2014
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.
2010
Alissa N. Antle, Allen Bevans, Theresa Jean Tanenbaum, Katie Seaborn, Sijie Wang. 2010. 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, TEI '11 Association for Computing Machinery, Funchal, Portugal, 93–100, .
Abstract | 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.