2018
Fan, Min, Antle, Alissa N., Hoskyn, Maureen, Neustaedter, Carman
A design case study of a tangible system supporting young English language learners Journal Article
In: International Journal of Child-Computer Interaction, vol. 18, pp. 67–78, 2018, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: children, Dyslexia, English as a Foreign language (EFL), Mixed-methods, phonoblocks, Reading acquisition, Tangible user interfaces (TUIs)
@article{FAN201867,
title = {A design case study of a tangible system supporting young English language learners},
author = {Min Fan and Alissa N. Antle and Maureen Hoskyn and Carman Neustaedter},
url = {https://www.sciencedirect.com/science/article/pii/S2212868917300867},
doi = {https://doi.org/10.1016/j.ijcci.2018.08.001},
issn = {2212-8689},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {18},
pages = {67--78},
abstract = {Many researchers have suggested that tangible user interfaces (TUIs) have the potential to support learning for children. While several tangible reading systems have been developed for children, few systems have been designed that explicitly target the first stage of reading where many children struggle, which is the alphabetic principle (letter-sound correspondences). We present a tangible reading system called PhonoBlocks that supports children learning English letter-sound correspondences. PhonoBlocks uses 3D tangible letters that change colour to draw attention to the moment that adding other letters changes the sounds. We then present a mixed-methods case study with ten Mandarin-speaking children in China using our system. Results showed that the Chinese children achieved significant learning gains relative to their baseline performance after PhonoBlocks instruction. The results also point to design features of our system that enabled behaviours that are correlated with learning. We compare the results of this study to a different study with eight at-risk monolingual English-speaking children in Canada using PhonoBlocks in learning to read and spell. By comparing results, we generalize and make three recommendations for designing tangible reading systems for all children who must learn the alphabetic principle. We also discuss three recommendations that are specifically for children learning English as a foreign language.},
keywords = {children, Dyslexia, English as a Foreign language (EFL), Mixed-methods, phonoblocks, Reading acquisition, Tangible user interfaces (TUIs)},
pubstate = {published},
tppubtype = {article}
}
Many researchers have suggested that tangible user interfaces (TUIs) have the potential to support learning for children. While several tangible reading systems have been developed for children, few systems have been designed that explicitly target the first stage of reading where many children struggle, which is the alphabetic principle (letter-sound correspondences). We present a tangible reading system called PhonoBlocks that supports children learning English letter-sound correspondences. PhonoBlocks uses 3D tangible letters that change colour to draw attention to the moment that adding other letters changes the sounds. We then present a mixed-methods case study with ten Mandarin-speaking children in China using our system. Results showed that the Chinese children achieved significant learning gains relative to their baseline performance after PhonoBlocks instruction. The results also point to design features of our system that enabled behaviours that are correlated with learning. We compare the results of this study to a different study with eight at-risk monolingual English-speaking children in Canada using PhonoBlocks in learning to read and spell. By comparing results, we generalize and make three recommendations for designing tangible reading systems for all children who must learn the alphabetic principle. We also discuss three recommendations that are specifically for children learning English as a foreign language.
2017
Fan, Min, Antle, Alissa N., Hoskyn, Maureen, Neustaedter, Carman, Cramer, Emily S.
Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell Proceedings Article
In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pp. 1805–1816, Association for Computing Machinery, Denver, Colorado, USA, 2017, ISBN: 9781450346559.
Abstract | Links | BibTeX | Tags: children, Dyslexia, embedded interaction, mixed-methods., phonoblocks, Reading acquisition, Tangible User Interfaces
@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},
urldate = {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., phonoblocks, Reading acquisition, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
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.