2019
Alissa N. Antle, Elgin Skye McLaren, Holly Fiedler, Naomi Johnson. 2019. Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App Proceedings Article . In Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '19 Association for Computing Machinery, Tempe, Arizona, USA, 87–96, .
Abstract | BibTeX | Tags: Brain-computer interfaces, children, emotion-regulation, learning, mental health., socio-technological studies
@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}
}
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.
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.
2009
Saskia Bakker, Alissa N. Antle, Elise Hoven. 2009. Identifying Embodied Metaphors in Children's Sound-Action Mappings Proceedings Article . In Proceedings of the 8th International Conference on Interaction Design and Children, IDC '09 Association for Computing Machinery, Como, Italy, 140–149, .
Abstract | 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},
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.