2019
Khan, Md Nafiz Hasan; Neustaedter, Carman; Antle, Alissa
Flight Chair: An Interactive Chair for Controlling Emergency Service Drones Bachelor Thesis
2019.
@bachelorthesis{Khan2019,
title = {Flight Chair: An Interactive Chair for Controlling Emergency Service Drones},
author = {Md Nafiz Hasan Khan and Carman Neustaedter and Alissa Antle},
doi = {10.1145/3290607.3313031},
year = {2019},
date = {2019-01-01},
urldate = {2019-01-01},
type = {Extended Abstract},
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2018
A.N. Antle, Chesick; Cramer, E
East meets west: a mobile brain-computer system that helps children living in poverty learn to self-regulate. Journal Article
In: Personal and Ubiquitous Computing , vol. 22, pp. 839–866, 2018.
@article{nokey,
title = {East meets west: a mobile brain-computer system that helps children living in poverty learn to self-regulate.},
author = {Antle, A.N., Chesick, L., Sridharan, S.K. and Cramer, E},
url = {https://link.springer.com/article/10.1007/s00779-018-1166-x#article-info},
doi = {https://doi.org/10.1007/s00779-018-1166-x},
year = {2018},
date = {2018-06-12},
urldate = {2018-06-12},
journal = {Personal and Ubiquitous Computing },
volume = {22},
pages = {839–866},
abstract = {Children living in poverty often suffer multiple forms of trauma, which impedes their ability to effectively self-regulate negative emotions, such as anxiety, and to focus their attention. As a result, many of these children struggle at school. Our work explores the effectiveness of using a mindfulness-oriented, neurofeedback-based, brain-computer system to help teach children living in poverty to self-regulate anxiety and attention. Our system, called Mind-Full, was specifically designed for illiterate girls who attend an NGO-funded school in Pokhara, Nepal. In this paper, we present the results of a waitlist control field experiment with 21 girls who completed an intervention using the Mind-Full system. Our results indicated that a 6-week Mind-Full intervention was viable and that children were able to transfer self-regulation skills learned using our system into real-world settings and continue to self-regulate successfully after 2 months. We present our findings as a validation of the effectiveness of mobile neurofeedback-based interventions to help young children living in poverty develop self-regulation skills. We conclude with a discussion of the results, methodological challenges of working in the developing world, and advice for future investigations of the effectiveness of neurofeedback applications for children.},
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Children living in poverty often suffer multiple forms of trauma, which impedes their ability to effectively self-regulate negative emotions, such as anxiety, and to focus their attention. As a result, many of these children struggle at school. Our work explores the effectiveness of using a mindfulness-oriented, neurofeedback-based, brain-computer system to help teach children living in poverty to self-regulate anxiety and attention. Our system, called Mind-Full, was specifically designed for illiterate girls who attend an NGO-funded school in Pokhara, Nepal. In this paper, we present the results of a waitlist control field experiment with 21 girls who completed an intervention using the Mind-Full system. Our results indicated that a 6-week Mind-Full intervention was viable and that children were able to transfer self-regulation skills learned using our system into real-world settings and continue to self-regulate successfully after 2 months. We present our findings as a validation of the effectiveness of mobile neurofeedback-based interventions to help young children living in poverty develop self-regulation skills. We conclude with a discussion of the results, methodological challenges of working in the developing world, and advice for future investigations of the effectiveness of neurofeedback applications for children.
Forghani, Azadeh; Neustaedter, Carman; Vu, Manh C.; Judge, Tejinder K.; Antle, Alissa N.
G2G: The Design and Evaluation of a Shared Calendar and Messaging System for Grandparents and Grandchildren Proceedings Article
In: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 1-12, Association for Computing Machinery, 2018, ISBN: 9781450356206.
