2024
Zhou, Xiaofei, Zhou, Yushan, Gong, Yunfan, Cai, Zhenyao, Annie,, Xiao, Qinqin, Antle, Alissa N., Bai, Zhen
"Bee and I need diversity!'' Break filter bubbles in recommendation systems through embodied AI learning Proceedings Article
In: Proceedings of Conference on Interaction Design and Children, Association for Computing Machinery, 2024.
Links | BibTeX | Tags: critical ai literacy, embodied metaphor
@inproceedings{Zhou2024,
title = {"Bee and I need diversity!'' Break filter bubbles in recommendation systems through embodied AI learning},
author = {Xiaofei Zhou and Yushan Zhou and Yunfan Gong and Zhenyao Cai and Annie and Qinqin Xiao and Alissa N. Antle and Zhen Bai},
url = {https://dl.acm.org/doi/fullHtml/10.1145/3628516.3655802},
year = {2024},
date = {2024-03-01},
urldate = {2024-03-01},
booktitle = {Proceedings of Conference on Interaction Design and Children},
publisher = {Association for Computing Machinery},
keywords = {critical ai literacy, embodied metaphor},
pubstate = {published},
tppubtype = {inproceedings}
}
2018
Cafaro, Francesco, Lyons, Leilah Blakeney, Antle, Alissa Nicole
Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction Journal Article
In: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 2018.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{10.1145/3173574.3174167,
title = {Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction},
author = {Francesco Cafaro and Leilah Blakeney Lyons and Alissa Nicole Antle},
url = {https://doi.org/10.1145/3173574.3174167},
doi = {10.1145/3173574.3174167},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
journal = {Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems},
abstract = {The wide availability of body-sensing technologies (such as Nintendo Wii and Microsoft Kinect) has the potential to bring full-body interaction to the masses, but the design of hand gestures and body movements that can be easily discovered by the users of such systems is still a challenge. In this paper, we revise and evaluate Framed Guessability, a design methodology for crafting discoverable hand gestures and body movements that focuses participants' suggestions within a "frame," i.e. a scenario. We elicited gestures and body movements via the Guessability and the Framed Guessability methods, consulting 89 participants in-lab. We then conducted an in-situ quasi-experimental study with 138 museum visitors to compare the discoverability of gestures and body movements elicited with these two methods. We found that the Framed Guessability movements were more discoverable than those generated via traditional Guessability, even though in the museum there was no reference to the frame.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
The wide availability of body-sensing technologies (such as Nintendo Wii and Microsoft Kinect) has the potential to bring full-body interaction to the masses, but the design of hand gestures and body movements that can be easily discovered by the users of such systems is still a challenge. In this paper, we revise and evaluate Framed Guessability, a design methodology for crafting discoverable hand gestures and body movements that focuses participants' suggestions within a "frame," i.e. a scenario. We elicited gestures and body movements via the Guessability and the Framed Guessability methods, consulting 89 participants in-lab. We then conducted an in-situ quasi-experimental study with 138 museum visitors to compare the discoverability of gestures and body movements elicited with these two methods. We found that the Framed Guessability movements were more discoverable than those generated via traditional Guessability, even though in the museum there was no reference to the frame.
2016
Cramer, Emily S., Matkin, Brendan B., Antle, Alissa N.
Embodying Alternate Attitudes: Design Opportunities for Physical Interfaces in Persuasive Gaming Experiences Proceedings Article
In: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 404–409, Association for Computing Machinery, Eindhoven, Netherlands, 2016, ISBN: 9781450335829.
