2010
Antle, Alissa N., Bevans, Allen, Tanenbaum, Theresa Jean, Seaborn, Katie, Wang, Sijie
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, pp. 93–100, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
Abstract | Links | BibTeX | Tags: Collaboration, design evaluation, design rationale, educational games, futura, 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},
urldate = {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, futura, 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.