2020
Cheung, Victor, Antle, Alissa N.
Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems Proceedings Article
In: Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 393–401, Association for Computing Machinery, Sydney NSW, Australia, 2020, ISBN: 9781450361071.
Abstract | Links | BibTeX | Tags: case study, futuristic interfaces, interface and interaction design, sci-fi movies, speculative interfaces, tangible systems
@inproceedings{10.1145/3374920.3374942,
title = {Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems},
author = {Victor Cheung and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3374920.3374942},
doi = {10.1145/3374920.3374942},
isbn = {9781450361071},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {393–401},
publisher = {Association for Computing Machinery},
address = {Sydney NSW, Australia},
series = {TEI '20},
abstract = {Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.},
keywords = {case study, futuristic interfaces, interface and interaction design, sci-fi movies, speculative interfaces, tangible systems},
pubstate = {published},
tppubtype = {inproceedings}
}
Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.
Cheung, Victor, Antle, Alissa N., Sarker, Shubhra, Fan, Min, Fan, Jianyu, Pasquier, Philippe
Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning Proceedings Article
In: Proceedings of the Interaction Design and Children Conference, pp. 589–601, Association for Computing Machinery, London, United Kingdom, 2020, ISBN: 9781450379816.
Abstract | Links | BibTeX | Tags: augmented reality, early childhood learning, education mobile apps, phonoblocks, tablets, tangible interaction
@inproceedings{10.1145/3392063.3394412,
title = {Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning},
author = {Victor Cheung and Alissa N. Antle and Shubhra Sarker and Min Fan and Jianyu Fan and Philippe Pasquier},
url = {https://dl.acm.org/doi/abs/10.1145/3392063.3394412},
doi = {10.1145/3392063.3394412},
isbn = {9781450379816},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
booktitle = {Proceedings of the Interaction Design and Children Conference},
pages = {589–601},
publisher = {Association for Computing Machinery},
address = {London, United Kingdom},
series = {IDC '20},
abstract = {Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.},
keywords = {augmented reality, early childhood learning, education mobile apps, phonoblocks, tablets, tangible interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.