2012
Antle, Alissa N., Bevans, Allen
Creative Design: Exploring Value Propositions with Urban Nepalese Children Proceedings Article
In: Nijholt, Anton; ao, Teresa Rom; Reidsma, Dennis (Ed.): Advances in Computer Entertainment, pp. 465–468, Springer Berlin Heidelberg, Berlin, Heidelberg, 2012, ISBN: 978-3-642-34292-9.
@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 = {},
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tppubtype = {inproceedings}
}
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.
Macret, Matthieu, Antle, Alissa N., Pasquier, Philippe
Can a paper-based sketching interface improve the gamer experience in strategy computer games? Proceedings Article
In: 2012 4th International Conference on Intelligent Human Computer Interaction (IHCI), pp. 1–6, 2012.
@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}
}
Antle, Alissa N.
Knowledge Gaps in Hands-on Tangible Interaction Research Proceedings Article
In: Proceedings of the 14th ACM International Conference on Multimodal Interaction, pp. 233–240, Association for Computing Machinery, Santa Monica, California, USA, 2012, ISBN: 9781450314671.
Abstract | Links | BibTeX | Tags: Child-Computer Interaction, digital manipulatives, hands-on interaction, hands-on learning, multi-modal user interfaces, Research agenda, Tangible User Interfaces, touch interfaces
@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}
}
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.
Hillman, Serena, Neustaedter, Carman, Bowes, John, Antle, Alissa
Soft Trust and MCommerce Shopping Behaviours Proceedings Article
In: Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services, pp. 113–122, Association for Computing Machinery, San Francisco, California, USA, 2012, ISBN: 9781450311052.
Abstract | Links | BibTeX | Tags: commerce, mobile, shopping, trust
@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}
}
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.
Macaranas, Anna, Antle, Alissa N., Riecke, Bernhard E.
Bridging the Gap: Attribute and Spatial Metaphors for Tangible Interface Design Proceedings Article
In: Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction, pp. 161–168, Association for Computing Machinery, Kingston, Ontario, Canada, 2012, ISBN: 9781450311748.
Abstract | Links | BibTeX | Tags: design guidelines, embodied metaphor, image schemas, intuitive interaction, metaphor, population stereotypes, Tangible User Interfaces
@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},
urldate = {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, embodied metaphor, image schemas, intuitive interaction, metaphor, population stereotypes, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
2011
S. Bakker, Antle
Embodied metaphors in tangible interaction design Journal Article
In: Personal and Ubiquitous Computing , vol. 16, pp. 433–449, 2011.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{nokey,
title = { Embodied metaphors in tangible interaction design},
author = {Bakker, S., Antle, A.N. & van den Hoven, E},
url = {https://link.springer.com/article/10.1007/s00779-011-0410-4#citeas},
doi = {https://doi.org/10.1007/s00779-011-0410-},
year = {2011},
date = {2011-06-12},
journal = {Personal and Ubiquitous Computing },
volume = {16},
pages = {433–449},
abstract = {For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.
Speelpenning, Tess, Antle, Alissa N., Doering, Tanja, Hoven, Elise
Exploring How Tangible Tools Enable Collaboration in a Multi-touch Tabletop Game Proceedings Article
In: Campos, Pedro; Graham, Nicholas; Jorge, Joaquim; Nunes, Nuno; Palanque, Philippe; Winckler, Marco (Ed.): Human-Computer Interaction -- INTERACT 2011, pp. 605–621, Springer Berlin Heidelberg, Berlin, Heidelberg, 2011, ISBN: 978-3-642-23771-3.
@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.},
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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.
Antle, Alissa N., Wise, Alyssa F., Nielsen, Kristine
Towards Utopia: Designing Tangibles for Learning Proceedings Article
In: Proceedings of the 10th International Conference on Interaction Design and Children, pp. 11–20, Association for Computing Machinery, Ann Arbor, Michigan, 2011, ISBN: 9781450307512.
Abstract | Links | BibTeX | Tags: children, design, learning, sustainability, sustainability education, tangible computing, Tangible User Interfaces
@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}
}
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.
Bekker, Tilde, Antle, Alissa N.
Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology Proceedings Article
In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 2531–2540, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302289.
Abstract | Links | BibTeX | Tags: child development, Child-Computer Interaction, Design cards, design methods, design tools, dsd, interaction design
@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},
urldate = {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, dsd, interaction design},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Seaborn, Katie, Antle, Alissa N.
