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Thomas Psik

Researcher at Vienna University of Technology

Publications -  15
Citations -  643

Thomas Psik is an academic researcher from Vienna University of Technology. The author has contributed to research in topics: Augmented reality & User interface. The author has an hindex of 12, co-authored 15 publications receiving 584 citations.

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Proceedings ArticleDOI

Global contrast factor - a new approach to image contrast

TL;DR: The newly introduced Global Contrast Factor (GCF) corresponds closer to the human perception of contrast and can be used in various application areas like rendering, tone mapping, volume visualization, and lighting design.
Proceedings ArticleDOI

Agents That Talk And Hit Back: Animated Agents in Augmented Reality

TL;DR: AR puppet explores the requirements for context-aware animated agents concerning visualization, appearance, behavior, in addition to associated technologies and application areas, to enhance man-machine communication with more natural and efficient information presentation.
Proceedings ArticleDOI

The ColorTable: a design story

TL;DR: The paper describes the design story of the ColorTable, a tangible user interface in support of urban planners and diverse stakeholders collaboratively envisioning urban change which was developed in an iterative process of design-evaluation-feedback-redesign in a series of workshops with users in the context of real urban planning projects.
Proceedings ArticleDOI

A manifesto for the performative development of ubiquitous media

TL;DR: A critical design agenda that pragmatically joins: concepts from media studies, tangible or ubiquitous media design concerns, anthropological perspectives to performance and practices of theatre performance is proposed.
Journal ArticleDOI

Supporting configurability in a mixed-media environment for design students

TL;DR: This article presents and discusses how the issue of configurability is dealt with, in a series of field trials with design students, to construct a mixed-media environment for inspirational learning.