@inproceedings{10.1145/3173574.3173729,
title = {G2G: The Design and Evaluation of a Shared Calendar and Messaging System for Grandparents and Grandchildren},
author = {Forghani, Azadeh and Neustaedter, Carman and Vu, Manh C. and Judge, Tejinder K. and Antle, Alissa N.},
url = {https://doi.org/10.1145/3173574.3173729},
doi = {10.1145/3173574.3173729},
isbn = {9781450356206},
year = {2018},
date = {2018-04-19},
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publisher = {Association for Computing Machinery},
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abstract = {Distance separated grandparents and grandchildren often face challenges in staying connected. To explore this topic, we designed G2G, a shared calendar and video messaging system to connect young children (ages 5-10) with their grandparents over distance. Our design focused on providing grandparents and grandchildren with an awareness of each other's lives to support conversations and design elements to help reduce the need for parent scaffolding. A field study with two grandparent-grandchild pairs over two months showed that systems designed around structured communication can help young children develop a routine around staying in touch with their remote grandparents. Autonomy in maintaining awareness can help children to be engaged more easily. This suggests that designs focusing on connecting young children to their grandparents over distance should be flexible yet structured and designing to reduce parental scaffolding can lead to positive effects and strengthened relationships.},
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Distance separated grandparents and grandchildren often face challenges in staying connected. To explore this topic, we designed G2G, a shared calendar and video messaging system to connect young children (ages 5-10) with their grandparents over distance. Our design focused on providing grandparents and grandchildren with an awareness of each other's lives to support conversations and design elements to help reduce the need for parent scaffolding. A field study with two grandparent-grandchild pairs over two months showed that systems designed around structured communication can help young children develop a routine around staying in touch with their remote grandparents. Autonomy in maintaining awareness can help children to be engaged more easily. This suggests that designs focusing on connecting young children to their grandparents over distance should be flexible yet structured and designing to reduce parental scaffolding can lead to positive effects and strengthened relationships.
Antle, Alissa N.; Chesick, Leslie; Mclaren, Elgin-Skye
Opening up the Design Space of Neurofeedback Brain--Computer Interfaces for Children Journal Article
In: ACM Trans. Comput.-Hum. Interact., vol. 24, no. 6, 2018, ISSN: 1073-0516.
@article{10.1145/3131607,
title = {Opening up the Design Space of Neurofeedback Brain--Computer Interfaces for Children},
author = {Alissa N. Antle and Leslie Chesick and Elgin-Skye Mclaren},
url = {https://doi.org/10.1145/3131607},
doi = {10.1145/3131607},
issn = {1073-0516},
year = {2018},
date = {2018-01-01},
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journal = {ACM Trans. Comput.-Hum. Interact.},
volume = {24},
number = {6},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
abstract = {Brain--computer interface applications (BCIs) utilizing neurofeedback (NF) can make invisible brain states visible in real time. Learning to recognize, modify, and regulate brain states is critical to all children's development and can improve learning, and emotional and mental health outcomes. How can we design usable and effective NF BCIs that help children learn and practice brain state self-regulation? Our contribution is a list of challenges for this emerging design space and a conceptual framework that addresses those challenges. The framework is composed of five interrelated strong concepts that we adapted from other design spaces. We derived the concepts reflectively, theoretically, and empirically through a design research process in which we created and evaluated a NF BCI, called Mind-Full, designed to help children living in Nepal who had suffered from complex trauma learn to self-regulate anxiety and attention. We add rigor to our derivation methodology by horizontally and vertically grounding our concepts, that is, relating them to similar concepts in the literature and instantiations in other artifacts. We illustrate the generative power of the concepts and the inter-relationships between them through the description of two new NF BCIs we created using the framework for urban and indigenous children with anxiety and attentional challenges. We then show the versatility of our framework by describing how it inspired and informed the conceptual design of three NF BCIs for different types of self-regulation: selective attention and working memory, pain management, and depression. Last, we discuss the contestability, defensibility, and substantiveness of our conceptual framework in order to ensure rigor in our research design process. Our contribution is a rigorously derived design framework that opens up this new and emerging design space of NF BCI's for children for other researchers and designers.},