Designing a Wearable Vibrotactile Feedforward Wrist Display for Novice Gameplay Proceedings Article
In: Anacleto, Junia Coutinho; Fels, Sidney; Graham, Nicholas; Kapralos, Bill; El-Nasr, Magy Saif; Stanley, Kevin (Ed.): Entertainment Computing -- ICEC 2011, pp. 379–382, Springer Berlin Heidelberg, Berlin, Heidelberg, 2011, ISBN: 978-3-642-24500-8.
@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}
}
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.
Vidyarthi, J., Riecke, B. E., Antle, A. N.
Sympathetic Guitar: Humans Respond Socially to Interactive Technology in an Abstract, Expressive Context Proceedings Article
In: Cunningham, Douglas; Isenberg, Tobias (Ed.): Computational Aesthetics in Graphics, Visualization, and Imaging, The Eurographics Association, 2011, ISSN: 1816-0859.
@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}
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Bevans, Allen, Hsiao, Ying-Ting, Antle, Alissa
Supporting Children's Creativity through Tangible User Interfaces Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 1741–1746, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
Abstract | Links | BibTeX | Tags: children's interfaces, creativity support, divergent thinking, mental imagery, tangible user interface
@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}
}
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.
Milne, Andrew P., Antle, Alissa N., Riecke, Bernhard E.
Tangible and Body-Based Interaction with Auditory Maps Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 2329–2334, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
Abstract | Links | BibTeX | Tags: auditory display, blind, spatial audio, spatial updating, tangible user interface
@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}
}
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.
Vidyarthi, Jay, Antle, Alissa N., Riecke, Bernhard E.
Sympathetic Guitar: Can a Digitally Augmented Guitar Be a Social Entity? Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 1819–1824, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
Abstract | Links | BibTeX | Tags: cognitive, communication, design, engagement, expression, interaction, interface, musical instrument, performance, psychology, social, sound, tangible
@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}
}
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.
2010
Antle, Alissa N., Bevans, Allen, Tanenbaum, Theresa Jean, Seaborn, Katie, Wang, Sijie
Futura: Design for Collaborative Learning and Game Play on a Multi-Touch Digital Tabletop Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 93–100, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
Abstract | Links | BibTeX | Tags: Collaboration, design evaluation, design rationale, educational games, futura, interactive surfaces, multi-touch interaction, simulation games, tabletop games
@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},
urldate = {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, futura, interactive surfaces, multi-touch interaction, simulation games, tabletop games},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Bakker, Saskia, Hoven, Elise, Antle, Alissa N.
MoSo Tangibles: Evaluating Embodied Learning Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 85–92, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
Abstract | Links | BibTeX | Tags: children, design research, embodied metaphor, embodied schemata, learning systems, metaphors, tangible and embodied interaction
@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},
urldate = {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 metaphor, embodied schemata, learning systems, metaphors, tangible and embodied interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Tanenbaum, Karen, Tanenbaum, Theresa Jean, Antle, Alissa N., Bizzocchi, Jim, el-Nasr, Magy Seif, Hatala, Marek
Experiencing the Reading Glove Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 137–144, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
Abstract | Links | BibTeX | Tags: design, interactive storytelling, Tangible User Interfaces, wearable computing
@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}
}
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.
Tanenbaum, Theresa Jean, Tanenbaum, Karen, Antle, Alissa
The Reading Glove: Designing Interactions for Object-Based Tangible Storytelling Proceedings Article
In: Proceedings of the 1st Augmented Human International Conference, Association for Computing Machinery, Megève, France, 2010, ISBN: 9781605588254.
Abstract | Links | BibTeX | Tags: interactive narrative, object stories, Tangible User Interfaces, wearable computing
@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}
}
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.
2009
M. Droumeva, Antle, Bevans, A
Springboard: exploring embodied metaphor in the design of sound feedback for physical responsive environments Proceedings Article
In: Proceedings of International Conference on Auditory Display, pp. 1-4, 2009.
