2023
Petr Slovak, Alissa Antle, Nikki Theofanopoulou, Claudia Daudén Roquet, James Gross, Katherine Isbister. 2023. Designing for Emotion Regulation Interventions: An Agenda for HCI Theory and Research Journal Article . In ACM Trans. Comput.-Hum. Interact., vol. 30, no. 1, 2023, ISSN: 1073-0516.
Abstract | BibTeX | Tags: emotion regulation, mental health, Review, technology-enabled intervention
@article{10.1145/3569898,
title = {Designing for Emotion Regulation Interventions: An Agenda for HCI Theory and Research},
author = {Petr Slovak and Alissa Antle and Nikki Theofanopoulou and Claudia Daudén Roquet and James Gross and Katherine Isbister},
url = {https://doi.org/10.1145/3569898},
doi = {10.1145/3569898},
issn = {1073-0516},
year = {2023},
date = {2023-03-01},
urldate = {2023-03-01},
journal = {ACM Trans. Comput.-Hum. Interact.},
volume = {30},
number = {1},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
abstract = {There is a growing interest in human-computer interaction (HCI) to envision, design, and evaluate technology-enabled interventions that support users’ emotion regulation. This interest stems in part from increased recognition that the ability to regulate emotions is critical to mental health, and that a lack of effective emotion regulation is a transdiagnostic factor for mental illness. However, the potential to combine innovative HCI designs with the theoretical grounding and state-of-the-art interventions from psychology has yet to be fully realised. In this article, we synthesise HCI work on emotion regulation interventions and propose a three-part framework to guide technology designers in making: (i) theory-informed decisions about intervention targets; (ii) strategic decisions regarding the technology-enabled intervention mechanisms to be included in the system; and (iii) practical decisions around previous implementations of the selected intervention components. We show how this framework can both systematise HCI work to date and suggest a research agenda for future work.},
keywords = {emotion regulation, mental health, Review, technology-enabled intervention},
pubstate = {published},
tppubtype = {article}
}
There is a growing interest in human-computer interaction (HCI) to envision, design, and evaluate technology-enabled interventions that support users’ emotion regulation. This interest stems in part from increased recognition that the ability to regulate emotions is critical to mental health, and that a lack of effective emotion regulation is a transdiagnostic factor for mental illness. However, the potential to combine innovative HCI designs with the theoretical grounding and state-of-the-art interventions from psychology has yet to be fully realised. In this article, we synthesise HCI work on emotion regulation interventions and propose a three-part framework to guide technology designers in making: (i) theory-informed decisions about intervention targets; (ii) strategic decisions regarding the technology-enabled intervention mechanisms to be included in the system; and (iii) practical decisions around previous implementations of the selected intervention components. We show how this framework can both systematise HCI work to date and suggest a research agenda for future work.
Annemiek Veldhuis, Alissa N. Antle, Bernhard Rieke. 2023. TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning Proceedings Article . In Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '23 Association for Computing Machinery, Warsaw, Poland, .
Abstract | BibTeX | Tags: Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces
@inproceedings{10.1145/3569009.3573111,
title = {TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning},
author = {Annemiek Veldhuis and Alissa N. Antle and Bernhard Rieke},
url = {https://doi.org/10.1145/3569009.3573111},
doi = {10.1145/3569009.3573111},
isbn = {9781450399777},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction},
publisher = {Association for Computing Machinery},
address = {Warsaw, Poland},
series = {TEI '23},
abstract = {Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.},
keywords = {Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.
Jillian L. Warren, Alissa N. Antle, Alexandra Kitson, Alireza Davoodi. 2023. A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families Journal Article . In International Journal of Child-Computer Interaction, 100596, 2023, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Child-Computer Interaction, Covid-19, Digital health platforms, Intergenerational codesign, mental health, No child alone, Private social networks, Socioemotional wellbeing
@article{WARREN2023100596,
title = {A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://www.sciencedirect.com/science/article/pii/S2212868923000338},
doi = {https://doi.org/10.1016/j.ijcci.2023.100596},
issn = {2212-8689},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {International Journal of Child-Computer Interaction},
pages = {100596},
abstract = {In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.},
keywords = {Child-Computer Interaction, Covid-19, Digital health platforms, Intergenerational codesign, mental health, No child alone, Private social networks, Socioemotional wellbeing},
pubstate = {published},
tppubtype = {article}
}
In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.
Juan Pablo Hourcade, Meryl Alper, Alissa N. Antle, Gökçe Elif Baykal, Elizabeth Bonsignore, Tamara Clegg, Flannery Hope Currin, Christian Dindler, Eva Eriksson, Jerry Alan Fails, Franca Garzotto, Michail Giannakos, Carina S. Gonzalez, Ole Sejer Iversen, Monica Landoni, Nuria Medina Medina, Chris Quintana, Janet Read, Maria Roussou, Elisa Rubegni, Summer Schmuecker, Suleman Shahid, Cristina Maria Sylla, Greg Walsh, Svetlana Yarosh, Jason Yip. 2023. Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children Proceedings Article . In Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, CHI EA '23 Association for Computing Machinery, Hamburg, Germany, .
Abstract | BibTeX | Tags: children, emerging technologies, ethics, extended reality, participatory methods
@inproceedings{10.1145/3544549.3583172,
title = {Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children},
author = {Juan Pablo Hourcade and Meryl Alper and Alissa N. Antle and Gökçe Elif Baykal and Elizabeth Bonsignore and Tamara Clegg and Flannery Hope Currin and Christian Dindler and Eva Eriksson and Jerry Alan Fails and Franca Garzotto and Michail Giannakos and Carina S. Gonzalez and Ole Sejer Iversen and Monica Landoni and Nuria Medina Medina and Chris Quintana and Janet Read and Maria Roussou and Elisa Rubegni and Summer Schmuecker and Suleman Shahid and Cristina Maria Sylla and Greg Walsh and Svetlana Yarosh and Jason Yip},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3544549.3583172},
doi = {10.1145/3544549.3583172},
isbn = {9781450394222},
year = {2023},
date = {2023-01-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems},
publisher = {Association for Computing Machinery},
address = {Hamburg, Germany},
series = {CHI EA '23},
abstract = {This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.},
keywords = {children, emerging technologies, ethics, extended reality, participatory methods},
pubstate = {published},
tppubtype = {inproceedings}
}
This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.
Alexandra Kitson, Alissa N. Antle, Petr Slovak. 2023. Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth Proceedings Article . In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference, IDC '23 Association for Computing Machinery, Chicago, IL, USA, 14–26, .
Abstract | BibTeX | Tags: Co-Design, Cognitive Reappraisal, emotion regulation, participatory design, virtual reality, youth
@inproceedings{10.1145/3585088.3589381,
title = {Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth},
author = {Alexandra Kitson and Alissa N. Antle and Petr Slovak},
url = {https://doi.org/10.1145/3585088.3589381},
doi = {10.1145/3585088.3589381},
isbn = {9798400701313},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the 22nd Annual ACM Interaction Design and Children Conference},
pages = {14–26},
publisher = {Association for Computing Machinery},
address = {Chicago, IL, USA},
series = {IDC '23},
abstract = {Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.},
keywords = {Co-Design, Cognitive Reappraisal, emotion regulation, participatory design, virtual reality, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.
2022
Brygg Ullmer, Orit Shaer, Ali Mazalek, Caroline Hummels. 2022. Weaving Fire into Form: Aspirations for Tangible and Embodied Interaction Book . 1, Association for Computing Machinery, New York, NY, USA, 2022, ISBN: 9781450397698.
@book{10.1145/3544564,
title = {Weaving Fire into Form: Aspirations for Tangible and Embodied Interaction},
author = {Brygg Ullmer and Orit Shaer and Ali Mazalek and Caroline Hummels},
url = {https://dl.acm.org/doi/book/10.1145/3544564#secAbs},
isbn = {9781450397698},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
volume = {44},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
edition = {1},
abstract = {This book investigates multiple facets of the emerging discipline of Tangible, Embodied, and Embedded Interaction (TEI). This is a story of atoms and bits. We explore the interweaving of the physical and digital, toward understanding some of their wildly varying hybrid forms and behaviors. Spanning conceptual, philosophical, cognitive, design, and technical aspects of interaction, this book charts both history and aspirations for the future of TEI. We examine and celebrate diverse trailblazing works, and provide wide-ranging conceptual and pragmatic tools toward weaving the animating fires of computation and technology into evocative tangible forms. We also chart a path forward for TEI engagement with broader societal and sustainability challenges that will profoundly (re)shape our children’s and grandchildren’s futures. We invite you all to join this quest.},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
This book investigates multiple facets of the emerging discipline of Tangible, Embodied, and Embedded Interaction (TEI). This is a story of atoms and bits. We explore the interweaving of the physical and digital, toward understanding some of their wildly varying hybrid forms and behaviors. Spanning conceptual, philosophical, cognitive, design, and technical aspects of interaction, this book charts both history and aspirations for the future of TEI. We examine and celebrate diverse trailblazing works, and provide wide-ranging conceptual and pragmatic tools toward weaving the animating fires of computation and technology into evocative tangible forms. We also chart a path forward for TEI engagement with broader societal and sustainability challenges that will profoundly (re)shape our children’s and grandchildren’s futures. We invite you all to join this quest.
Ofir Sadka, Alissa Antle. 2022. Interactive Technologies for Emotion Regulation Training: A Scoping Review Journal Article . In International Journal of Human-Computer Studies, vol. 168, 102906, 2022, ISSN: 1071-5819.
