Youtopia – TECI – Alissa N Antle

Project Overview

Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children implemented on a Pixelsense Surface tabletop. Youtopia was developed to investigate issues surrounding how to design and evaluate children’s collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Youtopia was also developed around a model of behavior change called “Emergent Dialogue" that may enable children to discuss how they own values, attitudes and behaviors impact sustainable living.

Team

Dr. Alissa N. Antle: Project Lead
Dr. Alyssa Wise [Dept Education]: Project Co-Lead

Graduate Students

Amanda Willis: Learning Designer
Min(Michelle) Fan: Usability Researcher
Jillian Warren: User Experience Researcher
Allen Bevans: Design and Technical Support
Aaron May: Wheels and User Experience Researcher

Undergraduate Students

Saba Nowroozi (SIAT Undergraduate Research Scholarship): Interaction Design
Perry: Program
Rachael Eckersley (FCAT Undergrad Fellowship): Art

External

Anna Macaranas: Project Manager

Funded By

SSHRC
NSERC
PICS
GRAND NCE

Publications

2021
Wise, Alyssa Friend, Antle, Alissa N, Warren, Jillian L

Design Strategies for Collaborative Learning in Tangible Tabletops: Positive Interdependence and Reflective Pauses Journal Article

In: Interacting with Computers, vol. 33, no. 3, pp. 271–294, 2021, ISSN: 1873-7951.

Abstract | Links | BibTeX

@article{10.1093/iwc/iwab026,
title = {Design Strategies for Collaborative Learning in Tangible Tabletops: Positive Interdependence and Reflective Pauses},
author = {Alyssa Friend Wise and Alissa N Antle and Jillian L Warren},
url = {https://doi.org/10.1093/iwc/iwab026},
doi = {10.1093/iwc/iwab026},
issn = {1873-7951},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
journal = {Interacting with Computers},
volume = {33},
number = {3},
pages = {271--294},
abstract = {This mixed methods study examined the impact of two design strategies on interactional processes in a collaborative tangible-tabletop land-use planning simulation. Twenty pairs of fifth grade children used the simulation to create a world they would want to live in. To investigate the impact of positive interdependence half the pairs were assigned one of two roles, each with an associated set of tangible ‘land-use’ stamp tools. All pairs were given access to pause and reflect tools. Quantitative results showed that children in the positive interdependence condition gave more one-way explanations to their partners than control pairs. They also had fewer but longer instances of bilaterally resolved conflict. Qualitative findings indicated the importance of pause and reflect tools for provoking explanations and resolving conflict. This study has revealed important considerations for the instantiation of positive interdependence and reflective pauses in collaborative tabletop learning systems, showing both quantitative and qualitative differences in the interactional processes that result from these design strategies.CCS CONCEPTS.Human-centered computing → Empirical studies in collaborative and social computing.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

Close

This mixed methods study examined the impact of two design strategies on interactional processes in a collaborative tangible-tabletop land-use planning simulation. Twenty pairs of fifth grade children used the simulation to create a world they would want to live in. To investigate the impact of positive interdependence half the pairs were assigned one of two roles, each with an associated set of tangible ‘land-use’ stamp tools. All pairs were given access to pause and reflect tools. Quantitative results showed that children in the positive interdependence condition gave more one-way explanations to their partners than control pairs. They also had fewer but longer instances of bilaterally resolved conflict. Qualitative findings indicated the importance of pause and reflect tools for provoking explanations and resolving conflict. This study has revealed important considerations for the instantiation of positive interdependence and reflective pauses in collaborative tabletop learning systems, showing both quantitative and qualitative differences in the interactional processes that result from these design strategies.CCS CONCEPTS.Human-centered computing → Empirical studies in collaborative and social computing.

Close

https://doi.org/10.1093/iwc/iwab026

doi:10.1093/iwc/iwab026

Close
2017
Wise, Alyssa Friend, Antle, Alissa Nicole, Warren, Jillian L.

Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation Proceedings Article

In: International Conference on Computer Supported Collaborative Learning, Philadelphia, PA: International Society of the Learning Sciences., 2017.

