2023
Annemiek Veldhuis, Alissa N. Antle, Bernhard Rieke. 2023. TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning Proceedings Article . In Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '23 Association for Computing Machinery, Warsaw, Poland, .
Abstract | BibTeX | Tags: Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces
@inproceedings{10.1145/3569009.3573111,
title = {TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning},
author = {Annemiek Veldhuis and Alissa N. Antle and Bernhard Rieke},
url = {https://doi.org/10.1145/3569009.3573111},
doi = {10.1145/3569009.3573111},
isbn = {9781450399777},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction},
publisher = {Association for Computing Machinery},
address = {Warsaw, Poland},
series = {TEI '23},
abstract = {Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.},
keywords = {Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.
2019
Uddipana Baishya, Alissa N. Antle, Elgin-Skye McLaren. 2019. Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation Proceedings Article . In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, CHI EA '19 Association for Computing Machinery, Glasgow, Scotland Uk, 1–6, .
Abstract | BibTeX | Tags: design tools, Idea generation, manipulation, Tangible interaction design, Tangible User Interfaces
@inproceedings{10.1145/3290607.3312820,
title = {Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation},
author = {Uddipana Baishya and Alissa N. Antle and Elgin-Skye McLaren},
url = {https://doi.org/10.1145/3290607.3312820},
doi = {10.1145/3290607.3312820},
isbn = {9781450359719},
year = {2019},
date = {2019-01-01},
booktitle = {Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Glasgow, Scotland Uk},
series = {CHI EA '19},
abstract = {Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.},
keywords = {design tools, Idea generation, manipulation, Tangible interaction design, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.
2018
Min Fan, Uddipana Baishya, Elgin-Skye Mclaren, Alissa N. Antle, Shubhra Sarker, Amal Vincent. 2018. Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction Proceedings Article . In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, CHI EA '18 Association for Computing Machinery, Montreal QC, Canada, 1–6, .
Abstract | BibTeX | Tags: augmented reality, blocks, children, colour cues, sentence construction, Tangible User Interfaces
@inproceedings{10.1145/3170427.3188576,
title = {Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction},
author = {Min Fan and Uddipana Baishya and Elgin-Skye Mclaren and Alissa N. Antle and Shubhra Sarker and Amal Vincent},
url = {https://doi.org/10.1145/3170427.3188576},
doi = {10.1145/3170427.3188576},
isbn = {9781450356213},
year = {2018},
date = {2018-01-01},
booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Montreal QC, Canada},
series = {CHI EA '18},
abstract = {The Block Talks toolkit combines the educational potential of tangible computing and augmented reality (AR) technologies to help children learn English sentence construction. Although examples of tangible AR reading systems for children currently exist, few focus specifically on learning sentence structure. Block Talks was developed using ordinary teaching supplies including letter tiles and blocks that can be manipulated to form words and sentences. A companion app allows children to scan these sentences to receive audio and AR feedback. Block Talks takes advantage of colour cues to draw children's attention to sentence structure patterns. This paper outlines existing tangible and AR systems for literacy learning, details the Block Talks design rationale, and concludes with a discussion of the advantages of using a combined tangible and AR approach for teaching sentence construction.},
keywords = {augmented reality, blocks, children, colour cues, sentence construction, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
The Block Talks toolkit combines the educational potential of tangible computing and augmented reality (AR) technologies to help children learn English sentence construction. Although examples of tangible AR reading systems for children currently exist, few focus specifically on learning sentence structure. Block Talks was developed using ordinary teaching supplies including letter tiles and blocks that can be manipulated to form words and sentences. A companion app allows children to scan these sentences to receive audio and AR feedback. Block Talks takes advantage of colour cues to draw children's attention to sentence structure patterns. This paper outlines existing tangible and AR systems for literacy learning, details the Block Talks design rationale, and concludes with a discussion of the advantages of using a combined tangible and AR approach for teaching sentence construction.
Min Fan, Sheng Jin, Alissa N. Antle. 2018. Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English Proceedings Article . In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, CHI EA '18 Association for Computing Machinery, Montreal QC, Canada, 1–6, .
Abstract | BibTeX | Tags: colours, design implications, english foreign language learners, materials, reading, Tangible User Interfaces
@inproceedings{10.1145/3170427.3188577,
title = {Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English},
author = {Min Fan and Sheng Jin and Alissa N. Antle},
url = {https://doi.org/10.1145/3170427.3188577},
doi = {10.1145/3170427.3188577},
isbn = {9781450356213},
year = {2018},
date = {2018-01-01},
booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},
pages = {1–6},
publisher = {Association for Computing Machinery},
address = {Montreal QC, Canada},
series = {CHI EA '18},
abstract = {One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.},
keywords = {colours, design implications, english foreign language learners, materials, reading, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.