Abstract | Links | BibTeX | Tags: embodied metaphor, persuasive media, physical priming, theory
@inproceedings{10.1145/2839462.2856525,
title = {Embodying Alternate Attitudes: Design Opportunities for Physical Interfaces in Persuasive Gaming Experiences},
author = {Emily S. Cramer and Brendan B. Matkin and Alissa N. Antle},
url = {https://doi.org/10.1145/2839462.2856525},
doi = {10.1145/2839462.2856525},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {404–409},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {The ability to view issues through alternate attitudes is an increasingly valuable skill. Persuasive games provide users an opportunity to practice adopting alternate attitudes, but users' pre-existing attitudes can get in the way. Multi-player games can use collaboration to help users overcome their pre-existing attitudes, but techniques for single-player games are lacking. In this paper we suggest that physical interface features (e.g., temperature) could be used to prime alternate attitudes in users. Embodied metaphor theory provides a framework for relating physical characteristics of an interface to more abstract concepts like emotions and beliefs. To empirically validate our design concept, we instantiate it in Thermouse: a temperature-controlled mouse that serves as a research instrument to assess whether interface temperature can help users explore alternate attitudes towards divisive humanitarian issues.},
keywords = {embodied metaphor, persuasive media, physical priming, theory},
pubstate = {published},
tppubtype = {inproceedings}
}
The ability to view issues through alternate attitudes is an increasingly valuable skill. Persuasive games provide users an opportunity to practice adopting alternate attitudes, but users' pre-existing attitudes can get in the way. Multi-player games can use collaboration to help users overcome their pre-existing attitudes, but techniques for single-player games are lacking. In this paper we suggest that physical interface features (e.g., temperature) could be used to prime alternate attitudes in users. Embodied metaphor theory provides a framework for relating physical characteristics of an interface to more abstract concepts like emotions and beliefs. To empirically validate our design concept, we instantiate it in Thermouse: a temperature-controlled mouse that serves as a research instrument to assess whether interface temperature can help users explore alternate attitudes towards divisive humanitarian issues.
2015
Macaranas, Anna, Antle, Alissa N., Riecke, Bernhard E.
What is Intuitive Interaction? Balancing Users’ Performance and Satisfaction with Natural User Interfaces Journal Article
In: Interacting with Computers, vol. 27, no. 3, pp. 357–370, 2015, ISSN: 0953-5438.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{10.1093/iwc/iwv003,
title = {What is Intuitive Interaction? Balancing Users’ Performance and Satisfaction with Natural User Interfaces},
author = {Anna Macaranas and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1093/iwc/iwv003},
doi = {10.1093/iwc/iwv003},
issn = {0953-5438},
year = {2015},
date = {2015-01-01},
urldate = {2015-01-01},
journal = {Interacting with Computers},
volume = {27},
number = {3},
pages = {357--370},
abstract = {Designers of natural user interfaces are faced with several challenges when creating interaction models for controlling applications, including the wide range of possible input actions and the lack of affordances, which they can use to design controls. In order to contribute to the development of design guidelines in this design space, we conducted an exploratory, mixed methods study. We investigated three top-down approaches to designing intuitive interaction mappings for a whole body system implemented with camera vision. These were metaphoric, isomorphic and ‘everyday’ or conventional. In order to identify some of the benefits and limitations of each approach, we compared the designs based on measures of usability, intuitiveness and engagement with the material represented in the system. From our study, we found that while the metaphoric design enhanced users’ performance at completing tasks, the lack of discoverability of the interaction model left them feeling incompetent and dissatisfied. We found that the isomorphic design enabled users to focus on tasks rather than learning how to use the system. Conversely, designs based on previous conventions had to be learned, had a time cost for the learning and negatively impacted users’ engagement with content. For tasks and controls that can be designed based on an image schematic input action, users performed most accurately with the metaphoric design. There are benefits and limitations to each approach to designing to support intuitive interaction. We conclude with preliminary design considerations, suggest ways to balance performance with high user satisfaction depending on contextual design goals and question a single definition of intuitive intuition within whole body interface design.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
Designers of natural user interfaces are faced with several challenges when creating interaction models for controlling applications, including the wide range of possible input actions and the lack of affordances, which they can use to design controls. In order to contribute to the development of design guidelines in this design space, we conducted an exploratory, mixed methods study. We investigated three top-down approaches to designing intuitive interaction mappings for a whole body system implemented with camera vision. These were metaphoric, isomorphic and ‘everyday’ or conventional. In order to identify some of the benefits and limitations of each approach, we compared the designs based on measures of usability, intuitiveness and engagement with the material represented in the system. From our study, we found that while the metaphoric design enhanced users’ performance at completing tasks, the lack of discoverability of the interaction model left them feeling incompetent and dissatisfied. We found that the isomorphic design enabled users to focus on tasks rather than learning how to use the system. Conversely, designs based on previous conventions had to be learned, had a time cost for the learning and negatively impacted users’ engagement with content. For tasks and controls that can be designed based on an image schematic input action, users performed most accurately with the metaphoric design. There are benefits and limitations to each approach to designing to support intuitive interaction. We conclude with preliminary design considerations, suggest ways to balance performance with high user satisfaction depending on contextual design goals and question a single definition of intuitive intuition within whole body interface design.