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Brain--computer interface applications (BCIs) utilizing neurofeedback (NF) can make invisible brain states visible in real time. Learning to recognize, modify, and regulate brain states is critical to all children's development and can improve learning, and emotional and mental health outcomes. How can we design usable and effective NF BCIs that help children learn and practice brain state self-regulation? Our contribution is a list of challenges for this emerging design space and a conceptual framework that addresses those challenges. The framework is composed of five interrelated strong concepts that we adapted from other design spaces. We derived the concepts reflectively, theoretically, and empirically through a design research process in which we created and evaluated a NF BCI, called Mind-Full, designed to help children living in Nepal who had suffered from complex trauma learn to self-regulate anxiety and attention. We add rigor to our derivation methodology by horizontally and vertically grounding our concepts, that is, relating them to similar concepts in the literature and instantiations in other artifacts. We illustrate the generative power of the concepts and the inter-relationships between them through the description of two new NF BCIs we created using the framework for urban and indigenous children with anxiety and attentional challenges. We then show the versatility of our framework by describing how it inspired and informed the conceptual design of three NF BCIs for different types of self-regulation: selective attention and working memory, pain management, and depression. Last, we discuss the contestability, defensibility, and substantiveness of our conceptual framework in order to ensure rigor in our research design process. Our contribution is a rigorously derived design framework that opens up this new and emerging design space of NF BCI's for children for other researchers and designers.
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.
@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.},
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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.
Cafaro, Francesco; Lyons, Leilah Blakeney; Antle, Alissa Nicole
Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction Journal Article
In: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 2018.
@article{10.1145/3173574.3174167,
title = {Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction},
author = {Francesco Cafaro and Leilah Blakeney Lyons and Alissa Nicole Antle},
url = {https://doi.org/10.1145/3173574.3174167},
doi = {10.1145/3173574.3174167},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
journal = {Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems},
abstract = {The wide availability of body-sensing technologies (such as Nintendo Wii and Microsoft Kinect) has the potential to bring full-body interaction to the masses, but the design of hand gestures and body movements that can be easily discovered by the users of such systems is still a challenge. In this paper, we revise and evaluate Framed Guessability, a design methodology for crafting discoverable hand gestures and body movements that focuses participants' suggestions within a "frame," i.e. a scenario. We elicited gestures and body movements via the Guessability and the Framed Guessability methods, consulting 89 participants in-lab. We then conducted an in-situ quasi-experimental study with 138 museum visitors to compare the discoverability of gestures and body movements elicited with these two methods. We found that the Framed Guessability movements were more discoverable than those generated via traditional Guessability, even though in the museum there was no reference to the frame.},
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}
The wide availability of body-sensing technologies (such as Nintendo Wii and Microsoft Kinect) has the potential to bring full-body interaction to the masses, but the design of hand gestures and body movements that can be easily discovered by the users of such systems is still a challenge. In this paper, we revise and evaluate Framed Guessability, a design methodology for crafting discoverable hand gestures and body movements that focuses participants' suggestions within a "frame," i.e. a scenario. We elicited gestures and body movements via the Guessability and the Framed Guessability methods, consulting 89 participants in-lab. We then conducted an in-situ quasi-experimental study with 138 museum visitors to compare the discoverability of gestures and body movements elicited with these two methods. We found that the Framed Guessability movements were more discoverable than those generated via traditional Guessability, even though in the museum there was no reference to the frame.
Dash, Punyashlok; Neustaedter, Carman; Antle, Alissa N.
Covert-Glass: A Wearable That Enables Surreptitious 911 Video Calling Proceedings Article
In: Companion of the 2018 ACM Conference on Computer Supported Cooperative Work and Social Computing, pp. 185–188, Association for Computing Machinery, Jersey City, NJ, USA, 2018, ISBN: 9781450360180.
