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 = {},
pubstate = {published},
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.
2011
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.
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, 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},
booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {93–100},
publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {This paper introduces a collaborative learning game called Futura: The Sustainable Futures Game, which is implemented on a custom multi-touch digital tabletop platform. The goal of the game is to work with other players to support a growing population as time passes while minimizing negative impact on the environment. The design-oriented research goal of the project is to explore the novel design space of collaborative, multi-touch tabletop games for learning. Our focus is on identifying and understanding key design factors of importance in creating opportunities for learning. We use four theoretical perspectives as lenses through which we conceptualize our design intentions and inform our analysis. These perspectives are: experiential learning, constructivist learning, collaborative learning, and game theory. In this paper we discuss design features that enable collaborative learning, present the results from two observational studies, and compare our findings to other guidelines in order to contribute to the growing body of empirically derived design guidelines for tangible, embodied and embedded interaction.},
keywords = {Collaboration, design evaluation, design rationale, educational games, interactive surfaces, multi-touch interaction, simulation games, tabletop games},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
2009
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, 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},
booktitle = {Proceedings of the Seventh ACM Conference on Creativity and Cognition},
pages = {275–284},
publisher = {Association for Computing Machinery},
address = {Berkeley, California, USA},
series = {C&C '09},
abstract = {Supporting users' reasoned imagination in sense making during interaction with tangible and embedded computation involves supporting the application of their existing mental schemata in understanding new forms of interaction. Recent studies that include an embodied metaphor in the interaction model, which relates action-based inputs to digital outputs, have provided evidence that this approach is beneficial. Yet the design of such systems has been difficult and full of setbacks. Wide spread adoption of this approach requires a better understanding of how to design such embodied metaphor-based interactional models. We analyze three recent design-based research studies in which we have been involved in order to derive design knowledge that may inform others. Following a case study methodology we identify kernels or points in the design process where discontinuities between predicted and actual interaction highlight important design knowledge.},
keywords = {case study, design knowledge, embedded computation, embodied interaction, image schema, interactive environments, metaphor, reasoned imagination, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
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.