Abstract | Links | BibTeX | Tags: embodied metaphor
@inproceedings{nokey,
title = {Springboard: exploring embodied metaphor in the design of sound feedback for physical responsive environments},
author = {Droumeva, M., Antle, A.N., Corness, G. and Bevans, A},
url = {http://hdl.handle.net/1853/51414},
year = {2009},
date = {2009-05-18},
booktitle = {Proceedings of International Conference on Auditory Display},
pages = {1-4},
series = {ICAD '09},
abstract = {In this paper we propose a role for suing embodied metaphor in the design of sound feedback for interactive physical environments. We describe the application of a balance metaphor in the design of the interaction model for a prototype interactive environment called Springboard. We focus specifically on the auditory feedback, and conclude with a discussion of design choices and future research directions based on our prototype.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we propose a role for suing embodied metaphor in the design of sound feedback for interactive physical environments. We describe the application of a balance metaphor in the design of the interaction model for a prototype interactive environment called Springboard. We focus specifically on the auditory feedback, and conclude with a discussion of design choices and future research directions based on our prototype.
Tanenbaum, Karen, Antle, Alissa
A Tangible Approach to Concept Mapping Proceedings Article
In: 2009, ISBN: 978-1-4503-5971-9.
@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}
}
Antle, Alissa Nicole, Corness, Greg J., Droumeva, Milena
Human-computer-intuition? Exploring the cognitive basis for intuition in embodied interaction Journal Article
In: Int. J. Arts Technol., vol. 2, pp. 235–254, 2009.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{Antle2009HumancomputerintuitionET,
title = {Human-computer-intuition? Exploring the cognitive basis for intuition in embodied interaction},
author = {Alissa Nicole Antle and Greg J. Corness and Milena Droumeva},
url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJART.2009.028927},
doi = {https://doi.org/10.1504/IJART.2009.028927},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
journal = {Int. J. Arts Technol.},
volume = {2},
pages = {235--254},
abstract = {One of the claimed benefits of embodied interaction is that it is an intuitive form of human?computer interaction. While this claim seems to be widely accepted, few studies explore the underlying cognitive mechanisms of intuition in the context of tangible and embedded interaction design. What is intuitive interaction? What makes an interface intuitive to use? We explore these questions in the context of a responsive auditory environment. We propose that intuitive interaction can be facilitated by instantiating an embodied metaphor in the mapping layer between movement-based input actions and auditory system responses. We search for evidence of benefit through a comparative study of the same responsive auditory environment implemented with and without an embodied metaphor in the interactional mapping layer. Qualitative findings about the complexities and limitations of designing intuitive interaction are summarised and the implications for the design of embodied interaction discussed.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
One of the claimed benefits of embodied interaction is that it is an intuitive form of human?computer interaction. While this claim seems to be widely accepted, few studies explore the underlying cognitive mechanisms of intuition in the context of tangible and embedded interaction design. What is intuitive interaction? What makes an interface intuitive to use? We explore these questions in the context of a responsive auditory environment. We propose that intuitive interaction can be facilitated by instantiating an embodied metaphor in the mapping layer between movement-based input actions and auditory system responses. We search for evidence of benefit through a comparative study of the same responsive auditory environment implemented with and without an embodied metaphor in the interactional mapping layer. Qualitative findings about the complexities and limitations of designing intuitive interaction are summarised and the implications for the design of embodied interaction discussed.
Antle, Alissa N., Corness, Greg, Bakker, Saskia, Droumeva, Milena, Hoven, Elise, Bevans, Allen
Designing to Support Reasoned Imagination through Embodied Metaphor Proceedings Article
In: Proceedings of the Seventh ACM Conference on Creativity and Cognition, pp. 275–284, Association for Computing Machinery, Berkeley, California, USA, 2009, ISBN: 9781605588650.
Abstract | Links | BibTeX | Tags: case study, design knowledge, embedded computation, embodied interaction, embodied metaphor, image schema, interactive environments, metaphor, reasoned imagination, tangibles
@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},
urldate = {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, embodied metaphor, image schema, interactive environments, metaphor, reasoned imagination, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Bakker, Saskia, Antle, Alissa N., Hoven, Elise
Identifying Embodied Metaphors in Children's Sound-Action Mappings Proceedings Article
In: Proceedings of the 8th International Conference on Interaction Design and Children, pp. 140–149, Association for Computing Machinery, Como, Italy, 2009, ISBN: 9781605583952.
Abstract | Links | BibTeX | Tags: auditory interaction, children, design research, embodied metaphor, embodied schemas, image schemas, learning, music, sound enactment, tangible interaction, Tangible User Interfaces
@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},
urldate = {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}
}
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.
Antle, Alissa N., Droumeva, Milena, Ha, Daniel
Hands on What? Comparing Children's Mouse-Based and Tangible-Based Interaction Proceedings Article
In: Proceedings of the 8th International Conference on Interaction Design and Children, pp. 80–88, Association for Computing Machinery, Como, Italy, 2009, ISBN: 9781605583952.
