2017
Cole, Amelia W., Quesnel, Denise T., Pekçetin, Serkan, Gromala, Diane, O'Brien, Heather, Antle, Alissa N., Riecke, Bernhard E.
Integrating Affective Responses and Gamification into Early Reading Acquisition Software Applications Proceedings Article
In: Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play, pp. 73–85, Association for Computing Machinery, Amsterdam, The Netherlands, 2017, ISBN: 9781450351119.
Abstract | Links | BibTeX | Tags: at-risk children, education, empathy, engagement, gamification, intelligent agents, motivation, Reading acquisition
@inproceedings{10.1145/3130859.3131433,
title = {Integrating Affective Responses and Gamification into Early Reading Acquisition Software Applications},
author = {Amelia W. Cole and Denise T. Quesnel and Serkan Pekçetin and Diane Gromala and Heather O'Brien and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1145/3130859.3131433},
doi = {10.1145/3130859.3131433},
isbn = {9781450351119},
year = {2017},
date = {2017-01-01},
booktitle = {Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play},
pages = {73–85},
publisher = {Association for Computing Machinery},
address = {Amsterdam, The Netherlands},
series = {CHI PLAY '17 Extended Abstracts},
abstract = {Sisu is a gamified learning application designed to assist school-aged children who are struggling to read. Sisu utilizes readily-available technology to promote learning at home, with unique elements tied to the learning experience: (1) a spelling game with (2) an empathic agent, and (3) a mini-game. The empathic agent utilizes a facial action coding system (FACS) to recognize core expressions of the child user and respond to the child's affect in-game. We anticipate that Sisu's accessible and affective nature will not only support children's emotional needs, but the addition of gamified elements will motivate them to practice reading and assist them in their learning objectives.},
keywords = {at-risk children, education, empathy, engagement, gamification, intelligent agents, motivation, Reading acquisition},
pubstate = {published},
tppubtype = {inproceedings}
}
Sisu is a gamified learning application designed to assist school-aged children who are struggling to read. Sisu utilizes readily-available technology to promote learning at home, with unique elements tied to the learning experience: (1) a spelling game with (2) an empathic agent, and (3) a mini-game. The empathic agent utilizes a facial action coding system (FACS) to recognize core expressions of the child user and respond to the child's affect in-game. We anticipate that Sisu's accessible and affective nature will not only support children's emotional needs, but the addition of gamified elements will motivate them to practice reading and assist them in their learning objectives.
2011
Vidyarthi, Jay, Antle, Alissa N., Riecke, Bernhard E.
Sympathetic Guitar: Can a Digitally Augmented Guitar Be a Social Entity? Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 1819–1824, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
Abstract | Links | BibTeX | Tags: cognitive, communication, design, engagement, expression, interaction, interface, musical instrument, performance, psychology, social, sound, tangible
@inproceedings{10.1145/1979742.1979863,
title = {Sympathetic Guitar: Can a Digitally Augmented Guitar Be a Social Entity?},
author = {Jay Vidyarthi and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1145/1979742.1979863},
doi = {10.1145/1979742.1979863},
isbn = {9781450302685},
year = {2011},
date = {2011-01-01},
booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},
pages = {1819–1824},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI EA '11},
abstract = {Previous work suggests that people treat interactive media as if they were social entities. By drawing a parallel between socio-cognitive theory and interface design, we intend to experimentally determine whether deliberate design decisions can have an effect on users' perception of an interactive medium as a social entity. In this progress report, we describe the theoretical underpinnings and motivations which led to the design and implementation of the Sympathetic Guitar: a guitar interface which supplements standard acoustic sound with a spatially-separate audio response based on the user's hand positions and performance dynamics. This prototype will be used for investigating user response to a specific, socially-relevant design decision.},
keywords = {cognitive, communication, design, engagement, expression, interaction, interface, musical instrument, performance, psychology, social, sound, tangible},
pubstate = {published},
tppubtype = {inproceedings}
}
Previous work suggests that people treat interactive media as if they were social entities. By drawing a parallel between socio-cognitive theory and interface design, we intend to experimentally determine whether deliberate design decisions can have an effect on users' perception of an interactive medium as a social entity. In this progress report, we describe the theoretical underpinnings and motivations which led to the design and implementation of the Sympathetic Guitar: a guitar interface which supplements standard acoustic sound with a spatially-separate audio response based on the user's hand positions and performance dynamics. This prototype will be used for investigating user response to a specific, socially-relevant design decision.
2008
Xie, Lesley, Antle, Alissa N., Motamedi, Nima
Are Tangibles More Fun? Comparing Children's Enjoyment and Engagement Using Physical, Graphical and Tangible User Interfaces Proceedings Article
In: Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, pp. 191–198, Association for Computing Machinery, Bonn, Germany, 2008, ISBN: 9781605580043.
Abstract | Links | BibTeX | Tags: children, engagement, enjoyment, interface style, play, puzzles, Tangible User Interfaces
@inproceedings{10.1145/1347390.1347433,
title = {Are Tangibles More Fun? Comparing Children's Enjoyment and Engagement Using Physical, Graphical and Tangible User Interfaces},
author = {Lesley Xie and Alissa N. Antle and Nima Motamedi},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1347390.1347433},
doi = {10.1145/1347390.1347433},
isbn = {9781605580043},
year = {2008},
date = {2008-01-01},
booktitle = {Proceedings of the 2nd International Conference on Tangible and Embedded Interaction},
pages = {191–198},
publisher = {Association for Computing Machinery},
address = {Bonn, Germany},
series = {TEI '08},
abstract = {This paper presents the results of an exploratory comparative study in which we investigated the relationship between interface style and school-aged children's enjoyment and engagement while doing puzzles. Pairs of participants played with a jigsaw puzzle that was implemented using three different interface styles: physical (traditional), graphical and tangible. In order to investigate interactional differences between the three interface styles, we recorded subjective ratings of enjoyment, three related subscales, measured times and counts of behavioral based indications of engagement. Qualitative analysis based on observational notes and audio responses to open interview questions helped contextualize the quantitative findings and provided key insights into interactional differences not apparent in the quantitative findings. We summarize our main findings and discuss the design implications for tangible user interfaces.},
keywords = {children, engagement, enjoyment, interface style, play, puzzles, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper presents the results of an exploratory comparative study in which we investigated the relationship between interface style and school-aged children's enjoyment and engagement while doing puzzles. Pairs of participants played with a jigsaw puzzle that was implemented using three different interface styles: physical (traditional), graphical and tangible. In order to investigate interactional differences between the three interface styles, we recorded subjective ratings of enjoyment, three related subscales, measured times and counts of behavioral based indications of engagement. Qualitative analysis based on observational notes and audio responses to open interview questions helped contextualize the quantitative findings and provided key insights into interactional differences not apparent in the quantitative findings. We summarize our main findings and discuss the design implications for tangible user interfaces.