Abstract | Links | BibTeX | Tags: Design considerations, emotion regulation, interactive technology, Scoping review
@article{SADKA2022102906,
title = {Interactive Technologies for Emotion Regulation Training: A Scoping Review},
author = {Ofir Sadka and Alissa Antle},
url = {https://www.sciencedirect.com/science/article/pii/S1071581922001276},
doi = {https://doi.org/10.1016/j.ijhcs.2022.102906},
issn = {1071-5819},
year = {2022},
date = {2022-01-01},
journal = {International Journal of Human-Computer Studies},
volume = {168},
pages = {102906},
abstract = {Emotion regulation is foundational to mental health and well-being. In the last decade there has been an increasing focus on the use of interactive technologies to support emotion regulation training in a variety of contexts. However, research has been done in diverse fields and no cohesive framework exists that explicates what features of such systems are important to consider, and what remains unknown which should be explored in future research. To address this gap, this paper presents the findings of a scoping review of 65 peer-reviewed papers. Through qualitative and frequency analysis we have analyzed the quality of published research, categorized the technologies that were used, reviewed their theoretical foundations, identified the opportunities that appear to provide unique benefits, and raised the challenges that require further exploration. Based on the findings we outline sensitizing concepts and considerations that researchers and designers may find useful for future designs and research. Where there are gaps in research, we propose gateways into non-HCI disciplines that may inform the design of future technologies and research designs for emotion regulation training.},
keywords = {Design considerations, emotion regulation, interactive technology, Scoping review},
pubstate = {published},
tppubtype = {article}
}
Emotion regulation is foundational to mental health and well-being. In the last decade there has been an increasing focus on the use of interactive technologies to support emotion regulation training in a variety of contexts. However, research has been done in diverse fields and no cohesive framework exists that explicates what features of such systems are important to consider, and what remains unknown which should be explored in future research. To address this gap, this paper presents the findings of a scoping review of 65 peer-reviewed papers. Through qualitative and frequency analysis we have analyzed the quality of published research, categorized the technologies that were used, reviewed their theoretical foundations, identified the opportunities that appear to provide unique benefits, and raised the challenges that require further exploration. Based on the findings we outline sensitizing concepts and considerations that researchers and designers may find useful for future designs and research. Where there are gaps in research, we propose gateways into non-HCI disciplines that may inform the design of future technologies and research designs for emotion regulation training.
Yumiko Murai, Alissa N. Antle, Alexandra Kitson, Yves Candau, Azadeh Adibi, Zoe Dao-Kroeker, John Desnoyers-Stewart, Katrien Jacobs. 2022. Facilitating critical reflection in online distributed maker workshops: Case studies Journal Article . In International Journal of Child-Computer Interaction, vol. 33, 100509, 2022, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop
@article{MURAI2022100509,
title = {Facilitating critical reflection in online distributed maker workshops: Case studies},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://www.sciencedirect.com/science/article/pii/S221286892200037X},
doi = {https://doi.org/10.1016/j.ijcci.2022.100509},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {33},
pages = {100509},
abstract = {The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.},
keywords = {Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop},
pubstate = {published},
tppubtype = {article}
}
The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.
Alissa N. Antle, Juan Pablo Hourcade. 2022. Research in Child–Computer Interaction: Provocations and envisioning future directions Journal Article . In International Journal of Child-Computer Interaction, vol. 32, 100374, 2022, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Child–computer interaction, Future, Provocations, Research agenda, Review, Vision
@article{ANTLE2022100374,
title = {Research in Child–Computer Interaction: Provocations and envisioning future directions},
author = {Alissa N. Antle and Juan Pablo Hourcade},
url = {https://www.sciencedirect.com/science/article/pii/S2212868921000787},
doi = {https://doi.org/10.1016/j.ijcci.2021.100374},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {32},
pages = {100374},
abstract = {In the 21st century the academic field of Child–Computer Interaction (CCI) arose alongside burgeoning interactive technology and digital media industries that targeted children. We believe that the field of CCIU is at an important point in its development, analogous to when a child becomes a teen. Over the last few years we have each had many informal conversations with other CCI researchers in which we discuss issues such as, what is our responsibility as researchers beyond academe? What values underlie our conceptions of a ”good” childhood and the role of interactive technology in it? And, how do we ensure that our field continues to grow and evolve in ways that are consistent with our responsibilities and values? To address these and other complex questions that have been drawing our attention we came together to reflect, discuss and create a position paper for our community, in which we outline some of the issues we see facing our community at this time. To inform our deliberations with opinions beyond our own we conducted an informal consultation with 25 members of the CCI community. Our responders spanned junior to senior researchers, represented diverse geographies and included industry practitioners. These diverse responses provided further content for our reflections, and helped us see perspectives beyond our own. The result of this informal process is this speculative paper in which we propose a series of seven provocations that aim to disrupt some of the normative assumptions held in our field. Our goal in doing this is to open up dialogue in our community about these issues and promote consideration of the alternative visions we present for where we might focus our attention and efforts. We see our contribution not as truth or a definitive statement of a vision for the field, but rather as our opinion about some of the complex issues we face and that we think should be considered through dialogue as we move into the next phase of our development as an academic and scholarly community. We believe that it is urgent and critical for our field that we take up these questions, explore diverse perspectives, and critically work towards decisions and actions that will define our identity and the value of our contributions as we move forward into the next 20 years of research in CCI.},
keywords = {Child–computer interaction, Future, Provocations, Research agenda, Review, Vision},
pubstate = {published},
tppubtype = {article}
}
In the 21st century the academic field of Child–Computer Interaction (CCI) arose alongside burgeoning interactive technology and digital media industries that targeted children. We believe that the field of CCIU is at an important point in its development, analogous to when a child becomes a teen. Over the last few years we have each had many informal conversations with other CCI researchers in which we discuss issues such as, what is our responsibility as researchers beyond academe? What values underlie our conceptions of a ”good” childhood and the role of interactive technology in it? And, how do we ensure that our field continues to grow and evolve in ways that are consistent with our responsibilities and values? To address these and other complex questions that have been drawing our attention we came together to reflect, discuss and create a position paper for our community, in which we outline some of the issues we see facing our community at this time. To inform our deliberations with opinions beyond our own we conducted an informal consultation with 25 members of the CCI community. Our responders spanned junior to senior researchers, represented diverse geographies and included industry practitioners. These diverse responses provided further content for our reflections, and helped us see perspectives beyond our own. The result of this informal process is this speculative paper in which we propose a series of seven provocations that aim to disrupt some of the normative assumptions held in our field. Our goal in doing this is to open up dialogue in our community about these issues and promote consideration of the alternative visions we present for where we might focus our attention and efforts. We see our contribution not as truth or a definitive statement of a vision for the field, but rather as our opinion about some of the complex issues we face and that we think should be considered through dialogue as we move into the next phase of our development as an academic and scholarly community. We believe that it is urgent and critical for our field that we take up these questions, explore diverse perspectives, and critically work towards decisions and actions that will define our identity and the value of our contributions as we move forward into the next 20 years of research in CCI.
Min Fan, Alissa N. Antle, Zhicong Lu. 2022. The Use of Short-Video Mobile Apps in Early Childhood: a Case Study of Parental Perspectives in China Journal Article . In Early Years, vol. 0, no. 0, 1–15, 2022.
BibTeX | Tags:
@article{doi:10.1080/09575146.2022.2038088,
title = {The Use of Short-Video Mobile Apps in Early Childhood: a Case Study of Parental Perspectives in China},
author = {Min Fan and Alissa N. Antle and Zhicong Lu},
url = {https://doi.org/10.1080/09575146.2022.2038088},
doi = {10.1080/09575146.2022.2038088},
year = {2022},
date = {2022-01-01},
journal = {Early Years},
volume = {0},
number = {0},
pages = {1--15},
publisher = {Routledge},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Alissa N. Antle, Yumiko Murai, Alexandra Kitson, Yves Candau, Zoe Minh-Tam Dao-Kroeker, Azadeh Adibi. 2022. “There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop Proceedings Article . In Interaction Design and Children, IDC '22 Association for Computing Machinery, Braga, Portugal, 327–340, .
Abstract | BibTeX | Tags: Biowearables, children, Critical making, design ethics, ethics, teaching ethics, youth
@inproceedings{10.1145/3501712.3529717,
title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},
author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},
url = {https://doi.org/10.1145/3501712.3529717},
doi = {10.1145/3501712.3529717},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {327–340},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},
keywords = {Biowearables, children, Critical making, design ethics, ethics, teaching ethics, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.
Jillian L. Warren, Alissa N. Antle, Alexandra Kitson, Alireza Davoodi. 2022. Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences Proceedings Article . In Interaction Design and Children, IDC '22 Association for Computing Machinery, Braga, Portugal, 37–49, .
Abstract | BibTeX | Tags: Child-Computer Interaction, Co-design with Children, Methodology, No child alone, Research Methods
@inproceedings{10.1145/3501712.3529722,
title = {Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://doi.org/10.1145/3501712.3529722},
doi = {10.1145/3501712.3529722},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {37–49},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.},
keywords = {Child-Computer Interaction, Co-design with Children, Methodology, No child alone, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.
2021
Alyssa Friend Wise, Alissa N Antle, Jillian L Warren. 2021. Design Strategies for Collaborative Learning in Tangible Tabletops: Positive Interdependence and Reflective Pauses Journal Article . In Interacting with Computers, vol. 33, no. 3, 271–294, 2021, ISSN: 1873-7951.
@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},
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}
}
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.
Alissa N. Antle, Alexandra Kitson. 2021. 1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables Journal Article . In International Journal of Child-Computer Interaction, vol. 30, 100328, 2021, ISSN: 2212-8689.
@article{ANTLE2021100328,
title = {1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables},
author = {Alissa N. Antle and Alexandra Kitson},
url = {https://www.sciencedirect.com/science/article/pii/S2212868921000507},
doi = {https://doi.org/10.1016/j.ijcci.2021.100328},
issn = {2212-8689},
year = {2021},
date = {2021-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {30},
pages = {100328},
abstract = {Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.
Yumiko Murai, Alissa N. Antle, Alexandra Kitson, Yves Candau, Azadeh Adibi, Zoe Dao-Kroeker, John Desnoyers-Stewart, Katrien Jacobs. 2021. Facilitating Online Distributed Critical Making: Lessons Learned Proceedings Article . In FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, FabLearn Europe / MakeEd 2021 Association for Computing Machinery, St. Gallen, Switzerland, .
Abstract | BibTeX | Tags: Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, youth
@inproceedings{10.1145/3466725.3466759,
title = {Facilitating Online Distributed Critical Making: Lessons Learned},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://doi.org/10.1145/3466725.3466759},
doi = {10.1145/3466725.3466759},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},
keywords = {Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.
