2020
Reese Muntean, Alissa N. Antle, Kate Hennessy. 2020. Communicating Sustainable Consumption and Production in 360° Video Proceedings Article . In Proceedings of the 2020 ACM Designing Interactive Systems Conference, DIS '20 Association for Computing Machinery, Eindhoven, Netherlands, 1259–1271, .
Abstract | BibTeX | Tags: 360 video, cinematic vr, sustainability, sustainable consumption and production, virtual reality
@inproceedings{10.1145/3357236.3395460,
title = {Communicating Sustainable Consumption and Production in 360° Video},
author = {Reese Muntean and Alissa N. Antle and Kate Hennessy},
url = {https://doi.org/10.1145/3357236.3395460},
doi = {10.1145/3357236.3395460},
isbn = {9781450369749},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the 2020 ACM Designing Interactive Systems Conference},
pages = {1259–1271},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {DIS '20},
abstract = {Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.},
keywords = {360 video, cinematic vr, sustainability, sustainable consumption and production, virtual reality},
pubstate = {published},
tppubtype = {inproceedings}
}
Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.
2014
Alissa N. Antle, Jillian L. Warren, Aaron May, Min Fan, Alyssa F. Wise. 2014. Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change Proceedings Article . In Proceedings of the 2014 Conference on Interaction Design and Children, IDC '14 Association for Computing Machinery, Aarhus, Denmark, 37–46, .
Abstract | BibTeX | Tags: children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing
@inproceedings{10.1145/2593968.2593971,
title = {Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change},
author = {Alissa N. Antle and Jillian L. Warren and Aaron May and Min Fan and Alyssa F. Wise},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2593968.2593971},
doi = {10.1145/2593968.2593971},
isbn = {9781450322720},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Interaction Design and Children},
pages = {37–46},
publisher = {Association for Computing Machinery},
address = {Aarhus, Denmark},
series = {IDC '14},
abstract = {Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.},
keywords = {children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing},
pubstate = {published},
tppubtype = {inproceedings}
}
Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.
2013
Theresa Jean Tanenbaum, Alissa N. Antle, John Robinson. 2013. Three Perspectives on Behavior Change for Serious Games Proceedings Article . In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI '13 Association for Computing Machinery, Paris, France, 3389–3392, .
Abstract | BibTeX | Tags: behavior change, emergent dialogue, procedural rhetoric, serious games, sustainability
@inproceedings{10.1145/2470654.2466464,
title = {Three Perspectives on Behavior Change for Serious Games},
author = {Theresa Jean Tanenbaum and Alissa N. Antle and John Robinson},
url = {https://doi.org/10.1145/2470654.2466464},
doi = {10.1145/2470654.2466464},
isbn = {9781450318990},
year = {2013},
date = {2013-01-01},
booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},
pages = {3389–3392},
publisher = {Association for Computing Machinery},
address = {Paris, France},
series = {CHI '13},
abstract = {Research into the effects of serious games often engages with interdisciplinary models of how human behaviors are shaped and changed over time. To better understand these different perspectives we articulate three cognitive models of behavior change and consider the potential of these models to support a deeper understanding of behavior change in serious games. Two of these models -- Information Deficit and Procedural Rhetoric -- have already been employed in the design of serious games, while the third -- Emergent Dialogue -- is introduced from the field of Environmental Studies. We situate this discussion within a context of designing games for public engagement with issues of environmental sustainability.},
keywords = {behavior change, emergent dialogue, procedural rhetoric, serious games, sustainability},
pubstate = {published},
tppubtype = {inproceedings}
}
Research into the effects of serious games often engages with interdisciplinary models of how human behaviors are shaped and changed over time. To better understand these different perspectives we articulate three cognitive models of behavior change and consider the potential of these models to support a deeper understanding of behavior change in serious games. Two of these models -- Information Deficit and Procedural Rhetoric -- have already been employed in the design of serious games, while the third -- Emergent Dialogue -- is introduced from the field of Environmental Studies. We situate this discussion within a context of designing games for public engagement with issues of environmental sustainability.
Alissa N. Antle, Alyssa F. Wise, Amanda Hall, Saba Nowroozi, Perry Tan, Jillian Warren, Rachael Eckersley, Michelle Fan. 2013. Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity Proceedings Article . In Proceedings of the 12th International Conference on Interaction Design and Children, IDC '13 Association for Computing Machinery, New York, New York, USA, 565–568, .
Abstract | BibTeX | Tags: children, Collaboration, digital tabletop, multi-touch interaction, positive interdependence, sustainability, tangible computing
@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}
}
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).
2011
Alissa N. Antle, Alyssa F. Wise, Kristine Nielsen. 2011. Towards Utopia: Designing Tangibles for Learning Proceedings Article . In Proceedings of the 10th International Conference on Interaction Design and Children, IDC '11 Association for Computing Machinery, Ann Arbor, Michigan, 11–20, .
Abstract | BibTeX | Tags: children, design, learning, sustainability, sustainability education, tangible computing, Tangible User Interfaces
@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}
}
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.