@inproceedings{10.1145/3272973.3274051,
title = {Covert-Glass: A Wearable That Enables Surreptitious 911 Video Calling},
author = {Punyashlok Dash and Carman Neustaedter and Alissa N. Antle},
url = {https://doi.org/10.1145/3272973.3274051},
doi = {10.1145/3272973.3274051},
isbn = {9781450360180},
year = {2018},
date = {2018-01-01},
booktitle = {Companion of the 2018 ACM Conference on Computer Supported Cooperative Work and Social Computing},
pages = {185–188},
publisher = {Association for Computing Machinery},
address = {Jersey City, NJ, USA},
series = {CSCW '18},
abstract = {In the future, emergency calls to the number 9cscwp1 in North America will include the ability to make video calls with 9cscwp1 call centers yet little is known about how to design such technologies, so they map to people's real emergency needs. We explore this design space by investigating systems that can allow 9cscwp1 callers to stream a surreptitious video call of an assailant. This paper explores a specific scenario where the person trapped may not be in direct danger from the assailant but is still present in the vicinity. We introduce -Covert-Glass', technology-enhanced glasses that aid callers to conduct a surreptitious 9cscwp1 video call. The glasses guide a person to control the direction of his/her phone camera based on the 9cscwp1 operator's input. 9cscwp1 call takers send remote signals to the user's device and these appear as haptic vibrations on either side of the glasses.},
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In the future, emergency calls to the number 9cscwp1 in North America will include the ability to make video calls with 9cscwp1 call centers yet little is known about how to design such technologies, so they map to people's real emergency needs. We explore this design space by investigating systems that can allow 9cscwp1 callers to stream a surreptitious video call of an assailant. This paper explores a specific scenario where the person trapped may not be in direct danger from the assailant but is still present in the vicinity. We introduce -Covert-Glass', technology-enhanced glasses that aid callers to conduct a surreptitious 9cscwp1 video call. The glasses guide a person to control the direction of his/her phone camera based on the 9cscwp1 operator's input. 9cscwp1 call takers send remote signals to the user's device and these appear as haptic vibrations on either side of the glasses.
Fan, Min; Baishya, Uddipana; Mclaren, Elgin-Skye; Antle, Alissa N.; Sarker, Shubhra; Vincent, Amal
Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction Proceedings Article
In: Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 1–6, Association for Computing Machinery, Montreal QC, Canada, 2018, ISBN: 9781450356213.
@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.},
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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.
Fan, Min; Jin, Sheng; Antle, Alissa N.
Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English Proceedings Article
In: Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 1–6, Association for Computing Machinery, Montreal QC, Canada, 2018, ISBN: 9781450356213.
@inproceedings{10.1145/3170427.3188577,
title = {Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English},
author = {Min Fan and Sheng Jin and Alissa N. Antle},
url = {https://doi.org/10.1145/3170427.3188577},
doi = {10.1145/3170427.3188577},
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 = {One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.},
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One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.
2017
A. Willis, Wise; Antle, A. N
Exploring human behaviour in design education: Supporting sustainable decision-making with a tabletop activity Proceedings Article
In: DS 87-8 Proceedings of the 21st International Conference on Engineering Design (ICED 17) Vol 8: Human Behaviour in Design, Vancouver, Canada, 21-25.08. 2017, pp. 369-378, 2017.
