2022
Fan, Min, Antle, Alissa N., Lu, Zhicong
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, pp. 1–15, 2022.
@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}
}
2020
Fan, Min, Antle, Alissa N.
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, pp. 385–397, Association for Computing Machinery, London, United Kingdom, 2020, ISBN: 9781450379816.
Abstract | Links | BibTeX | Tags: augmented reality, children, developing country, english language learning, phonoblocks, 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},
urldate = {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, phonoblocks, 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.
Cheung, Victor, Antle, Alissa N., Sarker, Shubhra, Fan, Min, Fan, Jianyu, Pasquier, Philippe
Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning Proceedings Article
In: Proceedings of the Interaction Design and Children Conference, pp. 589–601, Association for Computing Machinery, London, United Kingdom, 2020, ISBN: 9781450379816.
Abstract | Links | BibTeX | Tags: augmented reality, early childhood learning, education mobile apps, phonoblocks, 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://dl.acm.org/doi/abs/10.1145/3392063.3394412},
doi = {10.1145/3392063.3394412},
isbn = {9781450379816},
year = {2020},
date = {2020-01-01},
urldate = {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, phonoblocks, 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.
Fan, Min, Antle, Alissa N., Warren, Jillian L.
In: Journal of Educational Computing Research, vol. 58, no. 6, pp. 1059–1100, 2020.
Abstract | Links | BibTeX | Tags: phonoblocks
@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},
urldate = {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 = {phonoblocks},
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.
2018
Fan, Min, Baishya, Uddipana, Mclaren, Elgin-Skye, Antle, Alissa N., Sarker, Shubhra, Vincent, Amal
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, pp. 1–6, Association for Computing Machinery, Montreal QC, Canada, 2018, ISBN: 9781450356213.
Abstract | Links | 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.
Fan, Min, Jin, Sheng, Antle, Alissa N.
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, pp. 1–6, Association for Computing Machinery, Montreal QC, Canada, 2018, ISBN: 9781450356213.
Abstract | Links | 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.
Fan, Min, Antle, Alissa N., Hoskyn, Maureen, Neustaedter, Carman
A design case study of a tangible system supporting young English language learners Journal Article
In: International Journal of Child-Computer Interaction, vol. 18, pp. 67–78, 2018, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: children, Dyslexia, English as a Foreign language (EFL), Mixed-methods, phonoblocks, 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},
urldate = {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, phonoblocks, 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.
2017
Fan, Min, Antle, Alissa N., Hoskyn, Maureen, Neustaedter, Carman, Cramer, Emily S.
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, pp. 1805–1816, Association for Computing Machinery, Denver, Colorado, USA, 2017, ISBN: 9781450346559.
Abstract | Links | BibTeX | Tags: children, Dyslexia, embedded interaction, mixed-methods., phonoblocks, 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},
urldate = {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., phonoblocks, 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.
2016
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.
Cramer, Emily S., Antle, Alissa N., Fan, Min
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, pp. 473–485, Association for Computing Machinery, Manchester, United Kingdom, 2016, ISBN: 9781450343138.
Abstract | Links | BibTeX | Tags: children, design, Dyslexia, evaluation, phonoblocks, spelling, tangibles
@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},
urldate = {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, phonoblocks, 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.
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.
2015
Cramer, Emily S., Antle, Alissa N., Fan, Min
Colouring the Path from Instruction to Practice: Perspectives on Software for Struggling Readers Proceedings Article
In: Proceedings of the 14th International Conference on Interaction Design and Children, pp. 331–334, Association for Computing Machinery, Boston, Massachusetts, 2015, ISBN: 9781450335904.
Abstract | Links | BibTeX | Tags: colour coding, Dyslexia, interface strategies, theory
@inproceedings{10.1145/2771839.2771909,
title = {Colouring the Path from Instruction to Practice: Perspectives on Software for Struggling Readers},
author = {Emily S. Cramer and Alissa N. Antle and Min Fan},
url = {https://doi.org/10.1145/2771839.2771909},
doi = {10.1145/2771839.2771909},
isbn = {9781450335904},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the 14th International Conference on Interaction Design and Children},
pages = {331–334},
publisher = {Association for Computing Machinery},
address = {Boston, Massachusetts},
series = {IDC '15},
abstract = {Mainstream paper and pencil interventions for Anglophone students with dyslexia emphasize a strategy of analyzing syllables to compensate for irregularities in English letter-sound correspondences. Classroom interventions have developed effective scaffolds for supporting students in analyzing syllables in instructional contexts. However, students typically fail to transfer knowledge to practice contexts (i.e, reading without a tutor). Software has proven to be an effective medium for helping dyslexic students practice basic literacy skills (phoneme awareness and letter knowledge). However, at present, there are no systems specifically designed to support dyslexic students in practicing syllable analysis. Correspondingly, there is a lack of information about which design features would best support dyslexic students in transferring syllable analysis skills from instructional (classroom) to practice (software) contexts. In an attempt to address this gap, we propose two guidelines for software supports of syllable-analysis in dyslexia: 1. Design software that serves as a dual medium for instruction and practice 2. Design scaffolds that serve as dual catalysts for learning and transfer. We realize our guidelines in a prototype software system for syllable analysis that uses colour-coding to direct attention to information during learning and to retrieve learned information during practice.},
keywords = {colour coding, Dyslexia, interface strategies, theory},
pubstate = {published},
tppubtype = {inproceedings}
}
Mainstream paper and pencil interventions for Anglophone students with dyslexia emphasize a strategy of analyzing syllables to compensate for irregularities in English letter-sound correspondences. Classroom interventions have developed effective scaffolds for supporting students in analyzing syllables in instructional contexts. However, students typically fail to transfer knowledge to practice contexts (i.e, reading without a tutor). Software has proven to be an effective medium for helping dyslexic students practice basic literacy skills (phoneme awareness and letter knowledge). However, at present, there are no systems specifically designed to support dyslexic students in practicing syllable analysis. Correspondingly, there is a lack of information about which design features would best support dyslexic students in transferring syllable analysis skills from instructional (classroom) to practice (software) contexts. In an attempt to address this gap, we propose two guidelines for software supports of syllable-analysis in dyslexia: 1. Design software that serves as a dual medium for instruction and practice 2. Design scaffolds that serve as dual catalysts for learning and transfer. We realize our guidelines in a prototype software system for syllable analysis that uses colour-coding to direct attention to information during learning and to retrieve learned information during practice.