2013
Antle, Alissa N, Corness, Greg, Bevans, Allen
Balancing justice: Comparing whole body and controller-based interaction for an abstract domain Journal Article
In: International Journal of Arts and Technology, vol. 6, iss. 4, pp. 388–409, 2013.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{antle2013balancing,
title = {Balancing justice: Comparing whole body and controller-based interaction for an abstract domain},
author = {Antle, Alissa N and Corness, Greg and Bevans, Allen},
url = {https://antle.iat.sfu.ca/wp-content/uploads/2018/02/Antle_13IJART_BalancingJustice.pdf},
year = {2013},
date = {2013-12-16},
urldate = {2013-12-16},
journal = {International Journal of Arts and Technology},
volume = {6},
issue = {4},
pages = {388--409},
abstract = {In this paper, we present a quantitative, comparative study of a multimedia environment about social justice that users can control using whole body interaction or a simple control device. We explore the efficacy of using embodied metaphor-based whole body interaction compared to controller-based interaction for an abstract domain (social justice). We describe how conceptual metaphor theory can be applied to the design of a whole body interaction model, focusing on the twin-pan balance image schema and its metaphorical elaboration that structures the concept of balance in social justice. We describe the Springboard system, our methodology and results from a study with 76 participants. Our results indicate that participants were able to interact with our system using both input approaches. However, participants in the whole body group were more deeply impacted by their experiences related to social justice than those in the control device group.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
In this paper, we present a quantitative, comparative study of a multimedia environment about social justice that users can control using whole body interaction or a simple control device. We explore the efficacy of using embodied metaphor-based whole body interaction compared to controller-based interaction for an abstract domain (social justice). We describe how conceptual metaphor theory can be applied to the design of a whole body interaction model, focusing on the twin-pan balance image schema and its metaphorical elaboration that structures the concept of balance in social justice. We describe the Springboard system, our methodology and results from a study with 76 participants. Our results indicate that participants were able to interact with our system using both input approaches. However, participants in the whole body group were more deeply impacted by their experiences related to social justice than those in the control device group.
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.
2011
S. Bakker, Antle
Embodied metaphors in tangible interaction design Journal Article
In: Personal and Ubiquitous Computing , vol. 16, pp. 433–449, 2011.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{nokey,
title = { Embodied metaphors in tangible interaction design},
author = {Bakker, S., Antle, A.N. & van den Hoven, E},
url = {https://link.springer.com/article/10.1007/s00779-011-0410-4#citeas},
doi = {https://doi.org/10.1007/s00779-011-0410-},
year = {2011},
date = {2011-06-12},
journal = {Personal and Ubiquitous Computing },
volume = {16},
pages = {433–449},
abstract = {For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.
2010
Bakker, Saskia, Hoven, Elise, Antle, Alissa N.
MoSo Tangibles: Evaluating Embodied Learning Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 85–92, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
Abstract | Links | BibTeX | Tags: children, design research, embodied metaphor, embodied schemata, learning systems, metaphors, tangible and embodied interaction
@inproceedings{10.1145/1935701.1935720,
title = {MoSo Tangibles: Evaluating Embodied Learning},
author = {Saskia Bakker and Elise Hoven and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935720},
doi = {10.1145/1935701.1935720},
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 = {85–92},
publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.},
keywords = {children, design research, embodied metaphor, embodied schemata, learning systems, metaphors, tangible and embodied interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.
2009
M. Droumeva, Antle, Bevans, A
Springboard: exploring embodied metaphor in the design of sound feedback for physical responsive environments Proceedings Article
In: Proceedings of International Conference on Auditory Display, pp. 1-4, 2009.