Uddipana Baishya, Alissa N. Antle, Carman Neustaedter. 2021. Exploring Opportunities to Aid Generation of Input Action Ideas for Tangible User Interfaces Proceedings Article . In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, CHI '21 Association for Computing Machinery, Yokohama, Japan, .
Abstract | BibTeX | Tags: Idea generation, Input actions for tangible user interfaces, Tangible interaction design, Tangible user interface design tool
@inproceedings{10.1145/3411764.3445713,
title = {Exploring Opportunities to Aid Generation of Input Action Ideas for Tangible User Interfaces},
author = {Uddipana Baishya and Alissa N. Antle and Carman Neustaedter},
url = {https://doi.org/10.1145/3411764.3445713},
doi = {10.1145/3411764.3445713},
isbn = {9781450380966},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems},
publisher = {Association for Computing Machinery},
address = {Yokohama, Japan},
series = {CHI '21},
abstract = {Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.},
keywords = {Idea generation, Input actions for tangible user interfaces, Tangible interaction design, Tangible user interface design tool},
pubstate = {published},
tppubtype = {inproceedings}
}
Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.
Zoe Minh-Tam Dao-Kroeker, Alexandra Kitson, Alissa N. Antle, Yumiko Murai, Azadeh Adibi. 2021. Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth Proceedings Article . In Interaction Design and Children, IDC '21 Association for Computing Machinery, Athens, Greece, 450–455, .
Abstract | BibTeX | Tags: Biowearables, computer ethics, Critical making, Design cards, design ethics, reflection, youth
@inproceedings{10.1145/3459990.3465182,
title = {Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth},
author = {Zoe Minh-Tam Dao-Kroeker and Alexandra Kitson and Alissa N. Antle and Yumiko Murai and Azadeh Adibi},
url = {https://doi.org/10.1145/3459990.3465182},
doi = {10.1145/3459990.3465182},
isbn = {9781450384520},
year = {2021},
date = {2021-01-01},
booktitle = {Interaction Design and Children},
pages = {450–455},
publisher = {Association for Computing Machinery},
address = {Athens, Greece},
series = {IDC '21},
abstract = {There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.},
keywords = {Biowearables, computer ethics, Critical making, Design cards, design ethics, reflection, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.
Alissa N. Antle, Alexandra Kitson, Yumiko Murai, John Desnoyers-Stewart, Yves Candau, Azadeh Adibi, Katrien Jacobs, Zoe Dao-Kroeker. 2021. Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth Proceedings Article . In FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, FabLearn Europe / MakeEd 2021 Association for Computing Machinery, St. Gallen, Switzerland, .
Abstract | BibTeX | Tags: Biowearables, Critical making, design ethics, ethics, teaching ethics, youth
@inproceedings{10.1145/3466725.3466762,
title = {Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth},
author = {Alissa N. Antle and Alexandra Kitson and Yumiko Murai and John Desnoyers-Stewart and Yves Candau and Azadeh Adibi and Katrien Jacobs and Zoe Dao-Kroeker},
url = {https://doi.org/10.1145/3466725.3466762},
doi = {10.1145/3466725.3466762},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.},
keywords = {Biowearables, Critical making, design ethics, ethics, teaching ethics, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.
2020
Brennan Jones, Anthony Tang, Carman Neustaedter, Alissa N. Antle, Elgin-Skye McLaren. 2020. Designing Technology for Shared Communication and Awareness in Wilderness Search and Rescue Book Chapter . In McCrickard, D. Scott; Jones, Michael; Stelter, Timothy L. (Ed.): HCI Outdoors: Theory, Design, Methods and Applications, 175–194, Springer International Publishing, Cham, 2020, ISBN: 978-3-030-45289-6.
@inbook{Jones2020,
title = {Designing Technology for Shared Communication and Awareness in Wilderness Search and Rescue},
author = {Brennan Jones and Anthony Tang and Carman Neustaedter and Alissa N. Antle and Elgin-Skye McLaren},
editor = {D. Scott McCrickard and Michael Jones and Timothy L. Stelter},
url = {https://doi.org/10.1007/978-3-030-45289-6_9},
doi = {10.1007/978-3-030-45289-6_9},
isbn = {978-3-030-45289-6},
year = {2020},
date = {2020-01-01},
booktitle = {HCI Outdoors: Theory, Design, Methods and Applications},
pages = {175--194},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {Wilderness search and rescue (WSAR) is a carefully planned and organized team operation, requiring collaboration and information sharing between many volunteers who are spread out across various locations in the outdoors. Workers play a variety of roles, both on the ground and at a command post, and they need information and awareness specific to those roles. In our work, we are interested in understanding how this information is gathered and passed around, how it helps WSAR workers achieve their goals, and what challenges they face in sending and receiving information as well as in maintaining proper awareness. We conducted a study where we interviewed WSAR workers and observed a simulated search. Our findings reveal that WSAR workers face challenges in maintaining a shared mental model when radio and network connectivity are sparse. Our insights reveal opportunities for new communication modalities, such as (but not limited to) video communication, augmented reality, drones, and team-collaboration platforms to provide awareness and make communication and coordination easier remotely across various locations, but particularly between the field teams and Command workers. However, such technologies should also be designed to anticipate gaps in radio reception, and provide opportunities for workers to communicate asynchronously and see relevant `offline' information in a context-dependent manner. We present design ideas that pursue some of these opportunities.},
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Wilderness search and rescue (WSAR) is a carefully planned and organized team operation, requiring collaboration and information sharing between many volunteers who are spread out across various locations in the outdoors. Workers play a variety of roles, both on the ground and at a command post, and they need information and awareness specific to those roles. In our work, we are interested in understanding how this information is gathered and passed around, how it helps WSAR workers achieve their goals, and what challenges they face in sending and receiving information as well as in maintaining proper awareness. We conducted a study where we interviewed WSAR workers and observed a simulated search. Our findings reveal that WSAR workers face challenges in maintaining a shared mental model when radio and network connectivity are sparse. Our insights reveal opportunities for new communication modalities, such as (but not limited to) video communication, augmented reality, drones, and team-collaboration platforms to provide awareness and make communication and coordination easier remotely across various locations, but particularly between the field teams and Command workers. However, such technologies should also be designed to anticipate gaps in radio reception, and provide opportunities for workers to communicate asynchronously and see relevant `offline' information in a context-dependent manner. We present design ideas that pursue some of these opportunities.
Min Fan, Alissa N. Antle, Jillian L. Warren. 2020. Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes Journal Article . In Journal of Educational Computing Research, vol. 58, no. 6, 1059–1100, 2020.
@article{doi:10.1177/0735633120927489,
title = {Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes},
author = {Min Fan and Alissa N. Antle and Jillian L. Warren},
url = {https://doi.org/10.1177/0735633120927489},
doi = {10.1177/0735633120927489},
year = {2020},
date = {2020-01-01},
journal = {Journal of Educational Computing Research},
volume = {58},
number = {6},
pages = {1059--1100},
abstract = {In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.
Reese Muntean, Alissa N. Antle, Kate Hennessy. 2020. Communicating Sustainable Consumption and Production in 360° Video Proceedings Article . In Proceedings of the 2020 ACM Designing Interactive Systems Conference, DIS '20 Association for Computing Machinery, Eindhoven, Netherlands, 1259–1271, .
Abstract | BibTeX | Tags: 360 video, cinematic vr, sustainability, sustainable consumption and production, virtual reality
@inproceedings{10.1145/3357236.3395460,
title = {Communicating Sustainable Consumption and Production in 360° Video},
author = {Reese Muntean and Alissa N. Antle and Kate Hennessy},
url = {https://doi.org/10.1145/3357236.3395460},
doi = {10.1145/3357236.3395460},
isbn = {9781450369749},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the 2020 ACM Designing Interactive Systems Conference},
pages = {1259–1271},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {DIS '20},
abstract = {Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.},
keywords = {360 video, cinematic vr, sustainability, sustainable consumption and production, virtual reality},
pubstate = {published},
tppubtype = {inproceedings}
}
Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.
Min Fan, Alissa N. Antle. 2020. An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App Proceedings Article . In Proceedings of the Interaction Design and Children Conference, IDC '20 Association for Computing Machinery, London, United Kingdom, 385–397, .
Abstract | BibTeX | Tags: augmented reality, children, developing country, english language learning, phonological awareness, school
@inproceedings{10.1145/3392063.3394409,
title = {An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App},
author = {Min Fan and Alissa N. Antle},
url = {https://doi.org/10.1145/3392063.3394409},
doi = {10.1145/3392063.3394409},
isbn = {9781450379816},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Interaction Design and Children Conference},
pages = {385–397},
publisher = {Association for Computing Machinery},
address = {London, United Kingdom},
series = {IDC '20},
abstract = {Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.},
keywords = {augmented reality, children, developing country, english language learning, phonological awareness, school},
pubstate = {published},
tppubtype = {inproceedings}
}
Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.
Victor Cheung, Alissa N. Antle, Shubhra Sarker, Min Fan, Jianyu Fan, Philippe Pasquier. 2020. Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning Proceedings Article . In Proceedings of the Interaction Design and Children Conference, IDC '20 Association for Computing Machinery, London, United Kingdom, 589–601, .
Abstract | BibTeX | Tags: augmented reality, early childhood learning, education mobile apps, tablets, tangible interaction
@inproceedings{10.1145/3392063.3394412,
title = {Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning},
author = {Victor Cheung and Alissa N. Antle and Shubhra Sarker and Min Fan and Jianyu Fan and Philippe Pasquier},
url = {https://doi.org/10.1145/3392063.3394412},
doi = {10.1145/3392063.3394412},
isbn = {9781450379816},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Interaction Design and Children Conference},
pages = {589–601},
publisher = {Association for Computing Machinery},
address = {London, United Kingdom},
series = {IDC '20},
abstract = {Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.},
keywords = {augmented reality, early childhood learning, education mobile apps, tablets, tangible interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.
