Publications

@inproceedings{10.1145/3544549.3583172,

title = {Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children},

author = {Juan Pablo Hourcade and Meryl Alper and Alissa N. Antle and Gökçe Elif Baykal and Elizabeth Bonsignore and Tamara Clegg and Flannery Hope Currin and Christian Dindler and Eva Eriksson and Jerry Alan Fails and Franca Garzotto and Michail Giannakos and Carina S. Gonzalez and Ole Sejer Iversen and Monica Landoni and Nuria Medina Medina and Chris Quintana and Janet Read and Maria Roussou and Elisa Rubegni and Summer Schmuecker and Suleman Shahid and Cristina Maria Sylla and Greg Walsh and Svetlana Yarosh and Jason Yip},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3544549.3583172},

doi = {10.1145/3544549.3583172},

isbn = {9781450394222},

year  = {2023},

date = {2023-01-01},

booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

address = {Hamburg, Germany},

series = {CHI EA '23},

abstract = {This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.},

keywords = {children, emerging technologies, ethics, extended reality, participatory methods},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3501712.3529717,

title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},

author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},

url = {https://doi.org/10.1145/3501712.3529717},

doi = {10.1145/3501712.3529717},

isbn = {9781450391979},

year  = {2022},

date = {2022-01-01},

booktitle = {Interaction Design and Children},

pages = {327–340},

publisher = {Association for Computing Machinery},

address = {Braga, Portugal},

series = {IDC '22},

abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},

keywords = {Biowearables, children, Critical making, design ethics, ethics, teaching ethics, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3392063.3394409,

title = {An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App},

author = {Min Fan and Alissa N. Antle},

url = {https://doi.org/10.1145/3392063.3394409},

doi = {10.1145/3392063.3394409},

isbn = {9781450379816},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the Interaction Design and Children Conference},

pages = {385–397},

publisher = {Association for Computing Machinery},

address = {London, United Kingdom},

series = {IDC '20},

abstract = {Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.},

keywords = {augmented reality, children, developing country, english language learning, phonological awareness, school},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3290605.3300266,

title = {Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home},

author = {Alissa N. Antle and Elgin-Skye McLaren and Holly Fiedler and Naomi Johnson},

url = {https://doi.org/10.1145/3290605.3300266},

doi = {10.1145/3290605.3300266},

isbn = {9781450359702},

year  = {2019},

date = {2019-01-01},

booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},

pages = {1–13},

publisher = {Association for Computing Machinery},

address = {Glasgow, Scotland Uk},

series = {CHI '19},

abstract = {About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.},

keywords = {brain computer interfaces, children, field studies, hci for mental health, positive computing, self-regulation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3294109.3295650,

title = {Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App},

author = {Alissa N. Antle and Elgin Skye McLaren and Holly Fiedler and Naomi Johnson},

url = {https://doi.org/10.1145/3294109.3295650},

doi = {10.1145/3294109.3295650},

isbn = {9781450361965},

year  = {2019},

date = {2019-01-01},

booktitle = {Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {87–96},

publisher = {Association for Computing Machinery},

address = {Tempe, Arizona, USA},

series = {TEI '19},

abstract = {Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.},

keywords = {Brain-computer interfaces, children, emotion-regulation, learning, mental health., socio-technological studies},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3170427.3188576,

title = {Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction},

author = {Min Fan and Uddipana Baishya and Elgin-Skye Mclaren and Alissa N. Antle and Shubhra Sarker and Amal Vincent},

url = {https://doi.org/10.1145/3170427.3188576},

doi = {10.1145/3170427.3188576},

isbn = {9781450356213},

year  = {2018},

date = {2018-01-01},

booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},

pages = {1–6},

publisher = {Association for Computing Machinery},

address = {Montreal QC, Canada},

series = {CHI EA '18},

abstract = {The Block Talks toolkit combines the educational potential of tangible computing and augmented reality (AR) technologies to help children learn English sentence construction. Although examples of tangible AR reading systems for children currently exist, few focus specifically on learning sentence structure. Block Talks was developed using ordinary teaching supplies including letter tiles and blocks that can be manipulated to form words and sentences. A companion app allows children to scan these sentences to receive audio and AR feedback. Block Talks takes advantage of colour cues to draw children's attention to sentence structure patterns. This paper outlines existing tangible and AR systems for literacy learning, details the Block Talks design rationale, and concludes with a discussion of the advantages of using a combined tangible and AR approach for teaching sentence construction.},

