Publications

@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}

}

@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}

}

@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}

}

@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}

}

@inproceedings{10.1145/2839462.2856525,

title = {Embodying Alternate Attitudes: Design Opportunities for Physical Interfaces in Persuasive Gaming Experiences},

author = {Emily S. Cramer and Brendan B. Matkin and Alissa N. Antle},

url = {https://doi.org/10.1145/2839462.2856525},

doi = {10.1145/2839462.2856525},

isbn = {9781450335829},

year  = {2016},

date = {2016-01-01},

booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {404–409},

publisher = {Association for Computing Machinery},

address = {Eindhoven, Netherlands},

series = {TEI '16},

abstract = {The ability to view issues through alternate attitudes is an increasingly valuable skill. Persuasive games provide users an opportunity to practice adopting alternate attitudes, but users' pre-existing attitudes can get in the way. Multi-player games can use collaboration to help users overcome their pre-existing attitudes, but techniques for single-player games are lacking. In this paper we suggest that physical interface features (e.g., temperature) could be used to prime alternate attitudes in users. Embodied metaphor theory provides a framework for relating physical characteristics of an interface to more abstract concepts like emotions and beliefs. To empirically validate our design concept, we instantiate it in Thermouse: a temperature-controlled mouse that serves as a research instrument to assess whether interface temperature can help users explore alternate attitudes towards divisive humanitarian issues.},

keywords = {embodied metaphor, persuasive media, physical priming, theory},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2771839.2771852,

title = {Using Neurofeedback to Teach Self-Regulation to Children Living in Poverty},

author = {Alissa N. Antle and Leslie Chesick and Aaron Levisohn and Srilekha Kirshnamachari Sridharan and Perry Tan},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2771839.2771852},

doi = {10.1145/2771839.2771852},

isbn = {9781450335904},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the 14th International Conference on Interaction Design and Children},

pages = {119–128},

publisher = {Association for Computing Machinery},

address = {Boston, Massachusetts},

series = {IDC '15},

abstract = {In this paper we describe a neuro-feedback system and applications we designed and deployed to help vulnerable children at an NGO-funded school, called Nepal House Kaski, in Pokhara, Nepal. The system, called Mind-Full, enables traumatized children to learn and practice self-regulation by playing simple, culturally appropriate games using an EEG headset connected to an interactive tablet. Children can interact with Mind-Full using body actions that may change their physiology and brain states, which are sensed by the EEG headset and used as input to the games. One of the key challenges was to build an application that the children could immediately understand how to use when they are illiterate, don't speak English and have no computer experience. We describe Mind-Full and highlight the design principles we used to meet these constraints. We report on a subset of findings from a 14-week field experiment in which we use a mixed-methods approach to determine if children improved their ability to self-regulate during gameplay as well as in the classroom, playground and in therapy sessions. Findings from quantitative and qualitative assessment measures suggest that the treatment group significantly improved their ability to calm down and focus in a variety of contexts.},

keywords = {brain computer interfaces, children, developing countries, evaluation, games for learning, neurofeedback, self-regulation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2677199.2680546,

title = {The ATB Framework: Quantifying and Classifying Epistemic Strategies in Tangible Problem-Solving Tasks},

author = {Augusto Esteves and Saskia Bakker and Alissa N. Antle and Aaron May and Jillian Warren and Ian Oakley},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2677199.2680546},

doi = {10.1145/2677199.2680546},

isbn = {9781450333054},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {13–20},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {TEI '15},

abstract = {In task performance, pragmatic actions refer to behaviors that make direct progress, while epistemic actions involve altering the world so that cognitive processes are faster, more reliable or less taxing. Epistemic actions are frequently presented as a beneficial consequence of interacting with tangible systems. However, we currently lack tools to measure epistemic behaviors, making substantiating such claims highly challenging. This paper addresses this problem by presenting ATB, a video-coding framework that enables the identification and measurement of different epistemic actions during problem-solving tasks. The framework was developed through a systematic literature review of 78 papers, and analyzed through a study involving a jigsaw puzzle -- a classical spatial problem -- involving 60 participants. In order to assess the framework's value as a metric, we analyze the study with respect to its reliability, validity and predictive power. The broadly supportive results lead us to conclude that the ATB framework enables the use of observed epistemic behaviors as a performance metric for tangible systems. We believe that the development of metrics focused explicitly on the properties of tangible interaction are currently required to gain insight into the genuine and unique benefits of tangible interaction. The ATB framework is a step towards this goal.},