Victor Cheung, Alissa N. Antle. 2020. Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems Proceedings Article . In Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '20 Association for Computing Machinery, Sydney NSW, Australia, 393–401, .
Abstract | BibTeX | Tags: case study, futuristic interfaces, interface and interaction design, sci-fi movies, speculative interfaces, tangible systems
@inproceedings{10.1145/3374920.3374942,
title = {Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems},
author = {Victor Cheung and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3374920.3374942},
doi = {10.1145/3374920.3374942},
isbn = {9781450361071},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {393–401},
publisher = {Association for Computing Machinery},
address = {Sydney NSW, Australia},
series = {TEI '20},
abstract = {Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.},
keywords = {case study, futuristic interfaces, interface and interaction design, sci-fi movies, speculative interfaces, tangible systems},
pubstate = {published},
tppubtype = {inproceedings}
}
Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.
Alissa Antle, Juan Pablo Hourcade, Paulo Blikstein, Jerry Alan Fails, Franca Garzotto, Ole Sejer Iversen, Panos Markopoulos, Glenda Revelle. 2020. Child-Computer Interaction SIG: Looking Forward After 18 Years Proceedings Article . In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, CHI EA '20 Association for Computing Machinery, Honolulu, HI, USA, 1–4, .
Abstract | BibTeX | Tags: Child-Computer Interaction, impact, interaction design and children, methods, research areas
@inproceedings{10.1145/3334480.3381060,
title = {Child-Computer Interaction SIG: Looking Forward After 18 Years},
author = {Alissa Antle and Juan Pablo Hourcade and Paulo Blikstein and Jerry Alan Fails and Franca Garzotto and Ole Sejer Iversen and Panos Markopoulos and Glenda Revelle},
url = {https://doi.org/10.1145/3334480.3381060},
doi = {10.1145/3334480.3381060},
isbn = {9781450368193},
year = {2020},
date = {2020-01-01},
booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},
pages = {1–4},
publisher = {Association for Computing Machinery},
address = {Honolulu, HI, USA},
series = {CHI EA '20},
abstract = {This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.},
keywords = {Child-Computer Interaction, impact, interaction design and children, methods, research areas},
pubstate = {published},
tppubtype = {inproceedings}
}
This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.
Ofir Sadka, Alissa Antle. 2020. Interactive Technologies for Emotion-Regulation Training: Opportunities and Challenges Proceedings Article . In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, CHI EA '20 Association for Computing Machinery, Honolulu, HI, USA, 1–12, .
Abstract | BibTeX | Tags: descriptive literature review, emotion regulation training, interactive technology
@inproceedings{10.1145/3334480.3382894,
title = {Interactive Technologies for Emotion-Regulation Training: Opportunities and Challenges},
author = {Ofir Sadka and Alissa Antle},
url = {https://doi.org/10.1145/3334480.3382894},
doi = {10.1145/3334480.3382894},
isbn = {9781450368193},
year = {2020},
date = {2020-01-01},
booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},
pages = {1–12},
publisher = {Association for Computing Machinery},
address = {Honolulu, HI, USA},
series = {CHI EA '20},
abstract = {Emotion regulation (ER) is foundational to mental health and well-being. In the last ten years, there has been an increasing focus on this use of interactive technologies to support ER training in a variety of contexts. However, work has been done by researchers from diverse fields, and no cohesive research agenda exists that explicates how and why interactive technologies may benefit ER training. To address this gap, this paper presents the initial results of a descriptive review of 38 peer-reviewed papers on this topic. Qualitative analysis revealed four opportunity themes where interactive technologies appear to provide unique benefits. The analysis also revealed three challenge themes where design guidance, particularly around emotion representation, is ambiguous or underspecified. Based on our findings, we propose future research in these thematic areas; we also propose intersectional themes and underexplored areas that researchers and designers may find productive to explore.},
keywords = {descriptive literature review, emotion regulation training, interactive technology},
pubstate = {published},
tppubtype = {inproceedings}
}
Emotion regulation (ER) is foundational to mental health and well-being. In the last ten years, there has been an increasing focus on this use of interactive technologies to support ER training in a variety of contexts. However, work has been done by researchers from diverse fields, and no cohesive research agenda exists that explicates how and why interactive technologies may benefit ER training. To address this gap, this paper presents the initial results of a descriptive review of 38 peer-reviewed papers on this topic. Qualitative analysis revealed four opportunity themes where interactive technologies appear to provide unique benefits. The analysis also revealed three challenge themes where design guidance, particularly around emotion representation, is ambiguous or underspecified. Based on our findings, we propose future research in these thematic areas; we also propose intersectional themes and underexplored areas that researchers and designers may find productive to explore.
2019
Mandy Chen, Ronald G. Barr, Erica Miller, Nichole Fairbrother, Alissa Antle, Rollin Brant. 2019. When soothing succeeds: Simulating a risk for repeated shaking in abusive head trauma in infants Journal Article . In Infant Behavior and Development, vol. 56, 101246, 2019, ISSN: 0163-6383, (The infant simulator: A novel approach for the measurement of parenting).
Abstract | Links | BibTeX | Tags: Abusive head trauma, Crying, Gender difference, Risk factor for infant abuse, Shaken baby syndrome
@article{CHEN2019101246,
title = {When soothing succeeds: Simulating a risk for repeated shaking in abusive head trauma in infants},
author = {Mandy Chen and Ronald G. Barr and Erica Miller and Nichole Fairbrother and Alissa Antle and Rollin Brant},
url = {https://www.sciencedirect.com/science/article/pii/S0163638317300322},
doi = {https://doi.org/10.1016/j.infbeh.2018.02.004},
issn = {0163-6383},
year = {2019},
date = {2019-01-01},
journal = {Infant Behavior and Development},
volume = {56},
pages = {101246},
abstract = {Purpose To investigate the observation that perpetrators of abusive head trauma engage in repeated shakings because shaking “works” to quiet the infant. Methods Sixty first-time parent couples individually cared for a programmable model infant in two consecutive 7-min trials. After six minutes of consolable followed by inconsolable crying, parents selected one of three soothing techniques. For trial one, parents were randomized to a “Successful” or “Failed” Soothing Condition. Whether the soothing technique was repeated after trial two was determined by the study investigators. Parents rated their frustration after each trial. Results As hypothesized, parents were more likely to repeat a soothing technique that “worked” in trial one. Compared to fathers, mothers reported more frustration when soothing failed. Conclusions That caregivers were more likely to repeat a successful soothing technique converges with perpetrator confessions that crying cessation after shaking may be a reason why shaking is used repeatedly in response to crying.},
note = {The infant simulator: A novel approach for the measurement of parenting},
keywords = {Abusive head trauma, Crying, Gender difference, Risk factor for infant abuse, Shaken baby syndrome},
pubstate = {published},
tppubtype = {article}
}
Purpose To investigate the observation that perpetrators of abusive head trauma engage in repeated shakings because shaking “works” to quiet the infant. Methods Sixty first-time parent couples individually cared for a programmable model infant in two consecutive 7-min trials. After six minutes of consolable followed by inconsolable crying, parents selected one of three soothing techniques. For trial one, parents were randomized to a “Successful” or “Failed” Soothing Condition. Whether the soothing technique was repeated after trial two was determined by the study investigators. Parents rated their frustration after each trial. Results As hypothesized, parents were more likely to repeat a soothing technique that “worked” in trial one. Compared to fathers, mothers reported more frustration when soothing failed. Conclusions That caregivers were more likely to repeat a successful soothing technique converges with perpetrator confessions that crying cessation after shaking may be a reason why shaking is used repeatedly in response to crying.
Alissa N. Antle, Elgin-Skye McLaren, Holly Fiedler, Naomi Johnson. 2019. Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home Proceedings Article . In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI '19 Association for Computing Machinery, Glasgow, Scotland Uk, 1–13, .
Abstract | BibTeX | Tags: brain computer interfaces, children, field studies, hci for mental health, positive computing, self-regulation
@inproceedings{10.1145/3290605.3300266,
title = {Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home},
author = {Alissa N. Antle and Elgin-Skye McLaren and Holly Fiedler and Naomi Johnson},
url = {https://doi.org/10.1145/3290605.3300266},
doi = {10.1145/3290605.3300266},
isbn = {9781450359702},
year = {2019},
date = {2019-01-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},
pages = {1–13},
publisher = {Association for Computing Machinery},
address = {Glasgow, Scotland Uk},
series = {CHI '19},
abstract = {About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.},
keywords = {brain computer interfaces, children, field studies, hci for mental health, positive computing, self-regulation},
pubstate = {published},
tppubtype = {inproceedings}
}
About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.
Alissa N. Antle, Elgin Skye McLaren, Holly Fiedler, Naomi Johnson. 2019. Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App Proceedings Article . In Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '19 Association for Computing Machinery, Tempe, Arizona, USA, 87–96, .
Abstract | BibTeX | Tags: Brain-computer interfaces, children, emotion-regulation, learning, mental health., socio-technological studies
@inproceedings{10.1145/3294109.3295650,
title = {Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App},
author = {Alissa N. Antle and Elgin Skye McLaren and Holly Fiedler and Naomi Johnson},
url = {https://doi.org/10.1145/3294109.3295650},
doi = {10.1145/3294109.3295650},
isbn = {9781450361965},
year = {2019},
date = {2019-01-01},
booktitle = {Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {87–96},
publisher = {Association for Computing Machinery},
address = {Tempe, Arizona, USA},
series = {TEI '19},
abstract = {Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.},
keywords = {Brain-computer interfaces, children, emotion-regulation, learning, mental health., socio-technological studies},
pubstate = {published},
tppubtype = {inproceedings}
}
Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.
Uddipana Baishya, Alissa N. Antle, Elgin-Skye McLaren. 2019. Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation Proceedings Article . In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, CHI EA '19 Association for Computing Machinery, Glasgow, Scotland Uk, 1–6, .