keywords = {augmented reality, blocks, children, colour cues, sentence construction, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3025453.3026048,

title = {Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell},

author = {Min Fan and Alissa N. Antle and Maureen Hoskyn and Carman Neustaedter and Emily S. Cramer},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3026048},

doi = {10.1145/3025453.3026048},

isbn = {9781450346559},

year  = {2017},

date = {2017-01-01},

booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},

pages = {1805–1816},

publisher = {Association for Computing Machinery},

address = {Denver, Colorado, USA},

series = {CHI '17},

abstract = {Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.},

keywords = {children, Dyslexia, embedded interaction, mixed-methods., Reading acquisition, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3078072.3084299,

title = {Exploring and Evaluating Sound for Helping Children Self-Regulate with a Brain-Computer Application},

author = {Elgin-Skye McLaren and Alissa N. Antle},

url = {https://doi.org/10.1145/3078072.3084299},

doi = {10.1145/3078072.3084299},

isbn = {9781450349215},

year  = {2017},

date = {2017-01-01},

booktitle = {Proceedings of the 2017 Conference on Interaction Design and Children},

pages = {393–398},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {IDC '17},

abstract = {Children in North America are more likely to suffer from attentional challenges than any other mental health issue. Studies suggest that neurofeedback treatments may be useful for helping these children learn to self-regulate. Applying neurofeedback treatments in real-world, school settings poses a challenge, however, as these environments are often noisy and filled with distractions. The addition of ambient audio to neurofeedback systems may help reduce these disruptions. Further, research suggests that certain auditory treatments, such as binaural beats and white noise, may improve children's focus and aid memory recall. In the following paper we present the theories supporting this idea as well as a mixed methods framework for evaluating whether sound can help children focus while learning to self-regulate using a neurofeedback system. Specifically, we wish to investigate whether these treatments may help children (1) achieve an attentive state sooner and (2) maintain an attentive state for longer, when compared to the same system without sound.},

keywords = {adhd, brain-computer interfacing, children, design, neurofeedback, sound},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2930674.2930692,

title = {The Code of Many Colours: Evaluating the Effects of a Dynamic Colour-Coding Scheme on Children's Spelling in a Tangible Software System},

author = {Emily S. Cramer and Alissa N. Antle and Min Fan},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2930674.2930692},

doi = {10.1145/2930674.2930692},

isbn = {9781450343138},

year  = {2016},

date = {2016-01-01},

booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},

pages = {473–485},

publisher = {Association for Computing Machinery},

address = {Manchester, United Kingdom},

series = {IDC '16},

abstract = {Dyslexia is a severe impairment in reading and spelling that affects 10% of children in English-speaking countries. One area of difficulty is learning spelling rules that require attention to other letters within a word (i.e., context): for example, why grapple requires two ps while staple requires one. Poor visual attention contributes to children's difficulties. Computer-based programs that use multisensory cues have helped children learn simple letter-sound relations, but not contextual spelling rules. In this paper we present three theoretically derived principles that can be used to design dynamic colour codes for a variety of contextual spelling rules in software systems. We discuss how we used our principles to design the colour scheme for a single contextual spelling rule in our tangible software system, called PhonoBlocks. We evaluate its effectiveness in a field study with nine dyslexic children. On the basis of our findings, we conclude that our approach to using dynamic colour may help children with dyslexia to learn contextual spelling rules, but that individual factors impact the colours' effectiveness. We conclude by suggesting ways our dynamic colour-coding principles can be implemented in other systems taking into consideration individual factors that also impact their effectiveness.},

keywords = {children, design, Dyslexia, evaluation, spelling, tangibles},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2930674.2930690,

title = {Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children},

author = {Min Fan and Alissa N. Antle and Emily S. Cramer},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2930674.2930690},

