Hiroshi Kawakami (Kyoto University, Japan), and Osamu Katai (Kyoto University, Japan)
Copyright: © 2009
|Pages: 10
DOI: 10.4018/978-1-60566-026-4.ch454
Abstract
Visual and auditory imagery combination offers a way of presenting and communicating complex events that emulate the richness of daily experience (Kendall, 1991). It is notable that sound events arise from the transfer of energy to a sound object in everyday life. Even in childhood, we learn to take the following attitudes about the sound events: • Recognize the occurrence of sound events and relate them to physical events. • Classify and identify heterogeneous sound events through a lifetime of experience. Important distinctions in the data can be communicated by exploiting simple categorical distinctions of sound events. Taste, smell, heat, and touch are not suitable channels for data presentation because our perception of them is not quantitative. However, the auditory system constitutes a useful channel for data presentation (Yeung, 1980). Furthermore, sounds play an important role in the study of complex phenomena through the use of auditory data representation according to Buxton (1990) and Kendall (1991). It is known that our ears and brains can extract information from nonspeech audio that cannot be, or is not visually displayed (Buxton, 1990).