2017
Min Fan, Alissa N. Antle, Maureen Hoskyn, Carman Neustaedter, Emily S. Cramer. 2017. Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell Proceedings Article . In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, CHI '17 Association for Computing Machinery, Denver, Colorado, USA, 1805–1816, .
Abstract | BibTeX | Tags: children, Dyslexia, embedded interaction, mixed-methods., Reading acquisition, Tangible User Interfaces
@inproceedings{10.1145/3025453.3026048,
title = {Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell},
author = {Min Fan and Alissa N. Antle and Maureen Hoskyn and Carman Neustaedter and Emily S. Cramer},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3026048},
doi = {10.1145/3025453.3026048},
isbn = {9781450346559},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},
pages = {1805–1816},
publisher = {Association for Computing Machinery},
address = {Denver, Colorado, USA},
series = {CHI '17},
abstract = {Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.},
keywords = {children, Dyslexia, embedded interaction, mixed-methods., Reading acquisition, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.
2016
Min Fan, Alissa N. Antle, Emily S. Cramer. 2016. Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children Proceedings Article . In Proceedings of the The 15th International Conference on Interaction Design and Children, IDC '16 Association for Computing Machinery, Manchester, United Kingdom, 101–112, .
Abstract | BibTeX | Tags: children, design rationale, Dyslexia, literacy, reading, spelling, Tangible User Interfaces
@inproceedings{10.1145/2930674.2930690,
title = {Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children},
author = {Min Fan and Alissa N. Antle and Emily S. Cramer},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2930674.2930690},
doi = {10.1145/2930674.2930690},
isbn = {9781450343138},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},
pages = {101–112},
publisher = {Association for Computing Machinery},
address = {Manchester, United Kingdom},
series = {IDC '16},
abstract = {Tangible User Interfaces (TUIs) have been suggested to have the potential to support learning for children. Despite the increasing number of TUI reading systems there are few design guidelines for children, especially for those with dyslexia (a specific difficulty in language acquisition skills). In this paper we discuss four design opportunities and five design recommendations for designing tangible reading systems for children, particularly those with dyslexia. We ground our analysis using theories of the causes and interventions for dyslexia, best multisensory training practices and existing research on TUIs that support learning to read for children. We describe our tangible reading system, called PhonoBlocks, focusing on two core design features which take advantage of these opportunities. We also describe how we iteratively fine-tuned the details of our design based on our recommendations, an expert review and feedback from tutors who work with children with dyslexia every day. We include a discussion of design trade-offs in our process. This design rationale paper contributes to the growing research on designing tangible spelling and reading systems for children.},
keywords = {children, design rationale, Dyslexia, literacy, reading, spelling, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Tangible User Interfaces (TUIs) have been suggested to have the potential to support learning for children. Despite the increasing number of TUI reading systems there are few design guidelines for children, especially for those with dyslexia (a specific difficulty in language acquisition skills). In this paper we discuss four design opportunities and five design recommendations for designing tangible reading systems for children, particularly those with dyslexia. We ground our analysis using theories of the causes and interventions for dyslexia, best multisensory training practices and existing research on TUIs that support learning to read for children. We describe our tangible reading system, called PhonoBlocks, focusing on two core design features which take advantage of these opportunities. We also describe how we iteratively fine-tuned the details of our design based on our recommendations, an expert review and feedback from tutors who work with children with dyslexia every day. We include a discussion of design trade-offs in our process. This design rationale paper contributes to the growing research on designing tangible spelling and reading systems for children.
2015
Alissa N. Antle, Min Fan, Emily S. Cramer. 2015. PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read Proceedings Article . In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '15 Association for Computing Machinery, Stanford, California, USA, 533–538, .
Abstract | BibTeX | Tags: children, colour cues, Dyslexia, orton-gillingham, reading, tangible computing, Tangible User Interfaces
@inproceedings{10.1145/2677199.2687897,
title = {PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read},
author = {Alissa N. Antle and Min Fan and Emily S. Cramer},
url = {https://doi.org/10.1145/2677199.2687897},
doi = {10.1145/2677199.2687897},
isbn = {9781450333054},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {533–538},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {TEI '15},
abstract = {Dyslexia is defined as severe difficulty learning to read. It affects about 10% of the population in English speaking countries. Severe difficulty learning to read is correlated with tremendous emotional, social and economic costs. In this paper, we describe PhonoBlocks, a tangible user interface to a reading system that uses dynamic colour cues embedded in 3D tangible letters to provide additional decoding information and modalities. PhonoBlocks was developed to support children, aged 5-8 years old, who are having difficulty learning to decode English letter-sound pairs. We present the theoretical foundations as rationale for our core design strategies and decisions. We discuss the assumptions in our design rationale and describe how we will validate our system working with a school for dyslexic children.},
keywords = {children, colour cues, Dyslexia, orton-gillingham, reading, tangible computing, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Dyslexia is defined as severe difficulty learning to read. It affects about 10% of the population in English speaking countries. Severe difficulty learning to read is correlated with tremendous emotional, social and economic costs. In this paper, we describe PhonoBlocks, a tangible user interface to a reading system that uses dynamic colour cues embedded in 3D tangible letters to provide additional decoding information and modalities. PhonoBlocks was developed to support children, aged 5-8 years old, who are having difficulty learning to decode English letter-sound pairs. We present the theoretical foundations as rationale for our core design strategies and decisions. We discuss the assumptions in our design rationale and describe how we will validate our system working with a school for dyslexic children.