Abstract | Links | BibTeX | Tags: children, comparative experiment, digital tabletop, embodied interaction, evaluation, event table, input methods, interaction styles, jigsaw puzzle, Methodology, object manipulation, tangible computing, tangible interaction, video analysis
@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},
urldate = {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, event table, input methods, interaction styles, jigsaw puzzle, Methodology, object manipulation, tangible computing, tangible interaction, video analysis},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Antle, Alissa N., Motamedi, Nima, Tanenbaum, Karen, Xie, Zhen Lesley
The EventTable Technique: Distributed Fiducial Markers Proceedings Article
In: Proceedings of the 3rd International Conference on Tangible and Embedded Interaction, pp. 307–313, Association for Computing Machinery, Cambridge, United Kingdom, 2009, ISBN: 9781605584935.
Abstract | Links | BibTeX | Tags: distributed markers, event table, fiducial markers, reacTIVision, tangible interaction, visual marker tracking
@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},
urldate = {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, event table, fiducial markers, reacTIVision, tangible interaction, visual marker tracking},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Antle, Alissa N., Corness, Greg, Droumeva, Milena
Springboard: Exploring Embodiment, Balance and Social Justice Proceedings Article
In: CHI '09 Extended Abstracts on Human Factors in Computing Systems, pp. 3961–3966, Association for Computing Machinery, Boston, MA, USA, 2009, ISBN: 9781605582474.
Abstract | Links | BibTeX | Tags: embodied interaction, embodied schema, image schema, interactive environment, metaphor, social justice
@inproceedings{10.1145/1520340.1520601,
title = {Springboard: Exploring Embodiment, Balance and Social Justice},
author = {Alissa N. Antle and Greg Corness and Milena Droumeva},
url = {https://doi.org/10.1145/1520340.1520601},
doi = {10.1145/1520340.1520601},
isbn = {9781605582474},
year = {2009},
date = {2009-01-01},
booktitle = {CHI '09 Extended Abstracts on Human Factors in Computing Systems},
pages = {3961–3966},
publisher = {Association for Computing Machinery},
address = {Boston, MA, USA},
series = {CHI EA '09},
abstract = {In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.},
keywords = {embodied interaction, embodied schema, image schema, interactive environment, metaphor, social justice},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.
Antle, Alissa N., Droumeva, Milena, Ha, Daniel
Thinking with Hands: An Embodied Approach to the Analysis of Children's Interaction with Computational Objects Proceedings Article
In: CHI '09 Extended Abstracts on Human Factors in Computing Systems, pp. 4027–4032, Association for Computing Machinery, Boston, MA, USA, 2009, ISBN: 9781605582474.
Abstract | Links | BibTeX | Tags: children, complementary actions, epistemic actions, input methods, physical interaction, video analysis
@inproceedings{10.1145/1520340.1520612,
title = {Thinking with Hands: An Embodied Approach to the Analysis of Children's Interaction with Computational Objects},
author = {Alissa N. Antle and Milena Droumeva and Daniel Ha},
url = {https://doi.org/10.1145/1520340.1520612},
doi = {10.1145/1520340.1520612},
isbn = {9781605582474},
year = {2009},
date = {2009-01-01},
booktitle = {CHI '09 Extended Abstracts on Human Factors in Computing Systems},
pages = {4027–4032},
publisher = {Association for Computing Machinery},
address = {Boston, MA, USA},
series = {CHI EA '09},
abstract = {We present the theory and mixed methods approach for analyzing how children's hands can help them think during interaction with computational objects. The approach was developed for a study investigating the benefits of different input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities in number of access points when comparing different input methods, we develop a series of relative measures based on our classification scheme.},
keywords = {children, complementary actions, epistemic actions, input methods, physical interaction, video analysis},
pubstate = {published},
tppubtype = {inproceedings}
}
We present the theory and mixed methods approach for analyzing how children's hands can help them think during interaction with computational objects. The approach was developed for a study investigating the benefits of different input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities in number of access points when comparing different input methods, we develop a series of relative measures based on our classification scheme.
2008
Tanenbaum, Karen, Antle, Alissa N
Using physical constraints to augment concept mapping on a tangible tabletop Proceedings Article
In: Proceedings of the International Conference on Education and Information Technology, pp. 539-547, 2008.
