2009
Saskia Bakker, Alissa N. Antle, Elise Hoven. 2009. Identifying Embodied Metaphors in Children's Sound-Action Mappings Proceedings Article . In Proceedings of the 8th International Conference on Interaction Design and Children, IDC '09 Association for Computing Machinery, Como, Italy, 140–149, .
Abstract | 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},
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.
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.