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.
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.
2011
Tilde Bekker, Alissa N. Antle. 2011. Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology Proceedings Article . In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI '11 Association for Computing Machinery, Vancouver, BC, Canada, 2531–2540, .
Abstract | BibTeX | Tags: child development, Child-Computer Interaction, Design cards, design methods, design tools, interaction design
@inproceedings{10.1145/1978942.1979312,
title = {Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology},
author = {Tilde Bekker and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1978942.1979312},
doi = {10.1145/1978942.1979312},
isbn = {9781450302289},
year = {2011},
date = {2011-01-01},
booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},
pages = {2531–2540},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI '11},
abstract = {There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.},
keywords = {child development, Child-Computer Interaction, Design cards, design methods, design tools, interaction design},
pubstate = {published},
tppubtype = {inproceedings}
}
There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.