2016
Alissa N. Antle, Brendan Matkin, Jill Warren. 2016. The Story of Things: Awareness through Happenstance Interaction Proceedings Article . In Proceedings of the The 15th International Conference on Interaction Design and Children, IDC '16 Association for Computing Machinery, Manchester, United Kingdom, 745–750, .
Abstract | BibTeX | Tags: augmented reality, children, environmental education, hands-on interaction, happenstance interaction, sensing systems, situated learning, wearable displays
@inproceedings{10.1145/2930674.2955211,
title = {The Story of Things: Awareness through Happenstance Interaction},
author = {Alissa N. Antle and Brendan Matkin and Jill Warren},
url = {https://doi.org/10.1145/2930674.2955211},
doi = {10.1145/2930674.2955211},
isbn = {9781450343138},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},
pages = {745–750},
publisher = {Association for Computing Machinery},
address = {Manchester, United Kingdom},
series = {IDC '16},
abstract = {The Story of Things (SoT) system enables children to learn the story behind every object they touch in a typical day. Inspired by Living Media and the Internet of Things (IoT) our goal is to change children's awareness through hands-on interaction with the world they live in. A back-of-the-hand display is activated by stick-on finger sensors when a child touches an object. They can tap the display to select from a number of stories stored in a crowd sourced database about that object: the materials it was made from; the processes used to make it; how it impacts their body; how it will be disposed of; environmental or social rights challenges associated with the object; and how they can take positive action. This information is overlaid on the world through an augmented-reality contact lens. SoT will also enable children to see a trace of each day and in doing so help them better understand their environmental footprint and how their actions and choices can change the world for the better or worse.},
keywords = {augmented reality, children, environmental education, hands-on interaction, happenstance interaction, sensing systems, situated learning, wearable displays},
pubstate = {published},
tppubtype = {inproceedings}
}
The Story of Things (SoT) system enables children to learn the story behind every object they touch in a typical day. Inspired by Living Media and the Internet of Things (IoT) our goal is to change children's awareness through hands-on interaction with the world they live in. A back-of-the-hand display is activated by stick-on finger sensors when a child touches an object. They can tap the display to select from a number of stories stored in a crowd sourced database about that object: the materials it was made from; the processes used to make it; how it impacts their body; how it will be disposed of; environmental or social rights challenges associated with the object; and how they can take positive action. This information is overlaid on the world through an augmented-reality contact lens. SoT will also enable children to see a trace of each day and in doing so help them better understand their environmental footprint and how their actions and choices can change the world for the better or worse.
2013
Alissa N. Antle, Sijie Wang. 2013. Comparing Motor-Cognitive Strategies for Spatial Problem Solving with Tangible and Multi-Touch Interfaces Proceedings Article . In Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction, TEI '13 Association for Computing Machinery, Barcelona, Spain, 65–72, .
Abstract | BibTeX | Tags: epistemic actions, hands-on interaction, interactive tabletops, multi-touch interaction, tangible interaction
@inproceedings{10.1145/2460625.2460635,
title = {Comparing Motor-Cognitive Strategies for Spatial Problem Solving with Tangible and Multi-Touch Interfaces},
author = {Alissa N. Antle and Sijie Wang},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2460625.2460635},
doi = {10.1145/2460625.2460635},
isbn = {9781450318983},
year = {2013},
date = {2013-01-01},
booktitle = {Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction},
pages = {65–72},
publisher = {Association for Computing Machinery},
address = {Barcelona, Spain},
series = {TEI '13},
abstract = {We present the results from a mixed methods comparison of a tangible and a multi-touch interface for a spatial problem solving task. We applied a modified version of a previous framework to code video of hand-based events. This enabled us to investigate motor-cognitive strategies as well as traditional performance and preference constructs. Sixteen adult participants completed jigsaw puzzles using both interfaces. Our results suggest that the 3D manipulation space, eyes-free tactile feedback, and the offline workspace afforded by the tangible interface enabled more efficient and effective motor-cognitive strategies. We discuss the implications of these findings for interface design; including suggestions for spatial and visual structures that may support epistemic strategies, and hybrid interfaces where tangible handles may be used as structural anchors as well as controls and representational objects.},
keywords = {epistemic actions, hands-on interaction, interactive tabletops, multi-touch interaction, tangible interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
We present the results from a mixed methods comparison of a tangible and a multi-touch interface for a spatial problem solving task. We applied a modified version of a previous framework to code video of hand-based events. This enabled us to investigate motor-cognitive strategies as well as traditional performance and preference constructs. Sixteen adult participants completed jigsaw puzzles using both interfaces. Our results suggest that the 3D manipulation space, eyes-free tactile feedback, and the offline workspace afforded by the tangible interface enabled more efficient and effective motor-cognitive strategies. We discuss the implications of these findings for interface design; including suggestions for spatial and visual structures that may support epistemic strategies, and hybrid interfaces where tangible handles may be used as structural anchors as well as controls and representational objects.
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.