keywords = {epistemic actions, tangible interaction, video-coding},

pubstate = {published},

tppubtype = {inproceedings}

}

@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}

}

@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}

}

@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}

}

@inproceedings{10.1145/2677199.2680566,

title = {Button Matrix: How Tangible Interfaces Can Structure Physical Experiences for Learning},

author = {Emily S. Cramer and Alissa N. Antle},

url = {https://doi.org/10.1145/2677199.2680566},

doi = {10.1145/2677199.2680566},

isbn = {9781450333054},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {301–304},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {TEI '15},

abstract = {Physical experiences are frequently used to represent mathematics to children. However, students sometimes fail to transfer performance to symbolic representations of problems. In this paper, we suggest that tangible interfaces can promote transfer by structuring physical experiences. We realize our concept in a system, Button Matrix, that uses coupled tactile, vibration and visual feedback to a) highlight features of a physical experience that represents arithmetic concepts and b) cue reflection on the links between the physical experience and mathematical symbols.},

keywords = {children, embodiment, learning technology, mathematics},

pubstate = {published},

tppubtype = {inproceedings}

}

@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},

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, interactive surfaces, Tangible User Interfaces, young adults.},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{7048074,

title = {Fraternal feelings: How brothers: A tale of two sons affects players through gameplay},

author = {Aaron May and Jim Bizzocchi and Alissa N Antle and Amber Choo},

doi = {10.1109/GEM.2014.7048074},

year  = {2014},

date = {2014-01-01},

booktitle = {2014 IEEE Games Media Entertainment},

pages = {1--4},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@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},

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},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2598510.2598601,

title = {Tango Cards: A Card-Based Design Tool for Informing the Design of Tangible Learning Games},

author = {Ying Deng and Alissa N. Antle and Carman Neustaedter},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2598510.2598601},

doi = {10.1145/2598510.2598601},

isbn = {9781450329026},

year  = {2014},

date = {2014-01-01},

booktitle = {Proceedings of the 2014 Conference on Designing Interactive Systems},

pages = {695–704},

publisher = {Association for Computing Machinery},

address = {Vancouver, BC, Canada},

series = {DIS '14},

abstract = {For over thirty years researchers have suggested that both tangible user interfaces and digital games have potential to support learning. Each domain now has a well-developed body of literature about how to design them to enable learning benefits. What is needed is a way to bring this knowledge, which is often lengthy, dense, and jargon laden to design practice. To address this need, we designed Tango Cards--a card-based design tool. In this paper we report on the design and evaluation of the cards. We found that Tango Cards enabled a variety of uses that made design knowledge about tangible learning games accessible to designers. We identify and discuss how specific card features support or limit use by designers. We draw on our findings to set forth design considerations that may support others to create design tools (card-based or alike) that make academic design knowledge accessible to designers.},

keywords = {Design cards, design practice, design tools, educational games, tangible learning games, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2559206.2581185,

title = {Classifying Physical Strategies in Tangible Tasks: A Video-Coding Framework for Epistemic Actions},

author = {Augusto Esteves and Saskia Bakker and Alissa N. Antle and Aaron May and Jillian Warren and Ian Oakley},

url = {https://doi.org/10.1145/2559206.2581185},

doi = {10.1145/2559206.2581185},

isbn = {9781450324748},

year  = {2014},

date = {2014-01-01},

booktitle = {CHI '14 Extended Abstracts on Human Factors in Computing Systems},

pages = {1843–1848},

publisher = {Association for Computing Machinery},

address = {Toronto, Ontario, Canada},

series = {CHI EA '14},

abstract = {Tangible interaction is a compelling interface paradigm that elegantly merges the fluency of physical manipulation with the flexibility of digital content. However, it is currently challenging to understand the real benefits and advantages of tangible systems. To address this problem, this paper argues that we need new evaluation techniques capable of meaningfully assessing how users perform with tangible, physical objects. Working towards this aim, it presents a video-coding framework that supports the granular identification of epistemic actions (physical actions that are made to simplify cognitive work) during tangible tasks. The framework includes 20 epistemic actions, identified through a systematic literature review of 77 sources. We argue that data generated by applying this process will help us better understand epistemic behavior and, ultimately, lead to the generation of novel, grounded design insights to support physically-grounded cognitive strategies in tangible tasks.},

keywords = {epistemic action, tangible interaction, video coding},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{6659127,

title = {A mixed-methods evaluation of nonverbal communication in collaborative video games},