@inproceedings{willis2017exploring,
title = {Exploring human behaviour in design education: Supporting sustainable decision-making with a tabletop activity},
author = {Willis, A., Wise, A.F. and Antle, A.N},
url = {https://www.designsociety.org/publication/39855/Exploring+human+behaviour+in+design+education%3A+Supporting+sustainable+decision-making+with+a+tabletop+activity},
year = {2017},
date = {2017-08-21},
booktitle = {DS 87-8 Proceedings of the 21st International Conference on Engineering Design (ICED 17) Vol 8: Human Behaviour in Design, Vancouver, Canada, 21-25.08. 2017},
pages = {369-378},
abstract = {This paper explores the behaviour of learners engaging with a sustainable tabletop activity. Fitting with the theme of Resource-Sensitive Design, this paper takes the viewpoint that the early educational experiences of future designers can shape how they conceive the complex issues of resource scarcity, and therefore design education using technology can support learning and behaviours for sustainable decisions. Videos of twenty pairs of students playing the land planning game “[Blinded]” were qualitatively analyzed using a speech-act theory framework to identify emergent themes on collaboration and decision-making. The findings showed that learners used tools with speech acts in many ways that enhanced collaborative behaviours: 1. advocating for issues using evidence, and 2. sharing values to convince a partner and 3. engaging a non-attentive partner. The implications for design include supporting: informed decision-making, highly visible information, buy-in processes, and encouraging learners to express their values. These findings provide new avenues for exploring spaces for negotiation about the environment and decision-making about difficult trade-offs.},
keywords = {},
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This paper explores the behaviour of learners engaging with a sustainable tabletop activity. Fitting with the theme of Resource-Sensitive Design, this paper takes the viewpoint that the early educational experiences of future designers can shape how they conceive the complex issues of resource scarcity, and therefore design education using technology can support learning and behaviours for sustainable decisions. Videos of twenty pairs of students playing the land planning game “[Blinded]” were qualitatively analyzed using a speech-act theory framework to identify emergent themes on collaboration and decision-making. The findings showed that learners used tools with speech acts in many ways that enhanced collaborative behaviours: 1. advocating for issues using evidence, and 2. sharing values to convince a partner and 3. engaging a non-attentive partner. The implications for design include supporting: informed decision-making, highly visible information, buy-in processes, and encouraging learners to express their values. These findings provide new avenues for exploring spaces for negotiation about the environment and decision-making about difficult trade-offs.
Muntean, Reese; Hennessy, Kate; Antle, Alissa; Rowley, Susan; Wilson, Jordan; Matkin, Brendan
Designing Tangible Interactions to Communicate Cultural Continuity: ʔeləw̓k̓ʷ—Belongings, a Tangible Table in c̓əsnaʔəm, the city before the city at the Museum of Anthropology. Proceedings Article
In: MW17: Museums and the Web, 2017.
@inproceedings{,
title = {Designing Tangible Interactions to Communicate Cultural Continuity: ʔeləw̓k̓ʷ—Belongings, a Tangible Table in c̓əsnaʔəm, the city before the city at the Museum of Anthropology.},
author = {Muntean, Reese and Hennessy, Kate and Antle, Alissa and Rowley, Susan and Wilson, Jordan and Matkin, Brendan},
url = {https://mw17.mwconf.org/paper/designing-tangible-interactions-to-communicate-cultural-continuity-%ca%94el%c9%99w%cc%93k%cc%93%ca%b7-belongings-a-tangible-table-in-c%cc%93%c9%99sna%ca%94%c9%99m-the-city-before-the-city/},
year = {2017},
date = {2017-01-16},
urldate = {2015-07-31},
booktitle = {MW17: Museums and the Web},
abstract = {In this paper, we discuss ʔeləw̓k̓ʷ — Belongings an interactive tabletop using a tangible user interface to explore intangible cultural heritage. The table was developed by an interdisciplinary team of curators, Musqueam advisors, and interaction designers for the "c̓əsnaʔəm, the city before the city" exhibition at the Museum of Anthropology at the University of British Columbia. The tabletop uses replicas of Musqueam belongings excavated from the ancestral village site of c̓əsnaʔəm, as well as contemporary objects that are a part of everyday Musqueam life, to access information about the long history of salmon fishing and the continuity of related knowledge and values at c̓əsnaʔəm. Our focus in this paper is on the collaborative design process that guided the realization of the project and the articulation of the continuity of Musqueam cultural values in contemporary life. We explore how the project team identified priorities for interaction design and goals for sharing cultural history and knowledge with museum visitors. We conclude with reflections on the results of visitor studies that evaluated the success of the table in using tangible interactions to communicate knowledge of the continuity of Musqueam values.},
keywords = {},
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}
In this paper, we discuss ʔeləw̓k̓ʷ — Belongings an interactive tabletop using a tangible user interface to explore intangible cultural heritage. The table was developed by an interdisciplinary team of curators, Musqueam advisors, and interaction designers for the "c̓əsnaʔəm, the city before the city" exhibition at the Museum of Anthropology at the University of British Columbia. The tabletop uses replicas of Musqueam belongings excavated from the ancestral village site of c̓əsnaʔəm, as well as contemporary objects that are a part of everyday Musqueam life, to access information about the long history of salmon fishing and the continuity of related knowledge and values at c̓əsnaʔəm. Our focus in this paper is on the collaborative design process that guided the realization of the project and the articulation of the continuity of Musqueam cultural values in contemporary life. We explore how the project team identified priorities for interaction design and goals for sharing cultural history and knowledge with museum visitors. We conclude with reflections on the results of visitor studies that evaluated the success of the table in using tangible interactions to communicate knowledge of the continuity of Musqueam values.
