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.