2012
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.
2009
Alissa N. Antle, Greg Corness, Saskia Bakker, Milena Droumeva, Elise Hoven, Allen Bevans. 2009. Designing to Support Reasoned Imagination through Embodied Metaphor Proceedings Article . In Proceedings of the Seventh ACM Conference on Creativity and Cognition, C&C '09 Association for Computing Machinery, Berkeley, California, USA, 275–284, .
Abstract | BibTeX | Tags: case study, design knowledge, embedded computation, embodied interaction, image schema, interactive environments, metaphor, reasoned imagination, tangibles
@inproceedings{10.1145/1640233.1640275,
title = {Designing to Support Reasoned Imagination through Embodied Metaphor},
author = {Alissa N. Antle and Greg Corness and Saskia Bakker and Milena Droumeva and Elise Hoven and Allen Bevans},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1640233.1640275},
doi = {10.1145/1640233.1640275},
isbn = {9781605588650},
year = {2009},
date = {2009-01-01},
booktitle = {Proceedings of the Seventh ACM Conference on Creativity and Cognition},
pages = {275–284},
publisher = {Association for Computing Machinery},
address = {Berkeley, California, USA},
series = {C&C '09},
abstract = {Supporting users' reasoned imagination in sense making during interaction with tangible and embedded computation involves supporting the application of their existing mental schemata in understanding new forms of interaction. Recent studies that include an embodied metaphor in the interaction model, which relates action-based inputs to digital outputs, have provided evidence that this approach is beneficial. Yet the design of such systems has been difficult and full of setbacks. Wide spread adoption of this approach requires a better understanding of how to design such embodied metaphor-based interactional models. We analyze three recent design-based research studies in which we have been involved in order to derive design knowledge that may inform others. Following a case study methodology we identify kernels or points in the design process where discontinuities between predicted and actual interaction highlight important design knowledge.},
keywords = {case study, design knowledge, embedded computation, embodied interaction, image schema, interactive environments, metaphor, reasoned imagination, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
Supporting users' reasoned imagination in sense making during interaction with tangible and embedded computation involves supporting the application of their existing mental schemata in understanding new forms of interaction. Recent studies that include an embodied metaphor in the interaction model, which relates action-based inputs to digital outputs, have provided evidence that this approach is beneficial. Yet the design of such systems has been difficult and full of setbacks. Wide spread adoption of this approach requires a better understanding of how to design such embodied metaphor-based interactional models. We analyze three recent design-based research studies in which we have been involved in order to derive design knowledge that may inform others. Following a case study methodology we identify kernels or points in the design process where discontinuities between predicted and actual interaction highlight important design knowledge.
Alissa N. Antle, Greg Corness, Milena Droumeva. 2009. Springboard: Exploring Embodiment, Balance and Social Justice Proceedings Article . In CHI '09 Extended Abstracts on Human Factors in Computing Systems, CHI EA '09 Association for Computing Machinery, Boston, MA, USA, 3961–3966, .
Abstract | BibTeX | Tags: embodied interaction, embodied schema, image schema, interactive environment, metaphor, social justice
@inproceedings{10.1145/1520340.1520601,
title = {Springboard: Exploring Embodiment, Balance and Social Justice},
author = {Alissa N. Antle and Greg Corness and Milena Droumeva},
url = {https://doi.org/10.1145/1520340.1520601},
doi = {10.1145/1520340.1520601},
isbn = {9781605582474},
year = {2009},
date = {2009-01-01},
booktitle = {CHI '09 Extended Abstracts on Human Factors in Computing Systems},
pages = {3961–3966},
publisher = {Association for Computing Machinery},
address = {Boston, MA, USA},
series = {CHI EA '09},
abstract = {In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.},
keywords = {embodied interaction, embodied schema, image schema, interactive environment, metaphor, social justice},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.
2008
Alissa N. Antle, Milena Droumeva, Greg Corness. 2008. Playing with the Sound Maker: Do Embodied Metaphors Help Children Learn? Proceedings Article . In Proceedings of the 7th International Conference on Interaction Design and Children, IDC '08 Association for Computing Machinery, Chicago, Illinois, 178–185, .
Abstract | BibTeX | Tags: children, embodied interaction, embodied schema, interactive environments, metaphor, music, sound, tangibles
@inproceedings{10.1145/1463689.1463754,
title = {Playing with the Sound Maker: Do Embodied Metaphors Help Children Learn?},
author = {Alissa N. Antle and Milena Droumeva and Greg Corness},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1463689.1463754},
doi = {10.1145/1463689.1463754},
isbn = {9781595939944},
year = {2008},
date = {2008-01-01},
booktitle = {Proceedings of the 7th International Conference on Interaction Design and Children},
pages = {178–185},
publisher = {Association for Computing Machinery},
address = {Chicago, Illinois},
series = {IDC '08},
abstract = {In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.},
keywords = {children, embodied interaction, embodied schema, interactive environments, metaphor, music, sound, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.