doi = {10.1145/2930674.2930690},

isbn = {9781450343138},

year  = {2016},

date = {2016-01-01},

booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},

pages = {101–112},

publisher = {Association for Computing Machinery},

address = {Manchester, United Kingdom},

series = {IDC '16},

abstract = {Tangible User Interfaces (TUIs) have been suggested to have the potential to support learning for children. Despite the increasing number of TUI reading systems there are few design guidelines for children, especially for those with dyslexia (a specific difficulty in language acquisition skills). In this paper we discuss four design opportunities and five design recommendations for designing tangible reading systems for children, particularly those with dyslexia. We ground our analysis using theories of the causes and interventions for dyslexia, best multisensory training practices and existing research on TUIs that support learning to read for children. We describe our tangible reading system, called PhonoBlocks, focusing on two core design features which take advantage of these opportunities. We also describe how we iteratively fine-tuned the details of our design based on our recommendations, an expert review and feedback from tutors who work with children with dyslexia every day. We include a discussion of design trade-offs in our process. This design rationale paper contributes to the growing research on designing tangible spelling and reading systems for children.},

keywords = {children, design rationale, Dyslexia, literacy, reading, spelling, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2930674.2955209,

title = {All Creatures Great and Small: Becoming Other Organisms through the EmbodySuit},

author = {Iulian Radu and Alissa N. Antle},

url = {https://doi.org/10.1145/2930674.2955209},

doi = {10.1145/2930674.2955209},

isbn = {9781450343138},

year  = {2016},

date = {2016-01-01},

booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},

pages = {751–758},

publisher = {Association for Computing Machinery},

address = {Manchester, United Kingdom},

series = {IDC '16},

abstract = {The EmbodySuit augmented human system allows students to experience life from the perspectives of different organisms, by virtually and physically becoming birds, spiders, ants and even bacteria. Inspired by current advances in nanorobotics, Star Trek's holodeck and the Magic school bus, Embodysuit makes learning embodied and experiential. The student becomes a real organism, part of a real, natural ecosystem. The student's senses are adapted to those of the organism, and the student's actions map to the actions of an organism-sized robot inside a real environment. Our system is based on our projection of advances that will occur in the next 35 years in augmented reality, cybernetics and micro robotics. By about 2050 EmbodySuit type systems will be feasible to prototype, enabling us to address key research questions in classroom scientific inquiry; experiential and embodied learning; technology development; and design for 3D embodied cyber-systems.},

keywords = {augmented reality, children, cyborgs, design, education, embodied empathy, experiential learning, nanorobots},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2930674.2955211,

title = {The Story of Things: Awareness through Happenstance Interaction},

author = {Alissa N. Antle and Brendan Matkin and Jill Warren},

url = {https://doi.org/10.1145/2930674.2955211},

doi = {10.1145/2930674.2955211},

isbn = {9781450343138},

year  = {2016},

date = {2016-01-01},

booktitle = {Proceedings of the The 15th International Conference on Interaction Design and Children},

pages = {745–750},

publisher = {Association for Computing Machinery},

address = {Manchester, United Kingdom},

series = {IDC '16},

abstract = {The Story of Things (SoT) system enables children to learn the story behind every object they touch in a typical day. Inspired by Living Media and the Internet of Things (IoT) our goal is to change children's awareness through hands-on interaction with the world they live in. A back-of-the-hand display is activated by stick-on finger sensors when a child touches an object. They can tap the display to select from a number of stories stored in a crowd sourced database about that object: the materials it was made from; the processes used to make it; how it impacts their body; how it will be disposed of; environmental or social rights challenges associated with the object; and how they can take positive action. This information is overlaid on the world through an augmented-reality contact lens. SoT will also enable children to see a trace of each day and in doing so help them better understand their environmental footprint and how their actions and choices can change the world for the better or worse.},

keywords = {augmented reality, children, environmental education, hands-on interaction, happenstance interaction, sensing systems, situated learning, wearable displays},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2771839.2771852,

title = {Using Neurofeedback to Teach Self-Regulation to Children Living in Poverty},