Min Fan, Alissa N. Antle. 2015. Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children Proceedings Article . In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '15 Association for Computing Machinery, Stanford, California, USA, 673–678, .
Abstract | BibTeX | Tags: children, Dyslexia, material, reading, Tangible User Interfaces, texture cues
@inproceedings{10.1145/2677199.2688806,
title = {Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children},
author = {Min Fan and Alissa N. Antle},
url = {https://doi.org/10.1145/2677199.2688806},
doi = {10.1145/2677199.2688806},
isbn = {9781450333054},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {673–678},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {TEI '15},
abstract = {Dyslexic children have great difficulty in learning to read. While research in HCI suggests that tangible user interfaces (TUIs) have the potential to support children learning to read, few studies have explored how to help dyslexic children learn to read. Even fewer studies have specifically investigated the design space of texture cues in TUIs in supporting learning to read. In this paper, we present Tactile Letters, a multimodal tangible tabletop with texture cues developed to support English letter-sound correspondence learning for dyslexic children aged 5-6 years old. This prototype is used as a research instrument to investigate the role of texture cues in a multimodal TUI in alphabetic learning. We discuss the current knowledge gap, the theoretical foundations that informed our core design strategy, and the subsequent design decisions we made while developing Tactile Letters.},
keywords = {children, Dyslexia, material, reading, Tangible User Interfaces, texture cues},
pubstate = {published},
tppubtype = {inproceedings}
}
Dyslexic children have great difficulty in learning to read. While research in HCI suggests that tangible user interfaces (TUIs) have the potential to support children learning to read, few studies have explored how to help dyslexic children learn to read. Even fewer studies have specifically investigated the design space of texture cues in TUIs in supporting learning to read. In this paper, we present Tactile Letters, a multimodal tangible tabletop with texture cues developed to support English letter-sound correspondence learning for dyslexic children aged 5-6 years old. This prototype is used as a research instrument to investigate the role of texture cues in a multimodal TUI in alphabetic learning. We discuss the current knowledge gap, the theoretical foundations that informed our core design strategy, and the subsequent design decisions we made while developing Tactile Letters.
2014
Min Fan, Alissa N. Antle, Carman Neustaedter, Alyssa F. Wise. 2014. Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity Proceedings Article . In Proceedings of the 2014 ACM International Conference on Supporting Group Work, GROUP '14 Association for Computing Machinery, Sanibel Island, Florida, USA, 81–90, .
Abstract | BibTeX | Tags: co-dependent access points, Collaboration, digital tabletop, interactive surfaces, Tangible User Interfaces, young adults.
@inproceedings{10.1145/2660398.2660402,
title = {Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity},
author = {Min Fan and Alissa N. Antle and Carman Neustaedter and Alyssa F. Wise},
url = {https://doi.org/10.1145/2660398.2660402},
doi = {10.1145/2660398.2660402},
isbn = {9781450330435},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 ACM International Conference on Supporting Group Work},
pages = {81–90},
publisher = {Association for Computing Machinery},
address = {Sanibel Island, Florida, USA},
series = {GROUP '14},
abstract = {Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.},
keywords = {co-dependent access points, Collaboration, digital tabletop, interactive surfaces, Tangible User Interfaces, young adults.},
pubstate = {published},
tppubtype = {inproceedings}
}
Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.
Ying Deng, Alissa N. Antle, Carman Neustaedter. 2014. Tango Cards: A Card-Based Design Tool for Informing the Design of Tangible Learning Games Proceedings Article . In Proceedings of the 2014 Conference on Designing Interactive Systems, DIS '14 Association for Computing Machinery, Vancouver, BC, Canada, 695–704, .