Abstract | BibTeX | Tags: design tools, Idea generation, manipulation, Tangible interaction design, Tangible User Interfaces
@inproceedings{10.1145/3290607.3312820,
title = {Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation},
author = {Uddipana Baishya and Alissa N. Antle and Elgin-Skye McLaren},
url = {https://doi.org/10.1145/3290607.3312820},
doi = {10.1145/3290607.3312820},
isbn = {9781450359719},
year = {2019},
date = {2019-01-01},
booktitle = {Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Glasgow, Scotland Uk},
series = {CHI EA '19},
abstract = {Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.},
keywords = {design tools, Idea generation, manipulation, Tangible interaction design, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.
Md Nafiz Hasan Khan, Carman Neustaedter, Alissa Antle. 2019. Flight Chair: An Interactive Chair for Controlling Emergency Service Drones Bachelor Thesis . 2019.
BibTeX | Tags:
@bachelorthesis{Khan2019,
title = {Flight Chair: An Interactive Chair for Controlling Emergency Service Drones},
author = {Md Nafiz Hasan Khan and Carman Neustaedter and Alissa Antle},
doi = {10.1145/3290607.3313031},
year = {2019},
date = {2019-01-01},
urldate = {2019-01-01},
type = {Extended Abstract},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
2018
Alissa N. Antle, Leslie Chesick, Elgin-Skye Mclaren. 2018. Opening up the Design Space of Neurofeedback Brain--Computer Interfaces for Children Journal Article . In ACM Trans. Comput.-Hum. Interact., vol. 24, no. 6, 2018, ISSN: 1073-0516.
Abstract | BibTeX | Tags: Brain-computer interfaces, children, conceptual framework, design, mental health, self-regulation, strong concepts
@article{10.1145/3131607,
title = {Opening up the Design Space of Neurofeedback Brain--Computer Interfaces for Children},
author = {Alissa N. Antle and Leslie Chesick and Elgin-Skye Mclaren},
url = {https://doi.org/10.1145/3131607},
doi = {10.1145/3131607},
issn = {1073-0516},
year = {2018},
date = {2018-01-01},
journal = {ACM Trans. Comput.-Hum. Interact.},
volume = {24},
number = {6},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
abstract = {Brain--computer interface applications (BCIs) utilizing neurofeedback (NF) can make invisible brain states visible in real time. Learning to recognize, modify, and regulate brain states is critical to all children's development and can improve learning, and emotional and mental health outcomes. How can we design usable and effective NF BCIs that help children learn and practice brain state self-regulation? Our contribution is a list of challenges for this emerging design space and a conceptual framework that addresses those challenges. The framework is composed of five interrelated strong concepts that we adapted from other design spaces. We derived the concepts reflectively, theoretically, and empirically through a design research process in which we created and evaluated a NF BCI, called Mind-Full, designed to help children living in Nepal who had suffered from complex trauma learn to self-regulate anxiety and attention. We add rigor to our derivation methodology by horizontally and vertically grounding our concepts, that is, relating them to similar concepts in the literature and instantiations in other artifacts. We illustrate the generative power of the concepts and the inter-relationships between them through the description of two new NF BCIs we created using the framework for urban and indigenous children with anxiety and attentional challenges. We then show the versatility of our framework by describing how it inspired and informed the conceptual design of three NF BCIs for different types of self-regulation: selective attention and working memory, pain management, and depression. Last, we discuss the contestability, defensibility, and substantiveness of our conceptual framework in order to ensure rigor in our research design process. Our contribution is a rigorously derived design framework that opens up this new and emerging design space of NF BCI's for children for other researchers and designers.},
keywords = {Brain-computer interfaces, children, conceptual framework, design, mental health, self-regulation, strong concepts},
pubstate = {published},
tppubtype = {article}
}
Brain--computer interface applications (BCIs) utilizing neurofeedback (NF) can make invisible brain states visible in real time. Learning to recognize, modify, and regulate brain states is critical to all children's development and can improve learning, and emotional and mental health outcomes. How can we design usable and effective NF BCIs that help children learn and practice brain state self-regulation? Our contribution is a list of challenges for this emerging design space and a conceptual framework that addresses those challenges. The framework is composed of five interrelated strong concepts that we adapted from other design spaces. We derived the concepts reflectively, theoretically, and empirically through a design research process in which we created and evaluated a NF BCI, called Mind-Full, designed to help children living in Nepal who had suffered from complex trauma learn to self-regulate anxiety and attention. We add rigor to our derivation methodology by horizontally and vertically grounding our concepts, that is, relating them to similar concepts in the literature and instantiations in other artifacts. We illustrate the generative power of the concepts and the inter-relationships between them through the description of two new NF BCIs we created using the framework for urban and indigenous children with anxiety and attentional challenges. We then show the versatility of our framework by describing how it inspired and informed the conceptual design of three NF BCIs for different types of self-regulation: selective attention and working memory, pain management, and depression. Last, we discuss the contestability, defensibility, and substantiveness of our conceptual framework in order to ensure rigor in our research design process. Our contribution is a rigorously derived design framework that opens up this new and emerging design space of NF BCI's for children for other researchers and designers.
Min Fan, Alissa N. Antle, Maureen Hoskyn, Carman Neustaedter. 2018. A design case study of a tangible system supporting young English language learners Journal Article . In International Journal of Child-Computer Interaction, vol. 18, 67–78, 2018, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: children, Dyslexia, English as a Foreign language (EFL), Mixed-methods, Reading acquisition, Tangible user interfaces (TUIs)
@article{FAN201867,
title = {A design case study of a tangible system supporting young English language learners},
author = {Min Fan and Alissa N. Antle and Maureen Hoskyn and Carman Neustaedter},
url = {https://www.sciencedirect.com/science/article/pii/S2212868917300867},
doi = {https://doi.org/10.1016/j.ijcci.2018.08.001},
issn = {2212-8689},
year = {2018},
date = {2018-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {18},
pages = {67--78},
abstract = {Many researchers have suggested that tangible user interfaces (TUIs) have the potential to support learning for children. While several tangible reading systems have been developed for children, few systems have been designed that explicitly target the first stage of reading where many children struggle, which is the alphabetic principle (letter-sound correspondences). We present a tangible reading system called PhonoBlocks that supports children learning English letter-sound correspondences. PhonoBlocks uses 3D tangible letters that change colour to draw attention to the moment that adding other letters changes the sounds. We then present a mixed-methods case study with ten Mandarin-speaking children in China using our system. Results showed that the Chinese children achieved significant learning gains relative to their baseline performance after PhonoBlocks instruction. The results also point to design features of our system that enabled behaviours that are correlated with learning. We compare the results of this study to a different study with eight at-risk monolingual English-speaking children in Canada using PhonoBlocks in learning to read and spell. By comparing results, we generalize and make three recommendations for designing tangible reading systems for all children who must learn the alphabetic principle. We also discuss three recommendations that are specifically for children learning English as a foreign language.},
keywords = {children, Dyslexia, English as a Foreign language (EFL), Mixed-methods, Reading acquisition, Tangible user interfaces (TUIs)},
pubstate = {published},
tppubtype = {article}
}
Many researchers have suggested that tangible user interfaces (TUIs) have the potential to support learning for children. While several tangible reading systems have been developed for children, few systems have been designed that explicitly target the first stage of reading where many children struggle, which is the alphabetic principle (letter-sound correspondences). We present a tangible reading system called PhonoBlocks that supports children learning English letter-sound correspondences. PhonoBlocks uses 3D tangible letters that change colour to draw attention to the moment that adding other letters changes the sounds. We then present a mixed-methods case study with ten Mandarin-speaking children in China using our system. Results showed that the Chinese children achieved significant learning gains relative to their baseline performance after PhonoBlocks instruction. The results also point to design features of our system that enabled behaviours that are correlated with learning. We compare the results of this study to a different study with eight at-risk monolingual English-speaking children in Canada using PhonoBlocks in learning to read and spell. By comparing results, we generalize and make three recommendations for designing tangible reading systems for all children who must learn the alphabetic principle. We also discuss three recommendations that are specifically for children learning English as a foreign language.
Francesco Cafaro, Leilah Blakeney Lyons, Alissa Nicole Antle. 2018. Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction Journal Article . In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 2018.
BibTeX | Tags:
@article{Cafaro2018FramedGI,
title = {Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction},
author = {Francesco Cafaro and Leilah Blakeney Lyons and Alissa Nicole Antle},
year = {2018},
date = {2018-01-01},
journal = {Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Punyashlok Dash, Carman Neustaedter, Alissa N. Antle. 2018. Covert-Glass: A Wearable That Enables Surreptitious 911 Video Calling Proceedings Article . In Companion of the 2018 ACM Conference on Computer Supported Cooperative Work and Social Computing, CSCW '18 Association for Computing Machinery, Jersey City, NJ, USA, 185–188, .
Abstract | BibTeX | Tags: 911 video call, glasses, surreptitious calls, tangible, vibrating, wearable
@inproceedings{10.1145/3272973.3274051,
title = {Covert-Glass: A Wearable That Enables Surreptitious 911 Video Calling},
author = {Punyashlok Dash and Carman Neustaedter and Alissa N. Antle},
url = {https://doi.org/10.1145/3272973.3274051},
doi = {10.1145/3272973.3274051},
isbn = {9781450360180},
year = {2018},
date = {2018-01-01},
booktitle = {Companion of the 2018 ACM Conference on Computer Supported Cooperative Work and Social Computing},
pages = {185–188},
publisher = {Association for Computing Machinery},
address = {Jersey City, NJ, USA},
series = {CSCW '18},
abstract = {In the future, emergency calls to the number 9cscwp1 in North America will include the ability to make video calls with 9cscwp1 call centers yet little is known about how to design such technologies, so they map to people's real emergency needs. We explore this design space by investigating systems that can allow 9cscwp1 callers to stream a surreptitious video call of an assailant. This paper explores a specific scenario where the person trapped may not be in direct danger from the assailant but is still present in the vicinity. We introduce -Covert-Glass', technology-enhanced glasses that aid callers to conduct a surreptitious 9cscwp1 video call. The glasses guide a person to control the direction of his/her phone camera based on the 9cscwp1 operator's input. 9cscwp1 call takers send remote signals to the user's device and these appear as haptic vibrations on either side of the glasses.},
keywords = {911 video call, glasses, surreptitious calls, tangible, vibrating, wearable},
pubstate = {published},
tppubtype = {inproceedings}
}
In the future, emergency calls to the number 9cscwp1 in North America will include the ability to make video calls with 9cscwp1 call centers yet little is known about how to design such technologies, so they map to people's real emergency needs. We explore this design space by investigating systems that can allow 9cscwp1 callers to stream a surreptitious video call of an assailant. This paper explores a specific scenario where the person trapped may not be in direct danger from the assailant but is still present in the vicinity. We introduce -Covert-Glass', technology-enhanced glasses that aid callers to conduct a surreptitious 9cscwp1 video call. The glasses guide a person to control the direction of his/her phone camera based on the 9cscwp1 operator's input. 9cscwp1 call takers send remote signals to the user's device and these appear as haptic vibrations on either side of the glasses.