author = {Alissa N. Antle and Leslie Chesick and Aaron Levisohn and Srilekha Kirshnamachari Sridharan and Perry Tan},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2771839.2771852},

doi = {10.1145/2771839.2771852},

isbn = {9781450335904},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the 14th International Conference on Interaction Design and Children},

pages = {119–128},

publisher = {Association for Computing Machinery},

address = {Boston, Massachusetts},

series = {IDC '15},

abstract = {In this paper we describe a neuro-feedback system and applications we designed and deployed to help vulnerable children at an NGO-funded school, called Nepal House Kaski, in Pokhara, Nepal. The system, called Mind-Full, enables traumatized children to learn and practice self-regulation by playing simple, culturally appropriate games using an EEG headset connected to an interactive tablet. Children can interact with Mind-Full using body actions that may change their physiology and brain states, which are sensed by the EEG headset and used as input to the games. One of the key challenges was to build an application that the children could immediately understand how to use when they are illiterate, don't speak English and have no computer experience. We describe Mind-Full and highlight the design principles we used to meet these constraints. We report on a subset of findings from a 14-week field experiment in which we use a mixed-methods approach to determine if children improved their ability to self-regulate during gameplay as well as in the classroom, playground and in therapy sessions. Findings from quantitative and qualitative assessment measures suggest that the treatment group significantly improved their ability to calm down and focus in a variety of contexts.},

keywords = {brain computer interfaces, children, developing countries, evaluation, games for learning, neurofeedback, self-regulation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2677199.2687897,

title = {PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read},

author = {Alissa N. Antle and Min Fan and Emily S. Cramer},

url = {https://doi.org/10.1145/2677199.2687897},

doi = {10.1145/2677199.2687897},

isbn = {9781450333054},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {533–538},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {TEI '15},

abstract = {Dyslexia is defined as severe difficulty learning to read. It affects about 10% of the population in English speaking countries. Severe difficulty learning to read is correlated with tremendous emotional, social and economic costs. In this paper, we describe PhonoBlocks, a tangible user interface to a reading system that uses dynamic colour cues embedded in 3D tangible letters to provide additional decoding information and modalities. PhonoBlocks was developed to support children, aged 5-8 years old, who are having difficulty learning to decode English letter-sound pairs. We present the theoretical foundations as rationale for our core design strategies and decisions. We discuss the assumptions in our design rationale and describe how we will validate our system working with a school for dyslexic children.},

keywords = {children, colour cues, Dyslexia, orton-gillingham, reading, tangible computing, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2677199.2688806,

title = {Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children},

author = {Min Fan and Alissa N. Antle},

url = {https://doi.org/10.1145/2677199.2688806},

doi = {10.1145/2677199.2688806},

isbn = {9781450333054},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {673–678},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {TEI '15},

abstract = {Dyslexic children have great difficulty in learning to read. While research in HCI suggests that tangible user interfaces (TUIs) have the potential to support children learning to read, few studies have explored how to help dyslexic children learn to read. Even fewer studies have specifically investigated the design space of texture cues in TUIs in supporting learning to read. In this paper, we present Tactile Letters, a multimodal tangible tabletop with texture cues developed to support English letter-sound correspondence learning for dyslexic children aged 5-6 years old. This prototype is used as a research instrument to investigate the role of texture cues in a multimodal TUI in alphabetic learning. We discuss the current knowledge gap, the theoretical foundations that informed our core design strategy, and the subsequent design decisions we made while developing Tactile Letters.},

keywords = {children, Dyslexia, material, reading, Tangible User Interfaces, texture cues},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2677199.2680566,

title = {Button Matrix: How Tangible Interfaces Can Structure Physical Experiences for Learning},

author = {Emily S. Cramer and Alissa N. Antle},

url = {https://doi.org/10.1145/2677199.2680566},

doi = {10.1145/2677199.2680566},

isbn = {9781450333054},

year  = {2015},

date = {2015-01-01},

booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {301–304},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {TEI '15},