Abstract | Links | BibTeX

@inproceedings{wise2017explanation,
title = {Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation},
author = {Alyssa Friend Wise and Alissa Nicole Antle and Jillian L. Warren},
url = {https://repository.isls.org/handle/1/267},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
booktitle = {International Conference on Computer Supported Collaborative Learning},
publisher = {Philadelphia, PA: International Society of the Learning Sciences.},
abstract = {Explanations given to each other by 20 pairs of 5th grade children while playing a tangible tabletop sustainability game were analyzed inductively for key themes relating to their use of language, gesture and system tools. Half the pairs had been assigned roles (human development or natural resources manager) with associated system controls. Findings showed that explanations by pairs in both conditions often employed collectivist language (“we”) in conjunction with positive reflections on the game-world state using the provided Impact Tool which gave feedback while system was paused. Pairs in the roles condition also gave explanations in response to partner actions and more frequently included negative and action-oriented prospective language about what should be changed moving forward. Roles pairs additionally used questions to seek confirmation or action from their partner and made comments from the perspective of the inhabitants of the fictional world. Implications for the research and design of collaborative tabletop learning systems are discussed.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

Close

Explanations given to each other by 20 pairs of 5th grade children while playing a tangible tabletop sustainability game were analyzed inductively for key themes relating to their use of language, gesture and system tools. Half the pairs had been assigned roles (human development or natural resources manager) with associated system controls. Findings showed that explanations by pairs in both conditions often employed collectivist language (“we”) in conjunction with positive reflections on the game-world state using the provided Impact Tool which gave feedback while system was paused. Pairs in the roles condition also gave explanations in response to partner actions and more frequently included negative and action-oriented prospective language about what should be changed moving forward. Roles pairs additionally used questions to seek confirmation or action from their partner and made comments from the perspective of the inhabitants of the fictional world. Implications for the research and design of collaborative tabletop learning systems are discussed.

Close

https://repository.isls.org/handle/1/267

Close
2015
A. F. Wise, Antle

What Kind of World Do You Want to Live In? Positive Interdependence and Collaborative Processes in the Tangible Tabletop Land-Use Planning Game Youtopia Proceedings Article

In: Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, International Society of the Learning Sciences, Inc. [ISLS], 2015.

Abstract | Links | BibTeX

@inproceedings{nokey,
title = {What Kind of World Do You Want to Live In? Positive Interdependence and Collaborative Processes in the Tangible Tabletop Land-Use Planning Game Youtopia},
author = {Wise, A. F., Antle, A. N., Warren, J., May, A., Fan, M., & Macaranas, A.},
url = {https://repository.isls.org/handle/1/413},
year = {2015},
date = {2015-07-31},
booktitle = {Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015},
volume = {1},
publisher = {International Society of the Learning Sciences, Inc. [ISLS]},
series = {CSCL 2025},
abstract = {Twenty pairs of 5th grade children used a tangible tabletop sustainability game to create a world they would want to live in to share with the rest of the class. Half of the pairs were assigned particular roles with associated game controls (positive interdependence condition) while the other half were not (control condition). Results showed that pairs in the assigned roles/controls condition gave more in-depth explanations to their partners about what they wanted to do in the game, but did not negotiate with each other more frequently than control pairs. They also had fewer but longer instances of jointly resolved conflict. Contrary to some previous findings, all pairs in both conditions were found to work together (rather than in parallel / competitively) the entire time. The general finding is a somewhat limited, but consistent, positive effect of the assigned roles/tools manipulation on collaborative processes.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

Close

Twenty pairs of 5th grade children used a tangible tabletop sustainability game to create a world they would want to live in to share with the rest of the class. Half of the pairs were assigned particular roles with associated game controls (positive interdependence condition) while the other half were not (control condition). Results showed that pairs in the assigned roles/controls condition gave more in-depth explanations to their partners about what they wanted to do in the game, but did not negotiate with each other more frequently than control pairs. They also had fewer but longer instances of jointly resolved conflict. Contrary to some previous findings, all pairs in both conditions were found to work together (rather than in parallel / competitively) the entire time. The general finding is a somewhat limited, but consistent, positive effect of the assigned roles/tools manipulation on collaborative processes.

Close

https://repository.isls.org/handle/1/413

Close
2014
Antle, Alissa N., Warren, Jillian L., May, Aaron, Fan, Min, Wise, Alyssa F.

Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change Proceedings Article

In: Proceedings of the 2014 Conference on Interaction Design and Children, pp. 37–46, Association for Computing Machinery, Aarhus, Denmark, 2014, ISBN: 9781450322720.

Abstract | Links | BibTeX

@inproceedings{10.1145/2593968.2593971,
title = {Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change},
author = {Alissa N. Antle and Jillian L. Warren and Aaron May and Min Fan and Alyssa F. Wise},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2593968.2593971},
doi = {10.1145/2593968.2593971},
isbn = {9781450322720},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Interaction Design and Children},
pages = {37–46},
publisher = {Association for Computing Machinery},
address = {Aarhus, Denmark},
series = {IDC '14},
abstract = {Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}

Close

Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.

Close

https://doi-org.proxy.lib.sfu.ca/10.1145/2593968.2593971

doi:10.1145/2593968.2593971

Close

Project Overview

Team

Graduate Students

Undergraduate Students

External

Funded By

Publications

2021

2017

2015

2014