Min Fan, Uddipana Baishya, Elgin-Skye Mclaren, Alissa N. Antle, Shubhra Sarker, Amal Vincent. 2018. Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction Proceedings Article . In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, CHI EA '18 Association for Computing Machinery, Montreal QC, Canada, 1–6, .
Abstract | BibTeX | Tags: augmented reality, blocks, children, colour cues, sentence construction, Tangible User Interfaces
@inproceedings{10.1145/3170427.3188576,
title = {Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction},
author = {Min Fan and Uddipana Baishya and Elgin-Skye Mclaren and Alissa N. Antle and Shubhra Sarker and Amal Vincent},
url = {https://doi.org/10.1145/3170427.3188576},
doi = {10.1145/3170427.3188576},
isbn = {9781450356213},
year = {2018},
date = {2018-01-01},
booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Montreal QC, Canada},
series = {CHI EA '18},
abstract = {The Block Talks toolkit combines the educational potential of tangible computing and augmented reality (AR) technologies to help children learn English sentence construction. Although examples of tangible AR reading systems for children currently exist, few focus specifically on learning sentence structure. Block Talks was developed using ordinary teaching supplies including letter tiles and blocks that can be manipulated to form words and sentences. A companion app allows children to scan these sentences to receive audio and AR feedback. Block Talks takes advantage of colour cues to draw children's attention to sentence structure patterns. This paper outlines existing tangible and AR systems for literacy learning, details the Block Talks design rationale, and concludes with a discussion of the advantages of using a combined tangible and AR approach for teaching sentence construction.},
keywords = {augmented reality, blocks, children, colour cues, sentence construction, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
The Block Talks toolkit combines the educational potential of tangible computing and augmented reality (AR) technologies to help children learn English sentence construction. Although examples of tangible AR reading systems for children currently exist, few focus specifically on learning sentence structure. Block Talks was developed using ordinary teaching supplies including letter tiles and blocks that can be manipulated to form words and sentences. A companion app allows children to scan these sentences to receive audio and AR feedback. Block Talks takes advantage of colour cues to draw children's attention to sentence structure patterns. This paper outlines existing tangible and AR systems for literacy learning, details the Block Talks design rationale, and concludes with a discussion of the advantages of using a combined tangible and AR approach for teaching sentence construction.
Min Fan, Sheng Jin, Alissa N. Antle. 2018. Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English Proceedings Article . In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, CHI EA '18 Association for Computing Machinery, Montreal QC, Canada, 1–6, .
Abstract | BibTeX | Tags: colours, design implications, english foreign language learners, materials, reading, Tangible User Interfaces
@inproceedings{10.1145/3170427.3188577,
title = {Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English},
author = {Min Fan and Sheng Jin and Alissa N. Antle},
url = {https://doi.org/10.1145/3170427.3188577},
doi = {10.1145/3170427.3188577},
isbn = {9781450356213},
year = {2018},
date = {2018-01-01},
booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Montreal QC, Canada},
series = {CHI EA '18},
abstract = {One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.},
keywords = {colours, design implications, english foreign language learners, materials, reading, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.
2017
Alyssa Friend Wise, Alissa Nicole Antle, Jillian L. Warren. 2017. Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation Proceedings Article . In International Conference on Computer Supported Collaborative Learning, .
BibTeX | Tags:
@inproceedings{Wise2017ExplanationGivingIA,
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},
year = {2017},
date = {2017-01-01},
booktitle = {International Conference on Computer Supported Collaborative Learning},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Reese Muntean, Alissa N. Antle, Brendan Matkin, Kate Hennessy, Susan Rowley, Jordan Wilson. 2017. Designing Cultural Values into Interaction Proceedings Article . In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, CHI '17 Association for Computing Machinery, Denver, Colorado, USA, 6062–6074, .
Abstract | BibTeX | Tags: digital tabletops, indigenous heritage, intangible cultural heritage, museums, tangibles, value sensitive design
@inproceedings{10.1145/3025453.3025908,
title = {Designing Cultural Values into Interaction},
author = {Reese Muntean and Alissa N. Antle and Brendan Matkin and Kate Hennessy and Susan Rowley and Jordan Wilson},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3025908},
doi = {10.1145/3025453.3025908},
isbn = {9781450346559},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},
pages = {6062–6074},
publisher = {Association for Computing Machinery},
address = {Denver, Colorado, USA},
series = {CHI '17},
abstract = {In this paper, we highlight possibilities for designing intangible cultural values into interactions with technologies in heritage spaces. We do this specifically through the design of elwkw -- Belongings, an interactive tangible table installed in a cultural heritage museum. The tabletop was collaboratively designed to communicate complex and narrative information and values about Musqueam culture. Rather than focusing only on content and interface design, we wanted visitors to also experience Musqueam values through their interactions with the system. We describe our value-sensitive design process, present five interdependent design goals, discuss the design strategies that enabled us to meet these goals, and evaluate our approach through a user study. From our design process and evaluation we offer recommendations for designing values into interactions more generally and for tangible interactions specifically in ways that support visitors' experience and understanding of specific cultural values through technology.},
keywords = {digital tabletops, indigenous heritage, intangible cultural heritage, museums, tangibles, value sensitive design},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we highlight possibilities for designing intangible cultural values into interactions with technologies in heritage spaces. We do this specifically through the design of elwkw -- Belongings, an interactive tangible table installed in a cultural heritage museum. The tabletop was collaboratively designed to communicate complex and narrative information and values about Musqueam culture. Rather than focusing only on content and interface design, we wanted visitors to also experience Musqueam values through their interactions with the system. We describe our value-sensitive design process, present five interdependent design goals, discuss the design strategies that enabled us to meet these goals, and evaluate our approach through a user study. From our design process and evaluation we offer recommendations for designing values into interactions more generally and for tangible interactions specifically in ways that support visitors' experience and understanding of specific cultural values through technology.
Min Fan, Alissa N. Antle, Maureen Hoskyn, Carman Neustaedter, Emily S. Cramer. 2017. Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell Proceedings Article . In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, CHI '17 Association for Computing Machinery, Denver, Colorado, USA, 1805–1816, .
Abstract | BibTeX | Tags: children, Dyslexia, embedded interaction, mixed-methods., Reading acquisition, Tangible User Interfaces
@inproceedings{10.1145/3025453.3026048,
title = {Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell},
author = {Min Fan and Alissa N. Antle and Maureen Hoskyn and Carman Neustaedter and Emily S. Cramer},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3026048},
doi = {10.1145/3025453.3026048},
isbn = {9781450346559},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},
pages = {1805–1816},
publisher = {Association for Computing Machinery},
address = {Denver, Colorado, USA},
series = {CHI '17},
abstract = {Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.},
keywords = {children, Dyslexia, embedded interaction, mixed-methods., Reading acquisition, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.
Samarth Singhal, Carman Neustaedter, Yee Loong Ooi, Alissa N. Antle, Brendan Matkin. 2017. Flex-N-Feel: The Design and Evaluation of Emotive Gloves for Couples to Support Touch Over Distance Proceedings Article . In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, CSCW '17 Association for Computing Machinery, Portland, Oregon, USA, 98–110, .
Abstract | BibTeX | Tags: gloves, haptic, intimacy, long distance relationships, tangible, touch, vibrotactile, wearable
@inproceedings{10.1145/2998181.2998247,
title = {Flex-N-Feel: The Design and Evaluation of Emotive Gloves for Couples to Support Touch Over Distance},
author = {Samarth Singhal and Carman Neustaedter and Yee Loong Ooi and Alissa N. Antle and Brendan Matkin},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2998181.2998247},
doi = {10.1145/2998181.2998247},
isbn = {9781450343350},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing},
pages = {98–110},
publisher = {Association for Computing Machinery},
address = {Portland, Oregon, USA},
series = {CSCW '17},
abstract = {Many couples live apart due to work, educational situations, or frequent travel. While technology can help mediate these relationships, there is a lack of designs that allow couples to share a sense of touch over distance. We present a design case study of a tangible communication system called Flex- N-Feel--a pair of gloves that allows distance-separated couples to feel the flexing of their remote partners' fingers through vibrotactile sensations on their skin. We evaluated our design with nine couples where the system was augmented with either a Skype audio call or a video connection. Our study showed that participants enjoyed their conversation more with the gloves, felt more emotionally connected, and experienced intimate moments together. Couples used the glove for shared actions, playful episodes, intimate touches, and to simply feel each other's presence. Video was important to aid couples in understanding each other's actions. Our results illustrate that designs focusing on physical touch over distance should be open to appropriation such that they can augment existing communication routines and technologies.},
keywords = {gloves, haptic, intimacy, long distance relationships, tangible, touch, vibrotactile, wearable},
pubstate = {published},
tppubtype = {inproceedings}
}
Many couples live apart due to work, educational situations, or frequent travel. While technology can help mediate these relationships, there is a lack of designs that allow couples to share a sense of touch over distance. We present a design case study of a tangible communication system called Flex- N-Feel--a pair of gloves that allows distance-separated couples to feel the flexing of their remote partners' fingers through vibrotactile sensations on their skin. We evaluated our design with nine couples where the system was augmented with either a Skype audio call or a video connection. Our study showed that participants enjoyed their conversation more with the gloves, felt more emotionally connected, and experienced intimate moments together. Couples used the glove for shared actions, playful episodes, intimate touches, and to simply feel each other's presence. Video was important to aid couples in understanding each other's actions. Our results illustrate that designs focusing on physical touch over distance should be open to appropriation such that they can augment existing communication routines and technologies.