abstract = {Physical experiences are frequently used to represent mathematics to children. However, students sometimes fail to transfer performance to symbolic representations of problems. In this paper, we suggest that tangible interfaces can promote transfer by structuring physical experiences. We realize our concept in a system, Button Matrix, that uses coupled tactile, vibration and visual feedback to a) highlight features of a physical experience that represents arithmetic concepts and b) cue reflection on the links between the physical experience and mathematical symbols.},

keywords = {children, embodiment, learning technology, mathematics},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2485760.2485866,

title = {Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity},

author = {Alissa N. Antle and Alyssa F. Wise and Amanda Hall and Saba Nowroozi and Perry Tan and Jillian Warren and Rachael Eckersley and Michelle Fan},

url = {https://doi.org/10.1145/2485760.2485866},

doi = {10.1145/2485760.2485866},

isbn = {9781450319188},

year  = {2013},

date = {2013-01-01},

booktitle = {Proceedings of the 12th International Conference on Interaction Design and Children},

pages = {565–568},

publisher = {Association for Computing Machinery},

address = {New York, New York, USA},

series = {IDC '13},

abstract = {Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children. It was implemented on a Microsoft Pixelsense digital tabletop. The main method of interaction is through physical stamp objects that children use to "stamp" different land use types onto an interactive map. Youtopia was developed to investigate issues surrounding how to design and evaluate children's collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Our primary concern is to investigate questions about codependent access points, which may enable positive interdependence among children. Codependent access points are characteristics that enable two or more children to participate and interact together. In Youtopia these implemented through sequences of stamps that are required for successful interaction, which can be assigned to children (codependent mode) or remain unassigned (independent mode).},

keywords = {children, Collaboration, digital tabletop, multi-touch interaction, positive interdependence, sustainability, tangible computing},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1999030.1999032,

title = {Towards Utopia: Designing Tangibles for Learning},

author = {Alissa N. Antle and Alyssa F. Wise and Kristine Nielsen},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1999030.1999032},

doi = {10.1145/1999030.1999032},

isbn = {9781450307512},

year  = {2011},

date = {2011-01-01},

booktitle = {Proceedings of the 10th International Conference on Interaction Design and Children},

pages = {11–20},

publisher = {Association for Computing Machinery},

address = {Ann Arbor, Michigan},

series = {IDC '11},

abstract = {We describe a tangible user interface-based learning environment for children called Towards Utopia. The environment was designed to enable children, aged seven to ten, to actively construct knowledge around concepts related to land use planning and sustainable development in their community. We use Towards Utopia as a research prototype to investigate how and why tangible users interfaces can be designed to support, augment, or constrain learning opportunities. We follow a design-oriented research approach that includes a theoretically grounded analysis of design features of Towards Utopia to understand how and why design choices influence the kinds of learning opportunities created. We also describe the results of our empirical evaluation of learning outcomes in order to validate the effectiveness of our design. We conclude with general guidelines for the design of tangibles for learning.},

keywords = {children, design, learning, sustainability, sustainability education, tangible computing, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@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},

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 schemata, learning systems, metaphors, tangible and embodied interaction},

pubstate = {published},

tppubtype = {inproceedings}

}

@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}

}

@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}

}

@inproceedings{10.1145/1520340.1520612,

title = {Thinking with Hands: An Embodied Approach to the Analysis of Children's Interaction with Computational Objects},

author = {Alissa N. Antle and Milena Droumeva and Daniel Ha},

url = {https://doi.org/10.1145/1520340.1520612},

doi = {10.1145/1520340.1520612},

isbn = {9781605582474},

year  = {2009},

date = {2009-01-01},

booktitle = {CHI '09 Extended Abstracts on Human Factors in Computing Systems},

pages = {4027–4032},

publisher = {Association for Computing Machinery},

address = {Boston, MA, USA},

series = {CHI EA '09},

abstract = {We present the theory and mixed methods approach for analyzing how children's hands can help them think during interaction with computational objects. The approach was developed for a study investigating the benefits of different input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities in number of access points when comparing different input methods, we develop a series of relative measures based on our classification scheme.},

keywords = {children, complementary actions, epistemic actions, input methods, physical interaction, video analysis},