Abstract | Links | BibTeX | Tags: event table
@inproceedings{tanenbaum2008using,
title = {Using physical constraints to augment concept mapping on a tangible tabletop},
author = {Tanenbaum, Karen and Antle, Alissa N},
url = {https://www.academia.edu/download/72849857/Using_Physical_Constraints_to_Augment_Co20211016-1445-15o8dsx.pdf},
year = {2008},
date = {2008-10-22},
booktitle = {Proceedings of the International Conference on Education and Information Technology},
pages = {539-547},
abstract = {The Tangible Concept Mapping project investigates using a tangible interface to solicit direct user input for the purposes of user model creation in a learning environment. This paper describes a prototype implementation of the system, presents some preliminary analysis of its ease of use and effectiveness, and discusses how elements of tangible interaction support concept mapping by helping users organize and structure their knowledge about a domain. The role of physical constraints in supporting the mental activity of creating the concept map is explored as one of the benefits of a tangible approach to learning.},
keywords = {event table},
pubstate = {published},
tppubtype = {inproceedings}
}
The Tangible Concept Mapping project investigates using a tangible interface to solicit direct user input for the purposes of user model creation in a learning environment. This paper describes a prototype implementation of the system, presents some preliminary analysis of its ease of use and effectiveness, and discusses how elements of tangible interaction support concept mapping by helping users organize and structure their knowledge about a domain. The role of physical constraints in supporting the mental activity of creating the concept map is explored as one of the benefits of a tangible approach to learning.
Markopoulos, P., Read, J. C., MacFarlane, S., Höysniemi, J.
Evaluating children's interactive products: principles and practices for interaction designers Book
Morgan Kaufmann Publishers, Inc., United States, 2008, ISBN: 978-0-12-374111-0.
Abstract | Links | BibTeX | Tags:
@book{125e5f355368413c9634e2f861b2cc7c,
title = {Evaluating children's interactive products: principles and practices for interaction designers},
author = {P. Markopoulos and J. C. Read and S. MacFarlane and J. Höysniemi},
doi = {10.1016/B978-0-12-374111-0.X0001-1},
isbn = {978-0-12-374111-0},
year = {2008},
date = {2008-01-01},
publisher = {Morgan Kaufmann Publishers, Inc.},
address = {United States},
abstract = {Interactive products designed for childrenwhether toys, games, educational products, or websitesare increasingly embedded in childrens lives and school experiences. Making these products safe, effective, and entertaining requires new methodologies for carrying out sound and unbiased evaluations for these users with unique requirements, environments, and ethical considerations. This book directly addresses this need by thoroughly covering the evaluation of all types of interactive technology for children. Based on the authors' workshops, conference courses, and own design experience and research, this highly practical book reads like a handbook, while being thoroughly grounded in the latest research. Throughout, the authors illustrate techniques and principles with numerous mini case studies and highlight practical information in tips and exercises and conclude with three in-depth case studies. Essential reading for usability experts, product developers, and researchers in the field. * Presents an essential background in child development and child psychology, particularly as they relate to technology. * Captures best practices for observing and surveying children, training evaluators, and capturing the child user experience using audio and visual technology. * Examines ethical and legal issues involved in working with children and offers guidelines for effective risk management.},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Interactive products designed for childrenwhether toys, games, educational products, or websitesare increasingly embedded in childrens lives and school experiences. Making these products safe, effective, and entertaining requires new methodologies for carrying out sound and unbiased evaluations for these users with unique requirements, environments, and ethical considerations. This book directly addresses this need by thoroughly covering the evaluation of all types of interactive technology for children. Based on the authors' workshops, conference courses, and own design experience and research, this highly practical book reads like a handbook, while being thoroughly grounded in the latest research. Throughout, the authors illustrate techniques and principles with numerous mini case studies and highlight practical information in tips and exercises and conclude with three in-depth case studies. Essential reading for usability experts, product developers, and researchers in the field. * Presents an essential background in child development and child psychology, particularly as they relate to technology. * Captures best practices for observing and surveying children, training evaluators, and capturing the child user experience using audio and visual technology. * Examines ethical and legal issues involved in working with children and offers guidelines for effective risk management.
Antle, Alissa Nicole
Child-based personas: need, ability and experience Journal Article
In: Cognition, Technology & Work, vol. 10, pp. 155–166, 2008.