author = {Aaron May and Amber Choo and Carman Neustaedter and Alissa Antle},

doi = {10.1109/IGIC.2013.6659127},

year  = {2013},

date = {2013-01-01},

booktitle = {2013 IEEE International Games Innovation Conference (IGIC)},

pages = {169--174},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2470654.2466464,

title = {Three Perspectives on Behavior Change for Serious Games},

author = {Theresa Jean Tanenbaum and Alissa N. Antle and John Robinson},

url = {https://doi.org/10.1145/2470654.2466464},

doi = {10.1145/2470654.2466464},

isbn = {9781450318990},

year  = {2013},

date = {2013-01-01},

booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},

pages = {3389–3392},

publisher = {Association for Computing Machinery},

address = {Paris, France},

series = {CHI '13},

abstract = {Research into the effects of serious games often engages with interdisciplinary models of how human behaviors are shaped and changed over time. To better understand these different perspectives we articulate three cognitive models of behavior change and consider the potential of these models to support a deeper understanding of behavior change in serious games. Two of these models -- Information Deficit and Procedural Rhetoric -- have already been employed in the design of serious games, while the third -- Emergent Dialogue -- is introduced from the field of Environmental Studies. We situate this discussion within a context of designing games for public engagement with issues of environmental sustainability.},

keywords = {behavior change, emergent dialogue, procedural rhetoric, serious games, sustainability},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2460625.2460635,

title = {Comparing Motor-Cognitive Strategies for Spatial Problem Solving with Tangible and Multi-Touch Interfaces},

author = {Alissa N. Antle and Sijie Wang},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2460625.2460635},

doi = {10.1145/2460625.2460635},

isbn = {9781450318983},

year  = {2013},

date = {2013-01-01},

booktitle = {Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction},

pages = {65–72},

publisher = {Association for Computing Machinery},

address = {Barcelona, Spain},

series = {TEI '13},

abstract = {We present the results from a mixed methods comparison of a tangible and a multi-touch interface for a spatial problem solving task. We applied a modified version of a previous framework to code video of hand-based events. This enabled us to investigate motor-cognitive strategies as well as traditional performance and preference constructs. Sixteen adult participants completed jigsaw puzzles using both interfaces. Our results suggest that the 3D manipulation space, eyes-free tactile feedback, and the offline workspace afforded by the tangible interface enabled more efficient and effective motor-cognitive strategies. We discuss the implications of these findings for interface design; including suggestions for spatial and visual structures that may support epistemic strategies, and hybrid interfaces where tangible handles may be used as structural anchors as well as controls and representational objects.},

keywords = {epistemic actions, hands-on interaction, interactive tabletops, multi-touch interaction, tangible interaction},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2485760.2485866,

title = {Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity},

author = {Alissa N. Antle and Alyssa F. Wise and Amanda Hall and Saba Nowroozi and Perry Tan and Jillian Warren and Rachael Eckersley and Michelle Fan},

url = {https://doi.org/10.1145/2485760.2485866},

doi = {10.1145/2485760.2485866},

isbn = {9781450319188},

year  = {2013},

date = {2013-01-01},

booktitle = {Proceedings of the 12th International Conference on Interaction Design and Children},

pages = {565–568},

publisher = {Association for Computing Machinery},

address = {New York, New York, USA},

series = {IDC '13},

abstract = {Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children. It was implemented on a Microsoft Pixelsense digital tabletop. The main method of interaction is through physical stamp objects that children use to "stamp" different land use types onto an interactive map. Youtopia was developed to investigate issues surrounding how to design and evaluate children's collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Our primary concern is to investigate questions about codependent access points, which may enable positive interdependence among children. Codependent access points are characteristics that enable two or more children to participate and interact together. In Youtopia these implemented through sequences of stamps that are required for successful interaction, which can be assigned to children (codependent mode) or remain unassigned (independent mode).},

keywords = {children, Collaboration, digital tabletop, multi-touch interaction, positive interdependence, sustainability, tangible computing},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1007/978-3-642-34292-9_36,

title = {Creative Design: Exploring Value Propositions with Urban Nepalese Children},

author = {Alissa N. Antle and Allen Bevans},

editor = {Anton Nijholt and Teresa Rom ao and Dennis Reidsma},

isbn = {978-3-642-34292-9},

year  = {2012},

date = {2012-01-01},

booktitle = {Advances in Computer Entertainment},

pages = {465--468},

publisher = {Springer Berlin Heidelberg},

address = {Berlin, Heidelberg},

abstract = {Interactive technologies are being introduced into urban children's lives in developing countries. It is critical that these children have an active voice in the process of developing such technologies. Towards these aims we describe the research goals, process and outcomes for an action research project. The overarching goal of the research is to investigate and better understand how edutainment-based interactive technologies might change or improve the lives of urban Nepalese children, their families and their communities. In this paper, we describe the preliminary phase of the research in which in which we design and run a creative design workshop with Nepalese children.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{6481817,