pubstate = {published},

tppubtype = {inproceedings}

}

@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}

}

@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}

}

@inproceedings{10.1145/1226969.1227010,

title = {The CTI Framework: Informing the Design of Tangible Systems for Children},

author = {Alissa N. Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227010},

doi = {10.1145/1226969.1227010},

isbn = {9781595936196},

year  = {2007},

date = {2007-01-01},

booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},

pages = {195–202},

publisher = {Association for Computing Machinery},

address = {Baton Rouge, Louisiana},

series = {TEI '07},

abstract = {New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.},

keywords = {children, cognitive development, embodied cognition, interaction design, spatial interaction, tangible interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1226969.1227005,

title = {Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children},

author = {Milena Droumeva and Alissa Antle and Ron Wakkary},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227005},

doi = {10.1145/1226969.1227005},

isbn = {9781595936196},

year  = {2007},

date = {2007-01-01},

booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},

pages = {171–178},

publisher = {Association for Computing Machinery},

address = {Baton Rouge, Louisiana},

series = {TEI '07},

abstract = {This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.},

keywords = {children, Collaboration, interaction, participatory design, responsive environments, sound feedback},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1142405.1142411,

title = {Child-Personas: Fact or Fiction?},

author = {Alissa Nicole Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1142405.1142411},

doi = {10.1145/1142405.1142411},

isbn = {1595933670},

year  = {2006},

date = {2006-01-01},

booktitle = {Proceedings of the 6th Conference on Designing Interactive Systems},

pages = {22–30},

publisher = {Association for Computing Machinery},

address = {University Park, PA, USA},

series = {DIS '06},

abstract = {This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.},

keywords = {children, interaction design, personas, user abstraction, user-centred design},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/1017833.1017846,

title = {Supporting Children's Emotional Expression and Exploration in Online Environments},

author = {Alissa Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1017833.1017846},

doi = {10.1145/1017833.1017846},

isbn = {1581137915},

year  = {2004},

date = {2004-01-01},

booktitle = {Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community},

pages = {97–104},

publisher = {Association for Computing Machinery},

address = {Maryland},

series = {IDC '04},

abstract = {Children are routinely exposed to adult-oriented news and current events. Outside of their families, they rarely have forums in which they can explore and express their reactions to and feelings about these events. This paper introduces OutBurst (\underline{http://archived.cbc4kids.cbcr3.com/}), a networked, participatory activity where children can express and explore their intimate feelings about news and current events. Outlined in this paper are the child-centric requirements, design and evaluation practices used to create OutBurst; a discussion of questions that were raised in the design process; findings culled from a summative evaluation of the entire CBC4Kids pilot; and a description of the subsequent content analysis of child-generated submissions. Our investigations show evidence of children expressing and exploring their emotional reactions to adult-oriented news stories. However, many of our original questions about the utility of an online environment to support these aims remain outstanding and require further exploration.},

keywords = {affect, child-centered design, children, emotion, exploration, expression, news, user experience evaluation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/953536.953546,

title = {Case Study: The Design of CBC4Kids' StoryBuilder},

author = {Alissa Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/953536.953546},

doi = {10.1145/953536.953546},

isbn = {158113732X},

year  = {2003},

date = {2003-01-01},

booktitle = {Proceedings of the 2003 Conference on Interaction Design and Children},

pages = {59–68},

publisher = {Association for Computing Machinery},

address = {Preston, England},

series = {IDC '03},

abstract = {This paper describes the design of an online collaborative storytelling environment for children aged 8--10. The project balances children's needs to have flexible creative environments [22] with the desire of a public broadcaster to publish quality user-generated content that showcases Canadian stories. This paper outlines five key practices that contributed to the successful design of StoryBuilder. Ninety-five children were involved in the project using a combination of informant-based and user-centred iterative design techniques. Examination and observation of oral storytelling activities and behaviors, technology-based creativity tools and storytelling styles formed the basis for the remaining design practices.},

keywords = {children, design methodology, interactive narrative, storytelling, user-centered design},

pubstate = {published},

tppubtype = {inproceedings}

}