Wise, Alyssa Friend; Antle, Alissa Nicole; Warren, Jillian L.
Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation Proceedings Article
In: International Conference on Computer Supported Collaborative Learning, Philadelphia, PA: International Society of the Learning Sciences., 2017.
@inproceedings{wise2017explanation,
title = {Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation},
author = {Alyssa Friend Wise and Alissa Nicole Antle and Jillian L. Warren},
url = {https://repository.isls.org/handle/1/267},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
booktitle = {International Conference on Computer Supported Collaborative Learning},
publisher = {Philadelphia, PA: International Society of the Learning Sciences.},
abstract = {Explanations given to each other by 20 pairs of 5th grade children while playing a tangible tabletop sustainability game were analyzed inductively for key themes relating to their use of language, gesture and system tools. Half the pairs had been assigned roles (human development or natural resources manager) with associated system controls. Findings showed that explanations by pairs in both conditions often employed collectivist language (“we”) in conjunction with positive reflections on the game-world state using the provided Impact Tool which gave feedback while system was paused. Pairs in the roles condition also gave explanations in response to partner actions and more frequently included negative and action-oriented prospective language about what should be changed moving forward. Roles pairs additionally used questions to seek confirmation or action from their partner and made comments from the perspective of the inhabitants of the fictional world. Implications for the research and design of collaborative tabletop learning systems are discussed.},
keywords = {},
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Explanations given to each other by 20 pairs of 5th grade children while playing a tangible tabletop sustainability game were analyzed inductively for key themes relating to their use of language, gesture and system tools. Half the pairs had been assigned roles (human development or natural resources manager) with associated system controls. Findings showed that explanations by pairs in both conditions often employed collectivist language (“we”) in conjunction with positive reflections on the game-world state using the provided Impact Tool which gave feedback while system was paused. Pairs in the roles condition also gave explanations in response to partner actions and more frequently included negative and action-oriented prospective language about what should be changed moving forward. Roles pairs additionally used questions to seek confirmation or action from their partner and made comments from the perspective of the inhabitants of the fictional world. Implications for the research and design of collaborative tabletop learning systems are discussed.
Muntean, Reese; Antle, Alissa N.; Matkin, Brendan; Hennessy, Kate; Rowley, Susan; Wilson, Jordan
Designing Cultural Values into Interaction Proceedings Article
In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pp. 6062–6074, Association for Computing Machinery, Denver, Colorado, USA, 2017, ISBN: 9781450346559.