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.
Fan, Min, Antle, Alissa N.
Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children Proceedings Article
In: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 673–678, Association for Computing Machinery, Stanford, California, USA, 2015, ISBN: 9781450333054.
Abstract | Links | BibTeX | Tags: children, Dyslexia, material, reading, Tangible User Interfaces, texture cues
@inproceedings{10.1145/2677199.2688806,
title = {Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children},
author = {Min Fan and Alissa N. Antle},
url = {https://doi.org/10.1145/2677199.2688806},
doi = {10.1145/2677199.2688806},
isbn = {9781450333054},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {673–678},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {TEI '15},
abstract = {Dyslexic children have great difficulty in learning to read. While research in HCI suggests that tangible user interfaces (TUIs) have the potential to support children learning to read, few studies have explored how to help dyslexic children learn to read. Even fewer studies have specifically investigated the design space of texture cues in TUIs in supporting learning to read. In this paper, we present Tactile Letters, a multimodal tangible tabletop with texture cues developed to support English letter-sound correspondence learning for dyslexic children aged 5-6 years old. This prototype is used as a research instrument to investigate the role of texture cues in a multimodal TUI in alphabetic learning. We discuss the current knowledge gap, the theoretical foundations that informed our core design strategy, and the subsequent design decisions we made while developing Tactile Letters.},
keywords = {children, Dyslexia, material, reading, Tangible User Interfaces, texture cues},
pubstate = {published},
tppubtype = {inproceedings}
}
Dyslexic children have great difficulty in learning to read. While research in HCI suggests that tangible user interfaces (TUIs) have the potential to support children learning to read, few studies have explored how to help dyslexic children learn to read. Even fewer studies have specifically investigated the design space of texture cues in TUIs in supporting learning to read. In this paper, we present Tactile Letters, a multimodal tangible tabletop with texture cues developed to support English letter-sound correspondence learning for dyslexic children aged 5-6 years old. This prototype is used as a research instrument to investigate the role of texture cues in a multimodal TUI in alphabetic learning. We discuss the current knowledge gap, the theoretical foundations that informed our core design strategy, and the subsequent design decisions we made while developing Tactile Letters.
2014
Fan, Min, Antle, Alissa N., Neustaedter, Carman, Wise, Alyssa F.
Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity Proceedings Article
In: Proceedings of the 2014 ACM International Conference on Supporting Group Work, pp. 81–90, Association for Computing Machinery, Sanibel Island, Florida, USA, 2014, ISBN: 9781450330435.
Abstract | Links | BibTeX | Tags: co-dependent access points, Collaboration, digital tabletop, event table, interactive surfaces, Tangible User Interfaces, young adults.
@inproceedings{10.1145/2660398.2660402,
title = {Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity},
author = {Min Fan and Alissa N. Antle and Carman Neustaedter and Alyssa F. Wise},
url = {https://doi.org/10.1145/2660398.2660402},
doi = {10.1145/2660398.2660402},
isbn = {9781450330435},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 2014 ACM International Conference on Supporting Group Work},
pages = {81–90},
publisher = {Association for Computing Machinery},
address = {Sanibel Island, Florida, USA},
series = {GROUP '14},
abstract = {Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.},
keywords = {co-dependent access points, Collaboration, digital tabletop, event table, interactive surfaces, Tangible User Interfaces, young adults.},
pubstate = {published},
tppubtype = {inproceedings}
}
Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.
Antle, Alissa N., Warren, Jillian L., May, Aaron, Fan, Min, Wise, Alyssa F.
Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change Proceedings Article
In: Proceedings of the 2014 Conference on Interaction Design and Children, pp. 37–46, Association for Computing Machinery, Aarhus, Denmark, 2014, ISBN: 9781450322720.
Abstract | Links | BibTeX | Tags: children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing, youtopia
@inproceedings{10.1145/2593968.2593971,
title = {Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change},
author = {Alissa N. Antle and Jillian L. Warren and Aaron May and Min Fan and Alyssa F. Wise},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2593968.2593971},
doi = {10.1145/2593968.2593971},
isbn = {9781450322720},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Interaction Design and Children},
pages = {37–46},
publisher = {Association for Computing Machinery},
address = {Aarhus, Denmark},
series = {IDC '14},
abstract = {Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.},
keywords = {children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing, youtopia},
pubstate = {published},
tppubtype = {inproceedings}
}
Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.