BibTeX | Tags:
@article{Antle2008ChildbasedPN,
title = {Child-based personas: need, ability and experience},
author = {Alissa Nicole Antle},
year = {2008},
date = {2008-01-01},
journal = {Cognition, Technology & Work},
volume = {10},
pages = {155--166},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Antle, Alissa N., Droumeva, Milena, Corness, Greg
Playing with the Sound Maker: Do Embodied Metaphors Help Children Learn? Proceedings Article
In: Proceedings of the 7th International Conference on Interaction Design and Children, pp. 178–185, Association for Computing Machinery, Chicago, Illinois, 2008, ISBN: 9781595939944.
Abstract | Links | BibTeX | Tags: children, embodied interaction, embodied metaphor, embodied schema, interactive environments, metaphor, music, sound, tangibles
@inproceedings{10.1145/1463689.1463754,
title = {Playing with the Sound Maker: Do Embodied Metaphors Help Children Learn?},
author = {Alissa N. Antle and Milena Droumeva and Greg Corness},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1463689.1463754},
doi = {10.1145/1463689.1463754},
isbn = {9781595939944},
year = {2008},
date = {2008-01-01},
urldate = {2008-01-01},
booktitle = {Proceedings of the 7th International Conference on Interaction Design and Children},
pages = {178–185},
publisher = {Association for Computing Machinery},
address = {Chicago, Illinois},
series = {IDC '08},
abstract = {In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.},
keywords = {children, embodied interaction, embodied metaphor, embodied schema, interactive environments, metaphor, music, sound, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.
Xie, Lesley, Antle, Alissa N., Motamedi, Nima
Are Tangibles More Fun? Comparing Children's Enjoyment and Engagement Using Physical, Graphical and Tangible User Interfaces Proceedings Article
In: Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, pp. 191–198, Association for Computing Machinery, Bonn, Germany, 2008, ISBN: 9781605580043.
Abstract | Links | BibTeX | Tags: children, engagement, enjoyment, interface style, play, puzzles, Tangible User Interfaces
@inproceedings{10.1145/1347390.1347433,
title = {Are Tangibles More Fun? Comparing Children's Enjoyment and Engagement Using Physical, Graphical and Tangible User Interfaces},
author = {Lesley Xie and Alissa N. Antle and Nima Motamedi},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1347390.1347433},
doi = {10.1145/1347390.1347433},
isbn = {9781605580043},
year = {2008},
date = {2008-01-01},
booktitle = {Proceedings of the 2nd International Conference on Tangible and Embedded Interaction},
pages = {191–198},
publisher = {Association for Computing Machinery},
address = {Bonn, Germany},
series = {TEI '08},
abstract = {This paper presents the results of an exploratory comparative study in which we investigated the relationship between interface style and school-aged children's enjoyment and engagement while doing puzzles. Pairs of participants played with a jigsaw puzzle that was implemented using three different interface styles: physical (traditional), graphical and tangible. In order to investigate interactional differences between the three interface styles, we recorded subjective ratings of enjoyment, three related subscales, measured times and counts of behavioral based indications of engagement. Qualitative analysis based on observational notes and audio responses to open interview questions helped contextualize the quantitative findings and provided key insights into interactional differences not apparent in the quantitative findings. We summarize our main findings and discuss the design implications for tangible user interfaces.},
keywords = {children, engagement, enjoyment, interface style, play, puzzles, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper presents the results of an exploratory comparative study in which we investigated the relationship between interface style and school-aged children's enjoyment and engagement while doing puzzles. Pairs of participants played with a jigsaw puzzle that was implemented using three different interface styles: physical (traditional), graphical and tangible. In order to investigate interactional differences between the three interface styles, we recorded subjective ratings of enjoyment, three related subscales, measured times and counts of behavioral based indications of engagement. Qualitative analysis based on observational notes and audio responses to open interview questions helped contextualize the quantitative findings and provided key insights into interactional differences not apparent in the quantitative findings. We summarize our main findings and discuss the design implications for tangible user interfaces.
Antle, Alissa N.
Inquiring Materials for Tangible Prototyping Proceedings Article
In: Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, pp. 139–140, Association for Computing Machinery, Bonn, Germany, 2008, ISBN: 9781605580043.