Elgin-Skye McLaren, Alissa N. Antle. 2017. Exploring and Evaluating Sound for Helping Children Self-Regulate with a Brain-Computer Application Proceedings Article . In Proceedings of the 2017 Conference on Interaction Design and Children, IDC '17 Association for Computing Machinery, Stanford, California, USA, 393–398, .
@inproceedings{10.1145/3078072.3084299,
title = {Exploring and Evaluating Sound for Helping Children Self-Regulate with a Brain-Computer Application},
author = {Elgin-Skye McLaren and Alissa N. Antle},
url = {https://doi.org/10.1145/3078072.3084299},
doi = {10.1145/3078072.3084299},
isbn = {9781450349215},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 2017 Conference on Interaction Design and Children},
pages = {393–398},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {IDC '17},
abstract = {Children in North America are more likely to suffer from attentional challenges than any other mental health issue. Studies suggest that neurofeedback treatments may be useful for helping these children learn to self-regulate. Applying neurofeedback treatments in real-world, school settings poses a challenge, however, as these environments are often noisy and filled with distractions. The addition of ambient audio to neurofeedback systems may help reduce these disruptions. Further, research suggests that certain auditory treatments, such as binaural beats and white noise, may improve children's focus and aid memory recall. In the following paper we present the theories supporting this idea as well as a mixed methods framework for evaluating whether sound can help children focus while learning to self-regulate using a neurofeedback system. Specifically, we wish to investigate whether these treatments may help children (1) achieve an attentive state sooner and (2) maintain an attentive state for longer, when compared to the same system without sound.},
keywords = {adhd, brain-computer interfacing, children, design, neurofeedback, sound},
pubstate = {published},
tppubtype = {inproceedings}
}
Children in North America are more likely to suffer from attentional challenges than any other mental health issue. Studies suggest that neurofeedback treatments may be useful for helping these children learn to self-regulate. Applying neurofeedback treatments in real-world, school settings poses a challenge, however, as these environments are often noisy and filled with distractions. The addition of ambient audio to neurofeedback systems may help reduce these disruptions. Further, research suggests that certain auditory treatments, such as binaural beats and white noise, may improve children's focus and aid memory recall. In the following paper we present the theories supporting this idea as well as a mixed methods framework for evaluating whether sound can help children focus while learning to self-regulate using a neurofeedback system. Specifically, we wish to investigate whether these treatments may help children (1) achieve an attentive state sooner and (2) maintain an attentive state for longer, when compared to the same system without sound.
Rui Pan, Carman Neustaedter, Alissa N. Antle, Brendan Matkin. 2017. Puzzle Space: A Distributed Tangible Puzzle for Long Distance Couples Proceedings Article . In Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, CSCW '17 Companion Association for Computing Machinery, Portland, Oregon, USA, 271–274, .
Abstract | BibTeX | Tags: collaboration over distance, computer vision, jigsaw puzzle, long-distance relationships, tangible user interface
@inproceedings{10.1145/3022198.3026320,
title = {Puzzle Space: A Distributed Tangible Puzzle for Long Distance Couples},
author = {Rui Pan and Carman Neustaedter and Alissa N. Antle and Brendan Matkin},
url = {https://doi.org/10.1145/3022198.3026320},
doi = {10.1145/3022198.3026320},
isbn = {9781450346887},
year = {2017},
date = {2017-01-01},
booktitle = {Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing},
pages = {271–274},
publisher = {Association for Computing Machinery},
address = {Portland, Oregon, USA},
series = {CSCW '17 Companion},
abstract = {Long-Distance Relationships (LDRs) are fairly common nowadays where couples rely on computer-mediated tools to stay connected. Yet few systems have explored how couples can share fun and playful activities together over distance. In this paper, we present the design of Puzzle Space, a distributed tangible jigsaw puzzle that allows LDRs to play remotely and synchronously. With Puzzle Space, couples move puzzle pieces on a table surface where movements are shown on the remote partner's screen. We expect that Puzzle Space could enable us to explore if the hybrid of physical and digital content in shared playful activities can help long-distance couples to stay connected and maintain a strong relationship.},
keywords = {collaboration over distance, computer vision, jigsaw puzzle, long-distance relationships, tangible user interface},
pubstate = {published},
tppubtype = {inproceedings}
}
Long-Distance Relationships (LDRs) are fairly common nowadays where couples rely on computer-mediated tools to stay connected. Yet few systems have explored how couples can share fun and playful activities together over distance. In this paper, we present the design of Puzzle Space, a distributed tangible jigsaw puzzle that allows LDRs to play remotely and synchronously. With Puzzle Space, couples move puzzle pieces on a table surface where movements are shown on the remote partner's screen. We expect that Puzzle Space could enable us to explore if the hybrid of physical and digital content in shared playful activities can help long-distance couples to stay connected and maintain a strong relationship.
Amelia W. Cole, Denise T. Quesnel, Serkan Pekçetin, Diane Gromala, Heather O'Brien, Alissa N. Antle, Bernhard E. Riecke. 2017. Integrating Affective Responses and Gamification into Early Reading Acquisition Software Applications Proceedings Article . In Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play, CHI PLAY '17 Extended Abstracts Association for Computing Machinery, Amsterdam, The Netherlands, 73–85, .
Abstract | BibTeX | Tags: at-risk children, education, empathy, engagement, gamification, intelligent agents, motivation, Reading acquisition
@inproceedings{10.1145/3130859.3131433,
title = {Integrating Affective Responses and Gamification into Early Reading Acquisition Software Applications},
author = {Amelia W. Cole and Denise T. Quesnel and Serkan Pekçetin and Diane Gromala and Heather O'Brien and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1145/3130859.3131433},
doi = {10.1145/3130859.3131433},
isbn = {9781450351119},
year = {2017},
date = {2017-01-01},
booktitle = {Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play},
pages = {73–85},
publisher = {Association for Computing Machinery},
address = {Amsterdam, The Netherlands},
series = {CHI PLAY '17 Extended Abstracts},
abstract = {Sisu is a gamified learning application designed to assist school-aged children who are struggling to read. Sisu utilizes readily-available technology to promote learning at home, with unique elements tied to the learning experience: (1) a spelling game with (2) an empathic agent, and (3) a mini-game. The empathic agent utilizes a facial action coding system (FACS) to recognize core expressions of the child user and respond to the child's affect in-game. We anticipate that Sisu's accessible and affective nature will not only support children's emotional needs, but the addition of gamified elements will motivate them to practice reading and assist them in their learning objectives.},
keywords = {at-risk children, education, empathy, engagement, gamification, intelligent agents, motivation, Reading acquisition},
pubstate = {published},
tppubtype = {inproceedings}
}
Sisu is a gamified learning application designed to assist school-aged children who are struggling to read. Sisu utilizes readily-available technology to promote learning at home, with unique elements tied to the learning experience: (1) a spelling game with (2) an empathic agent, and (3) a mini-game. The empathic agent utilizes a facial action coding system (FACS) to recognize core expressions of the child user and respond to the child's affect in-game. We anticipate that Sisu's accessible and affective nature will not only support children's emotional needs, but the addition of gamified elements will motivate them to practice reading and assist them in their learning objectives.
2016
Emily S. Cramer, Alissa N. Antle, Min Fan. 2016. The Code of Many Colours: Evaluating the Effects of a Dynamic Colour-Coding Scheme on Children's Spelling in a Tangible Software System Proceedings Article . In Proceedings of the The 15th International Conference on Interaction Design and Children, IDC '16 Association for Computing Machinery, Manchester, United Kingdom, 473–485, .
@inproceedings{10.1145/2930674.2930692,
title = {The Code of Many Colours: Evaluating the Effects of a Dynamic Colour-Coding Scheme on Children's Spelling in a Tangible Software System},
author = {Emily S. Cramer and Alissa N. Antle and Min Fan},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2930674.2930692},
doi = {10.1145/2930674.2930692},
isbn = {9781450343138},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},
pages = {473–485},
publisher = {Association for Computing Machinery},
address = {Manchester, United Kingdom},
series = {IDC '16},
abstract = {Dyslexia is a severe impairment in reading and spelling that affects 10% of children in English-speaking countries. One area of difficulty is learning spelling rules that require attention to other letters within a word (i.e., context): for example, why grapple requires two ps while staple requires one. Poor visual attention contributes to children's difficulties. Computer-based programs that use multisensory cues have helped children learn simple letter-sound relations, but not contextual spelling rules. In this paper we present three theoretically derived principles that can be used to design dynamic colour codes for a variety of contextual spelling rules in software systems. We discuss how we used our principles to design the colour scheme for a single contextual spelling rule in our tangible software system, called PhonoBlocks. We evaluate its effectiveness in a field study with nine dyslexic children. On the basis of our findings, we conclude that our approach to using dynamic colour may help children with dyslexia to learn contextual spelling rules, but that individual factors impact the colours' effectiveness. We conclude by suggesting ways our dynamic colour-coding principles can be implemented in other systems taking into consideration individual factors that also impact their effectiveness.},
keywords = {children, design, Dyslexia, evaluation, spelling, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
Dyslexia is a severe impairment in reading and spelling that affects 10% of children in English-speaking countries. One area of difficulty is learning spelling rules that require attention to other letters within a word (i.e., context): for example, why grapple requires two ps while staple requires one. Poor visual attention contributes to children's difficulties. Computer-based programs that use multisensory cues have helped children learn simple letter-sound relations, but not contextual spelling rules. In this paper we present three theoretically derived principles that can be used to design dynamic colour codes for a variety of contextual spelling rules in software systems. We discuss how we used our principles to design the colour scheme for a single contextual spelling rule in our tangible software system, called PhonoBlocks. We evaluate its effectiveness in a field study with nine dyslexic children. On the basis of our findings, we conclude that our approach to using dynamic colour may help children with dyslexia to learn contextual spelling rules, but that individual factors impact the colours' effectiveness. We conclude by suggesting ways our dynamic colour-coding principles can be implemented in other systems taking into consideration individual factors that also impact their effectiveness.