Abstract | BibTeX | Tags: Design cards, design practice, design tools, educational games, tangible learning games, Tangible User Interfaces
@inproceedings{10.1145/2598510.2598601,
title = {Tango Cards: A Card-Based Design Tool for Informing the Design of Tangible Learning Games},
author = {Ying Deng and Alissa N. Antle and Carman Neustaedter},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2598510.2598601},
doi = {10.1145/2598510.2598601},
isbn = {9781450329026},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Designing Interactive Systems},
pages = {695–704},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {DIS '14},
abstract = {For over thirty years researchers have suggested that both tangible user interfaces and digital games have potential to support learning. Each domain now has a well-developed body of literature about how to design them to enable learning benefits. What is needed is a way to bring this knowledge, which is often lengthy, dense, and jargon laden to design practice. To address this need, we designed Tango Cards--a card-based design tool. In this paper we report on the design and evaluation of the cards. We found that Tango Cards enabled a variety of uses that made design knowledge about tangible learning games accessible to designers. We identify and discuss how specific card features support or limit use by designers. We draw on our findings to set forth design considerations that may support others to create design tools (card-based or alike) that make academic design knowledge accessible to designers.},
keywords = {Design cards, design practice, design tools, educational games, tangible learning games, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
For over thirty years researchers have suggested that both tangible user interfaces and digital games have potential to support learning. Each domain now has a well-developed body of literature about how to design them to enable learning benefits. What is needed is a way to bring this knowledge, which is often lengthy, dense, and jargon laden to design practice. To address this need, we designed Tango Cards--a card-based design tool. In this paper we report on the design and evaluation of the cards. We found that Tango Cards enabled a variety of uses that made design knowledge about tangible learning games accessible to designers. We identify and discuss how specific card features support or limit use by designers. We draw on our findings to set forth design considerations that may support others to create design tools (card-based or alike) that make academic design knowledge accessible to designers.
2012
Alissa N. Antle. 2012. Knowledge Gaps in Hands-on Tangible Interaction Research Proceedings Article . In Proceedings of the 14th ACM International Conference on Multimodal Interaction, ICMI '12 Association for Computing Machinery, Santa Monica, California, USA, 233–240, .
Abstract | 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.
Anna Macaranas, Alissa N. Antle, Bernhard E. Riecke. 2012. 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, TEI '12 Association for Computing Machinery, Kingston, Ontario, Canada, 161–168, .
Abstract | BibTeX | Tags: design guidelines, 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},
booktitle = {Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction},
pages = {161–168},
publisher = {Association for Computing Machinery},
address = {Kingston, Ontario, Canada},
series = {TEI '12},
abstract = {If tangible user interfaces (TUIs) are going to move out of research labs and into mainstream use they need to support tasks in abstract as well as spatial domains. Designers need guidelines for TUIs in these domains. Conceptual Metaphor Theory can be used to design the relations between physical objects and abstract representations. In this paper, we use physical attributes and spatial properties of objects as source domains for conceptual metaphors. We present an empirical study where twenty participants matched physical representations of image schemas to metaphorically paired adjectives. Based on our findings, we suggest twenty pairings that are easily identified, suggest groups of image schemas that can serve as source domains for a variety of metaphors, and provide guidelines for structuring physical-abstract mappings in abstract domains. These guidelines can help designers apply metaphor theory to design problems in abstract domains, resulting in effective interaction.},
keywords = {design guidelines, image schemas, intuitive interaction, metaphor, population stereotypes, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
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
Alissa N. Antle, Alyssa F. Wise, Kristine Nielsen. 2011. Towards Utopia: Designing Tangibles for Learning Proceedings Article . In Proceedings of the 10th International Conference on Interaction Design and Children, IDC '11 Association for Computing Machinery, Ann Arbor, Michigan, 11–20, .
Abstract | 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.
2010
Karen Tanenbaum, Theresa Jean Tanenbaum, Alissa N. Antle, Jim Bizzocchi, Magy Seif el-Nasr, Marek Hatala. 2010. Experiencing the Reading Glove Proceedings Article . In Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '11 Association for Computing Machinery, Funchal, Portugal, 137–144, .
Abstract | 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.
Theresa Jean Tanenbaum, Karen Tanenbaum, Alissa Antle. 2010. The Reading Glove: Designing Interactions for Object-Based Tangible Storytelling Proceedings Article . In Proceedings of the 1st Augmented Human International Conference, AH '10 Association for Computing Machinery, Megève, France, .
Abstract | 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
Saskia Bakker, Alissa N. Antle, Elise Hoven. 2009. Identifying Embodied Metaphors in Children's Sound-Action Mappings Proceedings Article . In Proceedings of the 8th International Conference on Interaction Design and Children, IDC '09 Association for Computing Machinery, Como, Italy, 140–149, .
Abstract | 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},
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.
2008
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.