title = {Can a paper-based sketching interface improve the gamer experience in strategy computer games?},

author = {Matthieu Macret and Alissa N. Antle and Philippe Pasquier},

doi = {10.1109/IHCI.2012.6481817},

year  = {2012},

date = {2012-01-01},

booktitle = {2012 4th International Conference on Intelligent Human Computer Interaction (IHCI)},

pages = {1--6},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2388676.2388726,

title = {Knowledge Gaps in Hands-on Tangible Interaction Research},

author = {Alissa N. Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2388676.2388726},

doi = {10.1145/2388676.2388726},

isbn = {9781450314671},

year  = {2012},

date = {2012-01-01},

booktitle = {Proceedings of the 14th ACM International Conference on Multimodal Interaction},

pages = {233–240},

publisher = {Association for Computing Machinery},

address = {Santa Monica, California, USA},

series = {ICMI '12},

abstract = {Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.},

keywords = {Child-Computer Interaction, digital manipulatives, hands-on interaction, hands-on learning, multi-modal user interfaces, Research agenda, Tangible User Interfaces, touch interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2371574.2371593,

title = {Soft Trust and MCommerce Shopping Behaviours},

author = {Serena Hillman and Carman Neustaedter and John Bowes and Alissa Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2371574.2371593},

doi = {10.1145/2371574.2371593},

isbn = {9781450311052},

year  = {2012},

date = {2012-01-01},

booktitle = {Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services},

pages = {113–122},

publisher = {Association for Computing Machinery},

address = {San Francisco, California, USA},

series = {MobileHCI '12},

abstract = {Recently, there has been widespread growth of shopping and buying on mobile devices, termed mCommerce. With this comes a need to understand how to best design experiences for mobile shopping. To help address this, we conducted a diary and interview study with mCommerce shoppers who have already adopted the technology and shop on their mobile devices regularly. Our study explores typical mCommerce routines and behaviours along with issues of soft trust, given its long-term concern for eCommerce. Our results describe spontaneous purchasing and routine shopping behaviours where people gravitate to their mobile device even if a computer is nearby. We found that participants faced few trust issues because they had limited access to unknown companies. In addition, app marketplaces and recommendations from friends offered a form of brand protection. These findings suggest that companies can decrease trust issues by tying mCommerce designs to friend networks and known marketplaces. The caveat for shoppers, however, is that they can be easily lured into a potentially false sense of trust.},

keywords = {commerce, mobile, shopping, trust},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2148131.2148166,

title = {Bridging the Gap: Attribute and Spatial Metaphors for Tangible Interface Design},

author = {Anna Macaranas and Alissa N. Antle and Bernhard E. Riecke},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2148131.2148166},

doi = {10.1145/2148131.2148166},

isbn = {9781450311748},

year  = {2012},

date = {2012-01-01},

booktitle = {Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction},

pages = {161–168},

publisher = {Association for Computing Machinery},

address = {Kingston, Ontario, Canada},

series = {TEI '12},

abstract = {If tangible user interfaces (TUIs) are going to move out of research labs and into mainstream use they need to support tasks in abstract as well as spatial domains. Designers need guidelines for TUIs in these domains. Conceptual Metaphor Theory can be used to design the relations between physical objects and abstract representations. In this paper, we use physical attributes and spatial properties of objects as source domains for conceptual metaphors. We present an empirical study where twenty participants matched physical representations of image schemas to metaphorically paired adjectives. Based on our findings, we suggest twenty pairings that are easily identified, suggest groups of image schemas that can serve as source domains for a variety of metaphors, and provide guidelines for structuring physical-abstract mappings in abstract domains. These guidelines can help designers apply metaphor theory to design problems in abstract domains, resulting in effective interaction.},

keywords = {design guidelines, image schemas, intuitive interaction, metaphor, population stereotypes, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1007/978-3-642-23771-3_45,

title = {Exploring How Tangible Tools Enable Collaboration in a Multi-touch Tabletop Game},

author = {Tess Speelpenning and Alissa N. Antle and Tanja Doering and Elise Hoven},

editor = {Pedro Campos and Nicholas Graham and Joaquim Jorge and Nuno Nunes and Philippe Palanque and Marco Winckler},