Min Fan, Alissa N. Antle, Emily S. Cramer. 2016. Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children Proceedings Article . In Proceedings of the The 15th International Conference on Interaction Design and Children, IDC '16 Association for Computing Machinery, Manchester, United Kingdom, 101–112, .
Abstract | BibTeX | Tags: children, design rationale, Dyslexia, literacy, reading, spelling, Tangible User Interfaces
@inproceedings{10.1145/2930674.2930690,
title = {Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children},
author = {Min Fan and Alissa N. Antle and Emily S. Cramer},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2930674.2930690},
doi = {10.1145/2930674.2930690},
isbn = {9781450343138},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},
pages = {101–112},
publisher = {Association for Computing Machinery},
address = {Manchester, United Kingdom},
series = {IDC '16},
abstract = {Tangible User Interfaces (TUIs) have been suggested to have the potential to support learning for children. Despite the increasing number of TUI reading systems there are few design guidelines for children, especially for those with dyslexia (a specific difficulty in language acquisition skills). In this paper we discuss four design opportunities and five design recommendations for designing tangible reading systems for children, particularly those with dyslexia. We ground our analysis using theories of the causes and interventions for dyslexia, best multisensory training practices and existing research on TUIs that support learning to read for children. We describe our tangible reading system, called PhonoBlocks, focusing on two core design features which take advantage of these opportunities. We also describe how we iteratively fine-tuned the details of our design based on our recommendations, an expert review and feedback from tutors who work with children with dyslexia every day. We include a discussion of design trade-offs in our process. This design rationale paper contributes to the growing research on designing tangible spelling and reading systems for children.},
keywords = {children, design rationale, Dyslexia, literacy, reading, spelling, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangible User Interfaces (TUIs) have been suggested to have the potential to support learning for children. Despite the increasing number of TUI reading systems there are few design guidelines for children, especially for those with dyslexia (a specific difficulty in language acquisition skills). In this paper we discuss four design opportunities and five design recommendations for designing tangible reading systems for children, particularly those with dyslexia. We ground our analysis using theories of the causes and interventions for dyslexia, best multisensory training practices and existing research on TUIs that support learning to read for children. We describe our tangible reading system, called PhonoBlocks, focusing on two core design features which take advantage of these opportunities. We also describe how we iteratively fine-tuned the details of our design based on our recommendations, an expert review and feedback from tutors who work with children with dyslexia every day. We include a discussion of design trade-offs in our process. This design rationale paper contributes to the growing research on designing tangible spelling and reading systems for children.
Iulian Radu, Alissa N. Antle. 2016. All Creatures Great and Small: Becoming Other Organisms through the EmbodySuit Proceedings Article . In Proceedings of the The 15th International Conference on Interaction Design and Children, IDC '16 Association for Computing Machinery, Manchester, United Kingdom, 751–758, .
Abstract | BibTeX | Tags: augmented reality, children, cyborgs, design, education, embodied empathy, experiential learning, nanorobots
@inproceedings{10.1145/2930674.2955209,
title = {All Creatures Great and Small: Becoming Other Organisms through the EmbodySuit},
author = {Iulian Radu and Alissa N. Antle},
url = {https://doi.org/10.1145/2930674.2955209},
doi = {10.1145/2930674.2955209},
isbn = {9781450343138},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},
pages = {751–758},
publisher = {Association for Computing Machinery},
address = {Manchester, United Kingdom},
series = {IDC '16},
abstract = {The EmbodySuit augmented human system allows students to experience life from the perspectives of different organisms, by virtually and physically becoming birds, spiders, ants and even bacteria. Inspired by current advances in nanorobotics, Star Trek's holodeck and the Magic school bus, Embodysuit makes learning embodied and experiential. The student becomes a real organism, part of a real, natural ecosystem. The student's senses are adapted to those of the organism, and the student's actions map to the actions of an organism-sized robot inside a real environment. Our system is based on our projection of advances that will occur in the next 35 years in augmented reality, cybernetics and micro robotics. By about 2050 EmbodySuit type systems will be feasible to prototype, enabling us to address key research questions in classroom scientific inquiry; experiential and embodied learning; technology development; and design for 3D embodied cyber-systems.},
keywords = {augmented reality, children, cyborgs, design, education, embodied empathy, experiential learning, nanorobots},
pubstate = {published},
tppubtype = {inproceedings}
}
The EmbodySuit augmented human system allows students to experience life from the perspectives of different organisms, by virtually and physically becoming birds, spiders, ants and even bacteria. Inspired by current advances in nanorobotics, Star Trek's holodeck and the Magic school bus, Embodysuit makes learning embodied and experiential. The student becomes a real organism, part of a real, natural ecosystem. The student's senses are adapted to those of the organism, and the student's actions map to the actions of an organism-sized robot inside a real environment. Our system is based on our projection of advances that will occur in the next 35 years in augmented reality, cybernetics and micro robotics. By about 2050 EmbodySuit type systems will be feasible to prototype, enabling us to address key research questions in classroom scientific inquiry; experiential and embodied learning; technology development; and design for 3D embodied cyber-systems.
Alissa N. Antle, Brendan Matkin, Jill Warren. 2016. The Story of Things: Awareness through Happenstance Interaction Proceedings Article . In Proceedings of the The 15th International Conference on Interaction Design and Children, IDC '16 Association for Computing Machinery, Manchester, United Kingdom, 745–750, .
Abstract | BibTeX | Tags: augmented reality, children, environmental education, hands-on interaction, happenstance interaction, sensing systems, situated learning, wearable displays
@inproceedings{10.1145/2930674.2955211,
title = {The Story of Things: Awareness through Happenstance Interaction},
author = {Alissa N. Antle and Brendan Matkin and Jill Warren},
url = {https://doi.org/10.1145/2930674.2955211},
doi = {10.1145/2930674.2955211},
isbn = {9781450343138},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},
pages = {745–750},
publisher = {Association for Computing Machinery},
address = {Manchester, United Kingdom},
series = {IDC '16},
abstract = {The Story of Things (SoT) system enables children to learn the story behind every object they touch in a typical day. Inspired by Living Media and the Internet of Things (IoT) our goal is to change children's awareness through hands-on interaction with the world they live in. A back-of-the-hand display is activated by stick-on finger sensors when a child touches an object. They can tap the display to select from a number of stories stored in a crowd sourced database about that object: the materials it was made from; the processes used to make it; how it impacts their body; how it will be disposed of; environmental or social rights challenges associated with the object; and how they can take positive action. This information is overlaid on the world through an augmented-reality contact lens. SoT will also enable children to see a trace of each day and in doing so help them better understand their environmental footprint and how their actions and choices can change the world for the better or worse.},
keywords = {augmented reality, children, environmental education, hands-on interaction, happenstance interaction, sensing systems, situated learning, wearable displays},
pubstate = {published},
tppubtype = {inproceedings}
}
The Story of Things (SoT) system enables children to learn the story behind every object they touch in a typical day. Inspired by Living Media and the Internet of Things (IoT) our goal is to change children's awareness through hands-on interaction with the world they live in. A back-of-the-hand display is activated by stick-on finger sensors when a child touches an object. They can tap the display to select from a number of stories stored in a crowd sourced database about that object: the materials it was made from; the processes used to make it; how it impacts their body; how it will be disposed of; environmental or social rights challenges associated with the object; and how they can take positive action. This information is overlaid on the world through an augmented-reality contact lens. SoT will also enable children to see a trace of each day and in doing so help them better understand their environmental footprint and how their actions and choices can change the world for the better or worse.
Min Fan, Alissa N. Antle, Emily S. Cramer. 2016. Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia Proceedings Article . In Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '16 Association for Computing Machinery, Eindhoven, Netherlands, 689–692, .
@inproceedings{10.1145/2839462.2854104,
title = {Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia},
author = {Min Fan and Alissa N. Antle and Emily S. Cramer},
url = {https://doi.org/10.1145/2839462.2854104},
doi = {10.1145/2839462.2854104},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {689–692},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {Tangible user interfaces have the potential to support children in learning to read. This research explores the design space of school-based tangible learning systems that support early reading acquisition in children, particularly in children with reading difficulties. Informed by theories of the causes and interventions for dyslexia and research on TUIs for learning, we present the design of a tangible reading system that uses the dynamic colour and tactile cues to help children with dyslexia to learn English letter-sound correspondences. We then propose a case study design that investigates how this system can support children with dyslexia aged 7-8 years old in learning letter-sound correspondences in a school context. We conclude by discussing the future work and potential contributions of this research.},
keywords = {Children with Dyslexia, reading, tangible user interface},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangible user interfaces have the potential to support children in learning to read. This research explores the design space of school-based tangible learning systems that support early reading acquisition in children, particularly in children with reading difficulties. Informed by theories of the causes and interventions for dyslexia and research on TUIs for learning, we present the design of a tangible reading system that uses the dynamic colour and tactile cues to help children with dyslexia to learn English letter-sound correspondences. We then propose a case study design that investigates how this system can support children with dyslexia aged 7-8 years old in learning letter-sound correspondences in a school context. We conclude by discussing the future work and potential contributions of this research.
Jillian L. Warren, Brendan B. Matkin, Alissa N. Antle. 2016. Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables Proceedings Article . In Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '16 Association for Computing Machinery, Eindhoven, Netherlands, 603–608, .
Abstract | BibTeX | Tags: embodied interaction, Horseback Riding, Human Perception, Self-Awareness, Sensors, wearable
@inproceedings{10.1145/2839462.2856551,
title = {Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables},
author = {Jillian L. Warren and Brendan B. Matkin and Alissa N. Antle},
url = {https://doi.org/10.1145/2839462.2856551},
doi = {10.1145/2839462.2856551},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {603–608},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.},
keywords = {embodied interaction, Horseback Riding, Human Perception, Self-Awareness, Sensors, wearable},
pubstate = {published},
tppubtype = {inproceedings}
}
We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.