Abstract | Links | BibTeX | Tags: low fidelity prototyping, tangibles
@inproceedings{10.1145/1347390.1347420,
title = {Inquiring Materials for Tangible Prototyping},
author = {Alissa N. Antle},
url = {https://doi.org/10.1145/1347390.1347420},
doi = {10.1145/1347390.1347420},
isbn = {9781605580043},
year = {2008},
date = {2008-01-01},
booktitle = {Proceedings of the 2nd International Conference on Tangible and Embedded Interaction},
pages = {139–140},
publisher = {Association for Computing Machinery},
address = {Bonn, Germany},
series = {TEI '08},
abstract = {As TUI research moves from technical to empirical studies which explore theoretical claims, it is important for researchers to be able to quickly and easily build low fidelity (lo-fi) prototypes to explore the unique features of interaction that TUIs offer. Currently, the best practices for choosing prototyping materials are vague at best. In this paper, I present an analysis of the role of materials in inquiry and propose a set of criteria for evaluating the suitability of lo-fi prototyping materials.},
keywords = {low fidelity prototyping, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
As TUI research moves from technical to empirical studies which explore theoretical claims, it is important for researchers to be able to quickly and easily build low fidelity (lo-fi) prototypes to explore the unique features of interaction that TUIs offer. Currently, the best practices for choosing prototyping materials are vague at best. In this paper, I present an analysis of the role of materials in inquiry and propose a set of criteria for evaluating the suitability of lo-fi prototyping materials.
2007
Castell, S. De, Jenson, J.
Worlds in Play: International Perspectives on Digital Games Research Book
Peter Lang, 2007, ISBN: 9780820486437.
@book{de2007worlds,
title = {Worlds in Play: International Perspectives on Digital Games Research},
author = {S. De Castell and J. Jenson},
url = {https://books.google.ca/books?id=WykINIyYSb0C},
isbn = {9780820486437},
year = {2007},
date = {2007-01-01},
publisher = {Peter Lang},
series = {New literacies and digital epistemologies},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Antle, Alissa N.
The CTI Framework: Informing the Design of Tangible Systems for Children Proceedings Article
In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction, pp. 195–202, Association for Computing Machinery, Baton Rouge, Louisiana, 2007, ISBN: 9781595936196.
Abstract | Links | BibTeX | Tags: children, cognitive development, embodied cognition, interaction design, spatial interaction, tangible interfaces
@inproceedings{10.1145/1226969.1227010,
title = {The CTI Framework: Informing the Design of Tangible Systems for Children},
author = {Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227010},
doi = {10.1145/1226969.1227010},
isbn = {9781595936196},
year = {2007},
date = {2007-01-01},
booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},
pages = {195–202},
publisher = {Association for Computing Machinery},
address = {Baton Rouge, Louisiana},
series = {TEI '07},
abstract = {New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.},
keywords = {children, cognitive development, embodied cognition, interaction design, spatial interaction, tangible interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.
Droumeva, Milena, Antle, Alissa, Wakkary, Ron
Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children Proceedings Article
In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction, pp. 171–178, Association for Computing Machinery, Baton Rouge, Louisiana, 2007, ISBN: 9781595936196.
Abstract | Links | BibTeX | Tags: children, Collaboration, interaction, participatory design, responsive environments, sound feedback
@inproceedings{10.1145/1226969.1227005,
title = {Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children},
author = {Milena Droumeva and Alissa Antle and Ron Wakkary},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227005},
doi = {10.1145/1226969.1227005},
isbn = {9781595936196},
year = {2007},
date = {2007-01-01},
booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},
pages = {171–178},
publisher = {Association for Computing Machinery},
address = {Baton Rouge, Louisiana},
series = {TEI '07},
abstract = {This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.},
keywords = {children, Collaboration, interaction, participatory design, responsive environments, sound feedback},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.
2006
Antle, Alissa Nicole
Child-Personas: Fact or Fiction? Proceedings Article
In: Proceedings of the 6th Conference on Designing Interactive Systems, pp. 22–30, Association for Computing Machinery, University Park, PA, USA, 2006, ISBN: 1595933670.
Abstract | Links | BibTeX | Tags: children, interaction design, personas, user abstraction, user-centred design
@inproceedings{10.1145/1142405.1142411,
title = {Child-Personas: Fact or Fiction?},
author = {Alissa Nicole Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1142405.1142411},
doi = {10.1145/1142405.1142411},
isbn = {1595933670},
year = {2006},
date = {2006-01-01},
booktitle = {Proceedings of the 6th Conference on Designing Interactive Systems},
pages = {22–30},
publisher = {Association for Computing Machinery},
address = {University Park, PA, USA},
series = {DIS '06},
abstract = {This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.},
keywords = {children, interaction design, personas, user abstraction, user-centred design},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.