@inproceedings{10.1145/3025453.3025908,
title = {Designing Cultural Values into Interaction},
author = {Reese Muntean and Alissa N. Antle and Brendan Matkin and Kate Hennessy and Susan Rowley and Jordan Wilson},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3025908},
doi = {10.1145/3025453.3025908},
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 = {6062–6074},
publisher = {Association for Computing Machinery},
address = {Denver, Colorado, USA},
series = {CHI '17},
abstract = {In this paper, we highlight possibilities for designing intangible cultural values into interactions with technologies in heritage spaces. We do this specifically through the design of elwkw -- Belongings, an interactive tangible table installed in a cultural heritage museum. The tabletop was collaboratively designed to communicate complex and narrative information and values about Musqueam culture. Rather than focusing only on content and interface design, we wanted visitors to also experience Musqueam values through their interactions with the system. We describe our value-sensitive design process, present five interdependent design goals, discuss the design strategies that enabled us to meet these goals, and evaluate our approach through a user study. From our design process and evaluation we offer recommendations for designing values into interactions more generally and for tangible interactions specifically in ways that support visitors' experience and understanding of specific cultural values through technology.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we highlight possibilities for designing intangible cultural values into interactions with technologies in heritage spaces. We do this specifically through the design of elwkw -- Belongings, an interactive tangible table installed in a cultural heritage museum. The tabletop was collaboratively designed to communicate complex and narrative information and values about Musqueam culture. Rather than focusing only on content and interface design, we wanted visitors to also experience Musqueam values through their interactions with the system. We describe our value-sensitive design process, present five interdependent design goals, discuss the design strategies that enabled us to meet these goals, and evaluate our approach through a user study. From our design process and evaluation we offer recommendations for designing values into interactions more generally and for tangible interactions specifically in ways that support visitors' experience and understanding of specific cultural values through technology.
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.
@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 = {},
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.
Singhal, Samarth; Neustaedter, Carman; Ooi, Yee Loong; Antle, Alissa N.; Matkin, Brendan
Flex-N-Feel: The Design and Evaluation of Emotive Gloves for Couples to Support Touch Over Distance Proceedings Article
In: Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, pp. 98–110, Association for Computing Machinery, Portland, Oregon, USA, 2017, ISBN: 9781450343350.
@inproceedings{10.1145/2998181.2998247,
title = {Flex-N-Feel: The Design and Evaluation of Emotive Gloves for Couples to Support Touch Over Distance},
author = {Samarth Singhal and Carman Neustaedter and Yee Loong Ooi and Alissa N. Antle and Brendan Matkin},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2998181.2998247},
doi = {10.1145/2998181.2998247},
isbn = {9781450343350},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing},
pages = {98–110},
publisher = {Association for Computing Machinery},
address = {Portland, Oregon, USA},
series = {CSCW '17},
abstract = {Many couples live apart due to work, educational situations, or frequent travel. While technology can help mediate these relationships, there is a lack of designs that allow couples to share a sense of touch over distance. We present a design case study of a tangible communication system called Flex- N-Feel--a pair of gloves that allows distance-separated couples to feel the flexing of their remote partners' fingers through vibrotactile sensations on their skin. We evaluated our design with nine couples where the system was augmented with either a Skype audio call or a video connection. Our study showed that participants enjoyed their conversation more with the gloves, felt more emotionally connected, and experienced intimate moments together. Couples used the glove for shared actions, playful episodes, intimate touches, and to simply feel each other's presence. Video was important to aid couples in understanding each other's actions. Our results illustrate that designs focusing on physical touch over distance should be open to appropriation such that they can augment existing communication routines and technologies.},
keywords = {},
pubstate = {published},
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}
Many couples live apart due to work, educational situations, or frequent travel. While technology can help mediate these relationships, there is a lack of designs that allow couples to share a sense of touch over distance. We present a design case study of a tangible communication system called Flex- N-Feel--a pair of gloves that allows distance-separated couples to feel the flexing of their remote partners' fingers through vibrotactile sensations on their skin. We evaluated our design with nine couples where the system was augmented with either a Skype audio call or a video connection. Our study showed that participants enjoyed their conversation more with the gloves, felt more emotionally connected, and experienced intimate moments together. Couples used the glove for shared actions, playful episodes, intimate touches, and to simply feel each other's presence. Video was important to aid couples in understanding each other's actions. Our results illustrate that designs focusing on physical touch over distance should be open to appropriation such that they can augment existing communication routines and technologies.
McLaren, Elgin-Skye; Antle, Alissa N.
Exploring and Evaluating Sound for Helping Children Self-Regulate with a Brain-Computer Application Proceedings Article
In: Proceedings of the 2017 Conference on Interaction Design and Children, pp. 393–398, Association for Computing Machinery, Stanford, California, USA, 2017, ISBN: 9781450349215.
