2016
Fan, Min, Antle, Alissa N., Cramer, Emily S.
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, pp. 101–112, Association for Computing Machinery, Manchester, United Kingdom, 2016, ISBN: 9781450343138.
Abstract | Links | BibTeX | Tags: children, design rationale, Dyslexia, literacy, phonoblocks, 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},
urldate = {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, phonoblocks, 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.
Fan, Min, Antle, Alissa N., Cramer, Emily S.
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, pp. 689–692, Association for Computing Machinery, Eindhoven, Netherlands, 2016, ISBN: 9781450335829.
Abstract | Links | BibTeX | Tags: Children with Dyslexia, reading, tangible user interface
@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.
2015
Antle, Alissa N., Fan, Min, Cramer, Emily S.
PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read Proceedings Article
In: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 533–538, Association for Computing Machinery, Stanford, California, USA, 2015, ISBN: 9781450333054.
Abstract | Links | BibTeX | Tags: children, colour cues, Dyslexia, orton-gillingham, reading, tangible computing, Tangible User Interfaces
@inproceedings{10.1145/2677199.2687897,
title = {PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read},
author = {Alissa N. Antle and Min Fan and Emily S. Cramer},
url = {https://doi.org/10.1145/2677199.2687897},
doi = {10.1145/2677199.2687897},
isbn = {9781450333054},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {533–538},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {TEI '15},
abstract = {Dyslexia is defined as severe difficulty learning to read. It affects about 10% of the population in English speaking countries. Severe difficulty learning to read is correlated with tremendous emotional, social and economic costs. In this paper, we describe PhonoBlocks, a tangible user interface to a reading system that uses dynamic colour cues embedded in 3D tangible letters to provide additional decoding information and modalities. PhonoBlocks was developed to support children, aged 5-8 years old, who are having difficulty learning to decode English letter-sound pairs. We present the theoretical foundations as rationale for our core design strategies and decisions. We discuss the assumptions in our design rationale and describe how we will validate our system working with a school for dyslexic children.},
keywords = {children, colour cues, Dyslexia, orton-gillingham, reading, tangible computing, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Dyslexia is defined as severe difficulty learning to read. It affects about 10% of the population in English speaking countries. Severe difficulty learning to read is correlated with tremendous emotional, social and economic costs. In this paper, we describe PhonoBlocks, a tangible user interface to a reading system that uses dynamic colour cues embedded in 3D tangible letters to provide additional decoding information and modalities. PhonoBlocks was developed to support children, aged 5-8 years old, who are having difficulty learning to decode English letter-sound pairs. We present the theoretical foundations as rationale for our core design strategies and decisions. We discuss the assumptions in our design rationale and describe how we will validate our system working with a school for dyslexic children.