2012
Macaranas, Anna, Antle, Alissa N., Riecke, Bernhard E.
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, pp. 161–168, Association for Computing Machinery, Kingston, Ontario, Canada, 2012, ISBN: 9781450311748.
Abstract | Links | BibTeX | Tags: design guidelines, embodied metaphor, 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},
urldate = {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, embodied metaphor, 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
Bakker, Saskia, Antle, Alissa N., Hoven, Elise
Identifying Embodied Metaphors in Children's Sound-Action Mappings Proceedings Article
In: Proceedings of the 8th International Conference on Interaction Design and Children, pp. 140–149, Association for Computing Machinery, Como, Italy, 2009, ISBN: 9781605583952.
Abstract | Links | BibTeX | Tags: auditory interaction, children, design research, embodied metaphor, embodied schemas, image schemas, learning, music, sound enactment, tangible interaction, Tangible User Interfaces
@inproceedings{10.1145/1551788.1551812,
title = {Identifying Embodied Metaphors in Children's Sound-Action Mappings},
author = {Saskia Bakker and Alissa N. Antle and Elise Hoven},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1551788.1551812},
doi = {10.1145/1551788.1551812},
isbn = {9781605583952},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
booktitle = {Proceedings of the 8th International Conference on Interaction Design and Children},
pages = {140–149},
publisher = {Association for Computing Machinery},
address = {Como, Italy},
series = {IDC '09},
abstract = {Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.},
keywords = {auditory interaction, children, design research, embodied metaphor, embodied schemas, image schemas, learning, music, sound enactment, tangible interaction, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.