isbn = {978-3-642-23771-3},

year  = {2011},

date = {2011-01-01},

booktitle = {Human-Computer Interaction -- INTERACT 2011},

pages = {605--621},

publisher = {Springer Berlin Heidelberg},

address = {Berlin, Heidelberg},

abstract = {Digital tabletop surfaces afford multiple user interaction and collaboration. Hybrid tabletops that include both tangible and multi-touch elements are increasingly being deployed in public settings (e.g. Microsoft Surface, reacTable). Designers need to understand how the different characteristics of tangible and multi-touch interface elements affect collaborative activity on tabletops. In this paper, we report on a mixed methods exploratory study of a collaborative tabletop game about sustainable development. We explore the effects of tangible and multi-touch tools on collaborative activity. Forty-five participants, in trios, played the game using both versions of the tools. Our analysis includes quantitative performance measures, qualitative themes and behavioral measures. Findings suggest that both tangible and multi-touch tools enabled effective tool use and that collaborative activity was more influenced by group dynamics than tool modality. However, we observed that the physicality of the tangible tools facilitated individual ownership and announcement of tool use, which in turn supported group and tool awareness.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1999030.1999032,

title = {Towards Utopia: Designing Tangibles for Learning},

author = {Alissa N. Antle and Alyssa F. Wise and Kristine Nielsen},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1999030.1999032},

doi = {10.1145/1999030.1999032},

isbn = {9781450307512},

year  = {2011},

date = {2011-01-01},

booktitle = {Proceedings of the 10th International Conference on Interaction Design and Children},

pages = {11–20},

publisher = {Association for Computing Machinery},

address = {Ann Arbor, Michigan},

series = {IDC '11},

abstract = {We describe a tangible user interface-based learning environment for children called Towards Utopia. The environment was designed to enable children, aged seven to ten, to actively construct knowledge around concepts related to land use planning and sustainable development in their community. We use Towards Utopia as a research prototype to investigate how and why tangible users interfaces can be designed to support, augment, or constrain learning opportunities. We follow a design-oriented research approach that includes a theoretically grounded analysis of design features of Towards Utopia to understand how and why design choices influence the kinds of learning opportunities created. We also describe the results of our empirical evaluation of learning outcomes in order to validate the effectiveness of our design. We conclude with general guidelines for the design of tangibles for learning.},

keywords = {children, design, learning, sustainability, sustainability education, tangible computing, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1978942.1979312,

title = {Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology},

author = {Tilde Bekker and Alissa N. Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1978942.1979312},

doi = {10.1145/1978942.1979312},

isbn = {9781450302289},

year  = {2011},

date = {2011-01-01},

booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},

pages = {2531–2540},

publisher = {Association for Computing Machinery},

address = {Vancouver, BC, Canada},

series = {CHI '11},

abstract = {There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.},

keywords = {child development, Child-Computer Interaction, Design cards, design methods, design tools, interaction design},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1007/978-3-642-24500-8_46,

title = {Designing a Wearable Vibrotactile Feedforward Wrist Display for Novice Gameplay},

author = {Katie Seaborn and Alissa N. Antle},

editor = {Junia Coutinho Anacleto and Sidney Fels and Nicholas Graham and Bill Kapralos and Magy Saif El-Nasr and Kevin Stanley},

isbn = {978-3-642-24500-8},

year  = {2011},

date = {2011-01-01},

booktitle = {Entertainment Computing -- ICEC 2011},

pages = {379--382},

publisher = {Springer Berlin Heidelberg},

address = {Berlin, Heidelberg},

abstract = {As the potential of the video game medium expands, new design challenges come to light. In this paper, we present the design of a wearable vibrotactile feedforward display for novice players. The device, named ``The Gauntlet Guide,'' is designed to provide vibrotactile guidance cues during navigation tasks in a fast-paced, visual- and audio-intensive video game. We report on a preliminary study in which we assessed the reliability, ergonomics and appeal of the display. Our findings support continued research on haptic feedforward as a viable technique for scaffolding the learning curve in modern video game environments and engaging novice players in gameplay.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.2312:COMPAESTH:COMPAESTH11:009-016,

title = {Sympathetic Guitar: Humans Respond Socially to Interactive Technology in an Abstract, Expressive Context},

author = {J. Vidyarthi and B. E. Riecke and A. N. Antle},

editor = {Douglas Cunningham and Tobias Isenberg},

doi = {10.2312/COMPAESTH/COMPAESTH11/009-016},

issn = {1816-0859},

year  = {2011},

date = {2011-01-01},

booktitle = {Computational Aesthetics in Graphics, Visualization, and Imaging},

publisher = {The Eurographics Association},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1979742.1979838,

