2009
Alissa N. Antle, Greg Corness, Milena Droumeva. 2009. Springboard: Exploring Embodiment, Balance and Social Justice Proceedings Article . In CHI '09 Extended Abstracts on Human Factors in Computing Systems, CHI EA '09 Association for Computing Machinery, Boston, MA, USA, 3961–3966, .
Abstract | 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.
Alissa N. Antle, Milena Droumeva, Daniel Ha. 2009. 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, CHI EA '09 Association for Computing Machinery, Boston, MA, USA, 4027–4032, .
Abstract | 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
P. Markopoulos, J. C. Read, S. MacFarlane, J. Höysniemi. 2008. 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.
@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},
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}
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.
Alissa Nicole Antle. 2008. Child-based personas: need, ability and experience Journal Article . In Cognition, Technology & Work, vol. 10, 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}
}
Alissa N. Antle, Milena Droumeva, Greg Corness. 2008. 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, IDC '08 Association for Computing Machinery, Chicago, Illinois, 178–185, .
Abstract | BibTeX | Tags: children, embodied interaction, 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},
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 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.
Lesley Xie, Alissa N. Antle, Nima Motamedi. 2008. 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, TEI '08 Association for Computing Machinery, Bonn, Germany, 191–198, .
Abstract | 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.
Alissa N. Antle. 2008. Inquiring Materials for Tangible Prototyping Proceedings Article . In Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, TEI '08 Association for Computing Machinery, Bonn, Germany, 139–140, .
@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
S. De Castell, J. Jenson. 2007. 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},
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}
Alissa N. Antle. 2007. 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, TEI '07 Association for Computing Machinery, Baton Rouge, Louisiana, 195–202, .
Abstract | 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.
Milena Droumeva, Alissa Antle, Ron Wakkary. 2007. 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, TEI '07 Association for Computing Machinery, Baton Rouge, Louisiana, 171–178, .
Abstract | 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
Alissa Nicole Antle. 2006. Child-Personas: Fact or Fiction? Proceedings Article . In Proceedings of the 6th Conference on Designing Interactive Systems, DIS '06 Association for Computing Machinery, University Park, PA, USA, 22–30, .
Abstract | 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
Alissa Antle. 2004. 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, IDC '04 Association for Computing Machinery, Maryland, 97–104, .
Abstract | 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
Alissa Antle. 2003. Case Study: The Design of CBC4Kids' StoryBuilder Proceedings Article . In Proceedings of the 2003 Conference on Interaction Design and Children, IDC '03 Association for Computing Machinery, Preston, England, 59–68, .
Abstract | 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.