Abstract | Links | BibTeX | Tags: embodied metaphor
@inproceedings{nokey,
title = {Springboard: exploring embodied metaphor in the design of sound feedback for physical responsive environments},
author = {Droumeva, M., Antle, A.N., Corness, G. and Bevans, A},
url = {http://hdl.handle.net/1853/51414},
year = {2009},
date = {2009-05-18},
booktitle = {Proceedings of International Conference on Auditory Display},
pages = {1-4},
series = {ICAD '09},
abstract = {In this paper we propose a role for suing embodied metaphor in the design of sound feedback for interactive physical environments. We describe the application of a balance metaphor in the design of the interaction model for a prototype interactive environment called Springboard. We focus specifically on the auditory feedback, and conclude with a discussion of design choices and future research directions based on our prototype.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper we propose a role for suing embodied metaphor in the design of sound feedback for interactive physical environments. We describe the application of a balance metaphor in the design of the interaction model for a prototype interactive environment called Springboard. We focus specifically on the auditory feedback, and conclude with a discussion of design choices and future research directions based on our prototype.
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.
Antle, Alissa N., Corness, Greg, Bakker, Saskia, Droumeva, Milena, Hoven, Elise, Bevans, Allen
Designing to Support Reasoned Imagination through Embodied Metaphor Proceedings Article
In: Proceedings of the Seventh ACM Conference on Creativity and Cognition, pp. 275–284, Association for Computing Machinery, Berkeley, California, USA, 2009, ISBN: 9781605588650.
Abstract | Links | BibTeX | Tags: case study, design knowledge, embedded computation, embodied interaction, embodied metaphor, 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},
urldate = {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, embodied metaphor, 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.
Antle, Alissa Nicole, Corness, Greg J., Droumeva, Milena
Human-computer-intuition? Exploring the cognitive basis for intuition in embodied interaction Journal Article
In: Int. J. Arts Technol., vol. 2, pp. 235–254, 2009.
Abstract | Links | BibTeX | Tags: embodied metaphor
@article{Antle2009HumancomputerintuitionET,
title = {Human-computer-intuition? Exploring the cognitive basis for intuition in embodied interaction},
author = {Alissa Nicole Antle and Greg J. Corness and Milena Droumeva},
url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJART.2009.028927},
doi = {https://doi.org/10.1504/IJART.2009.028927},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
journal = {Int. J. Arts Technol.},
volume = {2},
pages = {235--254},
abstract = {One of the claimed benefits of embodied interaction is that it is an intuitive form of human?computer interaction. While this claim seems to be widely accepted, few studies explore the underlying cognitive mechanisms of intuition in the context of tangible and embedded interaction design. What is intuitive interaction? What makes an interface intuitive to use? We explore these questions in the context of a responsive auditory environment. We propose that intuitive interaction can be facilitated by instantiating an embodied metaphor in the mapping layer between movement-based input actions and auditory system responses. We search for evidence of benefit through a comparative study of the same responsive auditory environment implemented with and without an embodied metaphor in the interactional mapping layer. Qualitative findings about the complexities and limitations of designing intuitive interaction are summarised and the implications for the design of embodied interaction discussed.},
keywords = {embodied metaphor},
pubstate = {published},
tppubtype = {article}
}
One of the claimed benefits of embodied interaction is that it is an intuitive form of human?computer interaction. While this claim seems to be widely accepted, few studies explore the underlying cognitive mechanisms of intuition in the context of tangible and embedded interaction design. What is intuitive interaction? What makes an interface intuitive to use? We explore these questions in the context of a responsive auditory environment. We propose that intuitive interaction can be facilitated by instantiating an embodied metaphor in the mapping layer between movement-based input actions and auditory system responses. We search for evidence of benefit through a comparative study of the same responsive auditory environment implemented with and without an embodied metaphor in the interactional mapping layer. Qualitative findings about the complexities and limitations of designing intuitive interaction are summarised and the implications for the design of embodied interaction discussed.
2008
Antle, Alissa N., Droumeva, Milena, Corness, Greg
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, pp. 178–185, Association for Computing Machinery, Chicago, Illinois, 2008, ISBN: 9781595939944.
Abstract | Links | BibTeX | Tags: children, embodied interaction, embodied metaphor, 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},
urldate = {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 metaphor, 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.