title = {Supporting Children's Creativity through Tangible User Interfaces},

author = {Allen Bevans and Ying-Ting Hsiao and Alissa Antle},

url = {https://doi.org/10.1145/1979742.1979838},

doi = {10.1145/1979742.1979838},

isbn = {9781450302685},

year  = {2011},

date = {2011-01-01},

booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},

pages = {1741–1746},

publisher = {Association for Computing Machinery},

address = {Vancouver, BC, Canada},

series = {CHI EA '11},

abstract = {We outline a preliminary research approach intended to explore the potential of tangible user interfaces (TUI's) in supporting children's creative problem solving activities, specifically those requiring the generation of divergent solutions. Our approach is grounded in theoretical notions taken from psychology, neuroscience, and developmental cognition. We detail a TUI currently in development called the Invention Workbench, and summarize how theoretical considerations have shaped the design of the interface.},

keywords = {children's interfaces, creativity support, divergent thinking, mental imagery, tangible user interface},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1979742.1979874,

title = {Tangible and Body-Based Interaction with Auditory Maps},

author = {Andrew P. Milne and Alissa N. Antle and Bernhard E. Riecke},

url = {https://doi.org/10.1145/1979742.1979874},

doi = {10.1145/1979742.1979874},

isbn = {9781450302685},

year  = {2011},

date = {2011-01-01},

booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},

pages = {2329–2334},

publisher = {Association for Computing Machinery},

address = {Vancouver, BC, Canada},

series = {CHI EA '11},

abstract = {Blind people face a significant challenge navigating through the world, especially in novel environments. Maps, the most common of navigational aids, are of little use to the blind, who could benefit greatly from the information they contain. Recent work in auditory maps has shown the potential for delivering spatial information through sound. Users control their position and orientation on a digitally enhanced map and listen for the location of important landmarks. Orientation control is important because sound localization cues can sometimes be ambiguous, especially when in front of and behind a listener. Previous devices have used a tangible interface, in which users manipulate a small motion tracked object, to allow users to control their position and orientation on a map. Motivated by research that has identified the importance of body-based cues, from the joints, muscles and vestibular system in spatial perception, we expanded on previous interfaces by constructing an auditory map prototype that allows users to control their orientation through natural head movements. A pilot study was conducted to compare the head-movement-based interface to a tangible interface.},

keywords = {auditory display, blind, spatial audio, spatial updating, tangible user interface},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1979742.1979863,

title = {Sympathetic Guitar: Can a Digitally Augmented Guitar Be a Social Entity?},

author = {Jay Vidyarthi and Alissa N. Antle and Bernhard E. Riecke},

url = {https://doi.org/10.1145/1979742.1979863},

doi = {10.1145/1979742.1979863},

isbn = {9781450302685},

year  = {2011},

date = {2011-01-01},

booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},

pages = {1819–1824},

publisher = {Association for Computing Machinery},

address = {Vancouver, BC, Canada},

series = {CHI EA '11},

abstract = {Previous work suggests that people treat interactive media as if they were social entities. By drawing a parallel between socio-cognitive theory and interface design, we intend to experimentally determine whether deliberate design decisions can have an effect on users' perception of an interactive medium as a social entity. In this progress report, we describe the theoretical underpinnings and motivations which led to the design and implementation of the Sympathetic Guitar: a guitar interface which supplements standard acoustic sound with a spatially-separate audio response based on the user's hand positions and performance dynamics. This prototype will be used for investigating user response to a specific, socially-relevant design decision.},

keywords = {cognitive, communication, design, engagement, expression, interaction, interface, musical instrument, performance, psychology, social, sound, tangible},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1935701.1935721,

title = {Futura: Design for Collaborative Learning and Game Play on a Multi-Touch Digital Tabletop},

author = {Alissa N. Antle and Allen Bevans and Theresa Jean Tanenbaum and Katie Seaborn and Sijie Wang},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935721},

