2016
Jillian L. Warren, Brendan B. Matkin, Alissa N. Antle. 2016. Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables Proceedings Article . In Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '16 Association for Computing Machinery, Eindhoven, Netherlands, 603–608, .
Abstract | BibTeX | Tags: embodied interaction, Horseback Riding, Human Perception, Self-Awareness, Sensors, wearable
@inproceedings{10.1145/2839462.2856551,
title = {Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables},
author = {Jillian L. Warren and Brendan B. Matkin and Alissa N. Antle},
url = {https://doi.org/10.1145/2839462.2856551},
doi = {10.1145/2839462.2856551},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {603–608},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.},
keywords = {embodied interaction, Horseback Riding, Human Perception, Self-Awareness, Sensors, wearable},
pubstate = {published},
tppubtype = {inproceedings}
}
We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.
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, Milena Droumeva, Daniel Ha. 2009. Hands on What? Comparing Children's Mouse-Based and Tangible-Based Interaction Proceedings Article . In Proceedings of the 8th International Conference on Interaction Design and Children, IDC '09 Association for Computing Machinery, Como, Italy, 80–88, .
Abstract | BibTeX | Tags: children, comparative experiment, digital tabletop, embodied interaction, evaluation, input methods, interaction styles, jigsaw puzzle, Methodology, object manipulation, tangible computing, tangible interaction, video analysis
@inproceedings{10.1145/1551788.1551803,
title = {Hands on What? Comparing Children's Mouse-Based and Tangible-Based Interaction},
author = {Alissa N. Antle and Milena Droumeva and Daniel Ha},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1551788.1551803},
doi = {10.1145/1551788.1551803},
isbn = {9781605583952},
year = {2009},
date = {2009-01-01},
booktitle = {Proceedings of the 8th International Conference on Interaction Design and Children},
pages = {80–88},
publisher = {Association for Computing Machinery},
address = {Como, Italy},
series = {IDC '09},
abstract = {We investigate the similarities and differences -- in terms of quantitative performance and qualitative behaviors -- between how children solve an object manipulation task using mouse-based input versus tangible-based input. This work examines the assumption common in tangible computing that direct physical manipulation is beneficial for certain spatial tasks. We describe an ecologically valid comparison of mouse-based versus tangible-based input for a jigsaw puzzle task in order to better understand the tradeoffs in choosing input and interaction styles. We include a traditional cardboard puzzle for comparative purposes. The results of an experiment with 132 children indicate children are more successful and faster at solving puzzles using a tangible-based approach. Detailed temporal analysis indicates that pairs in the tangible group spend most of their time using a combination of epistemic and pragmatic actions which support mental problem solving. Conversely, pairs in the mouse group use an ineffective trial and error strategy.},
keywords = {children, comparative experiment, digital tabletop, embodied interaction, evaluation, input methods, interaction styles, jigsaw puzzle, Methodology, object manipulation, tangible computing, tangible interaction, video analysis},
pubstate = {published},
tppubtype = {inproceedings}
}
We investigate the similarities and differences -- in terms of quantitative performance and qualitative behaviors -- between how children solve an object manipulation task using mouse-based input versus tangible-based input. This work examines the assumption common in tangible computing that direct physical manipulation is beneficial for certain spatial tasks. We describe an ecologically valid comparison of mouse-based versus tangible-based input for a jigsaw puzzle task in order to better understand the tradeoffs in choosing input and interaction styles. We include a traditional cardboard puzzle for comparative purposes. The results of an experiment with 132 children indicate children are more successful and faster at solving puzzles using a tangible-based approach. Detailed temporal analysis indicates that pairs in the tangible group spend most of their time using a combination of epistemic and pragmatic actions which support mental problem solving. Conversely, pairs in the mouse group use an ineffective trial and error strategy.
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.