2004
Antle, Alissa
Supporting Children's Emotional Expression and Exploration in Online Environments Proceedings Article
In: Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community, pp. 97–104, Association for Computing Machinery, Maryland, 2004, ISBN: 1581137915.
Abstract | Links | BibTeX | Tags: affect, child-centered design, children, emotion, exploration, expression, news, user experience evaluation
@inproceedings{10.1145/1017833.1017846,
title = {Supporting Children's Emotional Expression and Exploration in Online Environments},
author = {Alissa Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1017833.1017846},
doi = {10.1145/1017833.1017846},
isbn = {1581137915},
year = {2004},
date = {2004-01-01},
booktitle = {Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community},
pages = {97–104},
publisher = {Association for Computing Machinery},
address = {Maryland},
series = {IDC '04},
abstract = {Children are routinely exposed to adult-oriented news and current events. Outside of their families, they rarely have forums in which they can explore and express their reactions to and feelings about these events. This paper introduces OutBurst (\underline{http://archived.cbc4kids.cbcr3.com/}), a networked, participatory activity where children can express and explore their intimate feelings about news and current events. Outlined in this paper are the child-centric requirements, design and evaluation practices used to create OutBurst; a discussion of questions that were raised in the design process; findings culled from a summative evaluation of the entire CBC4Kids pilot; and a description of the subsequent content analysis of child-generated submissions. Our investigations show evidence of children expressing and exploring their emotional reactions to adult-oriented news stories. However, many of our original questions about the utility of an online environment to support these aims remain outstanding and require further exploration.},
keywords = {affect, child-centered design, children, emotion, exploration, expression, news, user experience evaluation},
pubstate = {published},
tppubtype = {inproceedings}
}
Children are routinely exposed to adult-oriented news and current events. Outside of their families, they rarely have forums in which they can explore and express their reactions to and feelings about these events. This paper introduces OutBurst (http://archived.cbc4kids.cbcr3.com/), a networked, participatory activity where children can express and explore their intimate feelings about news and current events. Outlined in this paper are the child-centric requirements, design and evaluation practices used to create OutBurst; a discussion of questions that were raised in the design process; findings culled from a summative evaluation of the entire CBC4Kids pilot; and a description of the subsequent content analysis of child-generated submissions. Our investigations show evidence of children expressing and exploring their emotional reactions to adult-oriented news stories. However, many of our original questions about the utility of an online environment to support these aims remain outstanding and require further exploration.
2003
Antle, Alissa
Case Study: The Design of CBC4Kids' StoryBuilder Proceedings Article
In: Proceedings of the 2003 Conference on Interaction Design and Children, pp. 59–68, Association for Computing Machinery, Preston, England, 2003, ISBN: 158113732X.
Abstract | Links | BibTeX | Tags: children, design methodology, interactive narrative, storytelling, user-centered design
@inproceedings{10.1145/953536.953546,
title = {Case Study: The Design of CBC4Kids' StoryBuilder},
author = {Alissa Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/953536.953546},
doi = {10.1145/953536.953546},
isbn = {158113732X},
year = {2003},
date = {2003-01-01},
booktitle = {Proceedings of the 2003 Conference on Interaction Design and Children},
pages = {59–68},
publisher = {Association for Computing Machinery},
address = {Preston, England},
series = {IDC '03},
abstract = {This paper describes the design of an online collaborative storytelling environment for children aged 8--10. The project balances children's needs to have flexible creative environments [22] with the desire of a public broadcaster to publish quality user-generated content that showcases Canadian stories. This paper outlines five key practices that contributed to the successful design of StoryBuilder. Ninety-five children were involved in the project using a combination of informant-based and user-centred iterative design techniques. Examination and observation of oral storytelling activities and behaviors, technology-based creativity tools and storytelling styles formed the basis for the remaining design practices.},
keywords = {children, design methodology, interactive narrative, storytelling, user-centered design},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper describes the design of an online collaborative storytelling environment for children aged 8--10. The project balances children's needs to have flexible creative environments [22] with the desire of a public broadcaster to publish quality user-generated content that showcases Canadian stories. This paper outlines five key practices that contributed to the successful design of StoryBuilder. Ninety-five children were involved in the project using a combination of informant-based and user-centred iterative design techniques. Examination and observation of oral storytelling activities and behaviors, technology-based creativity tools and storytelling styles formed the basis for the remaining design practices.