doi = {10.1145/1935701.1935721},

isbn = {9781450304788},

year  = {2010},

date = {2010-01-01},

booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {93–100},

publisher = {Association for Computing Machinery},

address = {Funchal, Portugal},

series = {TEI '11},

abstract = {This paper introduces a collaborative learning game called Futura: The Sustainable Futures Game, which is implemented on a custom multi-touch digital tabletop platform. The goal of the game is to work with other players to support a growing population as time passes while minimizing negative impact on the environment. The design-oriented research goal of the project is to explore the novel design space of collaborative, multi-touch tabletop games for learning. Our focus is on identifying and understanding key design factors of importance in creating opportunities for learning. We use four theoretical perspectives as lenses through which we conceptualize our design intentions and inform our analysis. These perspectives are: experiential learning, constructivist learning, collaborative learning, and game theory. In this paper we discuss design features that enable collaborative learning, present the results from two observational studies, and compare our findings to other guidelines in order to contribute to the growing body of empirically derived design guidelines for tangible, embodied and embedded interaction.},

keywords = {Collaboration, design evaluation, design rationale, educational games, interactive surfaces, multi-touch interaction, simulation games, tabletop games},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1935701.1935720,

title = {MoSo Tangibles: Evaluating Embodied Learning},

author = {Saskia Bakker and Elise Hoven and Alissa N. Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935720},

doi = {10.1145/1935701.1935720},

isbn = {9781450304788},

year  = {2010},

date = {2010-01-01},

booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {85–92},

publisher = {Association for Computing Machinery},

address = {Funchal, Portugal},

series = {TEI '11},

abstract = {Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.},

keywords = {children, design research, embodied schemata, learning systems, metaphors, tangible and embodied interaction},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1935701.1935728,

title = {Experiencing the Reading Glove},

author = {Karen Tanenbaum and Theresa Jean Tanenbaum and Alissa N. Antle and Jim Bizzocchi and Magy Seif el-Nasr and Marek Hatala},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935728},

doi = {10.1145/1935701.1935728},

isbn = {9781450304788},

year  = {2010},

date = {2010-01-01},

booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {137–144},

publisher = {Association for Computing Machinery},

address = {Funchal, Portugal},

series = {TEI '11},

abstract = {In this paper we describe the Reading Glove, a wearable RFID reader for interacting with a tangible narrative. Based on interviews with study participants, we present a set of observed themes for understanding how the wearable and tangible aspects of the Reading Glove influence the user experience. We connect our observational themes to theoretical notions from interactive narrative and tangible interaction to create a set of design considerations such as enacting a role, ownership and permission, multiplicity of interpretations and boundary objects.},

keywords = {design, interactive storytelling, Tangible User Interfaces, wearable computing},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1785455.1785474,

title = {The Reading Glove: Designing Interactions for Object-Based Tangible Storytelling},

author = {Theresa Jean Tanenbaum and Karen Tanenbaum and Alissa Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1785455.1785474},

doi = {10.1145/1785455.1785474},

isbn = {9781605588254},

year  = {2010},

date = {2010-01-01},

booktitle = {Proceedings of the 1st Augmented Human International Conference},

publisher = {Association for Computing Machinery},

address = {Megève, France},

series = {AH '10},

abstract = {In this paper we describe a prototype Tangible User Interface (TUI) for interactive storytelling that explores the semantic properties of tangible interactions using the fictional notion of psychometry as inspiration. We propose an extension of Heidegger's notions of "ready-to-hand" and "present-at-hand", which allows them to be applied to the narrative and semantic aspects of an interaction. The Reading Glove allows interactors to extract narrative "memories" from a collection of ten objects using natural grasping and holding behaviors via a wearable interface. These memories are presented in the form of recorded audio narration. We discuss the design process and present some early results from an informal pilot study intended to refine these design techniques for future tangible interactive narratives.},

keywords = {interactive narrative, object stories, Tangible User Interfaces, wearable computing},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{inproceedings,

title = {A Tangible Approach to Concept Mapping},

author = {Karen Tanenbaum and Alissa Antle},

doi = {10.1063/1.3146183},

isbn = {978-1-4503-5971-9},

year  = {2009},

date = {2009-01-01},

journal = {AIP Conference Proceedings},

volume = {1127},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1640233.1640275,

title = {Designing to Support Reasoned Imagination through Embodied Metaphor},

author = {Alissa N. Antle and Greg Corness and Saskia Bakker and Milena Droumeva and Elise Hoven and Allen Bevans},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1640233.1640275},

doi = {10.1145/1640233.1640275},

isbn = {9781605588650},

year  = {2009},

date = {2009-01-01},

booktitle = {Proceedings of the Seventh ACM Conference on Creativity and Cognition},

pages = {275–284},

publisher = {Association for Computing Machinery},

address = {Berkeley, California, USA},

series = {C&C '09},

abstract = {Supporting users' reasoned imagination in sense making during interaction with tangible and embedded computation involves supporting the application of their existing mental schemata in understanding new forms of interaction. Recent studies that include an embodied metaphor in the interaction model, which relates action-based inputs to digital outputs, have provided evidence that this approach is beneficial. Yet the design of such systems has been difficult and full of setbacks. Wide spread adoption of this approach requires a better understanding of how to design such embodied metaphor-based interactional models. We analyze three recent design-based research studies in which we have been involved in order to derive design knowledge that may inform others. Following a case study methodology we identify kernels or points in the design process where discontinuities between predicted and actual interaction highlight important design knowledge.},

keywords = {case study, design knowledge, embedded computation, embodied interaction, image schema, interactive environments, metaphor, reasoned imagination, tangibles},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1551788.1551812,

title = {Identifying Embodied Metaphors in Children's Sound-Action Mappings},

author = {Saskia Bakker and Alissa N. Antle and Elise Hoven},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1551788.1551812},

doi = {10.1145/1551788.1551812},

isbn = {9781605583952},

year  = {2009},

date = {2009-01-01},

booktitle = {Proceedings of the 8th International Conference on Interaction Design and Children},

pages = {140–149},

publisher = {Association for Computing Machinery},

address = {Como, Italy},

series = {IDC '09},

abstract = {Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.},

keywords = {auditory interaction, children, design research, embodied metaphor, embodied schemas, image schemas, learning, music, sound enactment, tangible interaction, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1551788.1551803,

title = {Hands on What? Comparing Children's Mouse-Based and Tangible-Based Interaction},

author = {Alissa N. Antle and Milena Droumeva and Daniel Ha},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1551788.1551803},

doi = {10.1145/1551788.1551803},

isbn = {9781605583952},

year  = {2009},

date = {2009-01-01},

booktitle = {Proceedings of the 8th International Conference on Interaction Design and Children},

pages = {80–88},

publisher = {Association for Computing Machinery},

address = {Como, Italy},

series = {IDC '09},

abstract = {We investigate the similarities and differences -- in terms of quantitative performance and qualitative behaviors -- between how children solve an object manipulation task using mouse-based input versus tangible-based input. This work examines the assumption common in tangible computing that direct physical manipulation is beneficial for certain spatial tasks. We describe an ecologically valid comparison of mouse-based versus tangible-based input for a jigsaw puzzle task in order to better understand the tradeoffs in choosing input and interaction styles. We include a traditional cardboard puzzle for comparative purposes. The results of an experiment with 132 children indicate children are more successful and faster at solving puzzles using a tangible-based approach. Detailed temporal analysis indicates that pairs in the tangible group spend most of their time using a combination of epistemic and pragmatic actions which support mental problem solving. Conversely, pairs in the mouse group use an ineffective trial and error strategy.},

keywords = {children, comparative experiment, digital tabletop, embodied interaction, evaluation, input methods, interaction styles, jigsaw puzzle, Methodology, object manipulation, tangible computing, tangible interaction, video analysis},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1517664.1517728,

title = {The EventTable Technique: Distributed Fiducial Markers},

author = {Alissa N. Antle and Nima Motamedi and Karen Tanenbaum and Zhen Lesley Xie},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1517664.1517728},

doi = {10.1145/1517664.1517728},

isbn = {9781605584935},

year  = {2009},

date = {2009-01-01},

booktitle = {Proceedings of the 3rd International Conference on Tangible and Embedded Interaction},

pages = {307–313},

publisher = {Association for Computing Machinery},

address = {Cambridge, United Kingdom},

series = {TEI '09},

abstract = {The EventTable technique is a tangible object tracking technique implemented on a camera vision based tabletop platform. The technique supports an event-driven -- rather than object centric -- tracking technique. Fiducial markers are distributed between objects. When objects are brought into a proximal or connected relationship, a whole marker is formed and recognized by the tracking system. Thus, rather than tracking each individual object, the system tracks user-driven events that occur when two or more objects are proximal. The technique can be used in addition to individual object tracking and touch tracking. This approach provides a reliable and flexible approach to tabletop object tracking for a wide variety of tabletop activities. We describe three prototype applications to illustrate how the distributed marker technique can be applied. We describe the advantages and limitations of this approach. We conclude with a brief discussion of how the EventTable technique enables a shift in human computer interaction research from an information-centric to an action-centric epistemological view on how users' create meaning.},

keywords = {distributed markers, fiducial markers, reacTIVision, tangible interaction, visual marker tracking},

pubstate = {published},

tppubtype = {inproceedings}

}