@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 = {},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Pan, Rui; Neustaedter, Carman; Antle, Alissa N.; Matkin, Brendan
Puzzle Space: A Distributed Tangible Puzzle for Long Distance Couples Proceedings Article
In: Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, pp. 271–274, Association for Computing Machinery, Portland, Oregon, USA, 2017, ISBN: 9781450346887.
@inproceedings{10.1145/3022198.3026320,
title = {Puzzle Space: A Distributed Tangible Puzzle for Long Distance Couples},
author = {Rui Pan and Carman Neustaedter and Alissa N. Antle and Brendan Matkin},
url = {https://doi.org/10.1145/3022198.3026320},
doi = {10.1145/3022198.3026320},
isbn = {9781450346887},
year = {2017},
date = {2017-01-01},
booktitle = {Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing},
pages = {271–274},
publisher = {Association for Computing Machinery},
address = {Portland, Oregon, USA},
series = {CSCW '17 Companion},
abstract = {Long-Distance Relationships (LDRs) are fairly common nowadays where couples rely on computer-mediated tools to stay connected. Yet few systems have explored how couples can share fun and playful activities together over distance. In this paper, we present the design of Puzzle Space, a distributed tangible jigsaw puzzle that allows LDRs to play remotely and synchronously. With Puzzle Space, couples move puzzle pieces on a table surface where movements are shown on the remote partner's screen. We expect that Puzzle Space could enable us to explore if the hybrid of physical and digital content in shared playful activities can help long-distance couples to stay connected and maintain a strong relationship.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Long-Distance Relationships (LDRs) are fairly common nowadays where couples rely on computer-mediated tools to stay connected. Yet few systems have explored how couples can share fun and playful activities together over distance. In this paper, we present the design of Puzzle Space, a distributed tangible jigsaw puzzle that allows LDRs to play remotely and synchronously. With Puzzle Space, couples move puzzle pieces on a table surface where movements are shown on the remote partner's screen. We expect that Puzzle Space could enable us to explore if the hybrid of physical and digital content in shared playful activities can help long-distance couples to stay connected and maintain a strong relationship.
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.
@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 = {},
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.
2016
Muntean, Reese; Hennessy, Kate; Antle, Alissa; Matkin, Brendan; Rowley, Susan; Wilson, Jordan
Design Interactions in ?elәwkw: Belongings Proceedings Article
In: Proceedings of the 2016 ACM Conference on Designing Interactive Systems, pp. 582–594, Association for Computing Machinery, New York, NY, USA, 2016.
@inproceedings{10.1145/2901790.2901912,
title = {Design Interactions in ?elәwkw: Belongings},
author = {Muntean, Reese and Hennessy, Kate and Antle, Alissa and Matkin, Brendan and Rowley, Susan and Wilson, Jordan},
url = {https://doi.org/10.1145/2901790.2901912},
doi = {10.1145/2901790.2901912},
year = {2016},
date = {2016-06-04},
booktitle = {Proceedings of the 2016 ACM Conference on Designing Interactive Systems},
pages = {582–594},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {DIS '16},
abstract = {Our pictorial visually describes ?elәwkw -- Belongings, an interactive tangible tabletop installed in the Museum of Anthropology at the University of British Columbia. The tabletop was designed to communicate the continuity of Musqueam culture, convey the complexity of belongings that were excavated from Musqueam's ancient village site, and reconnect those belongings to traditional practices and oral histories through tangible interactions with the table-all while highlighting that cultural knowledge should be treated with respect. In this pictorial, we will show how the design process was shared among researchers, curators, and the exhibit Advisory Committee and highlight some of the key design decisions that came out of this collaboration.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Our pictorial visually describes ?elәwkw -- Belongings, an interactive tangible tabletop installed in the Museum of Anthropology at the University of British Columbia. The tabletop was designed to communicate the continuity of Musqueam culture, convey the complexity of belongings that were excavated from Musqueam's ancient village site, and reconnect those belongings to traditional practices and oral histories through tangible interactions with the table-all while highlighting that cultural knowledge should be treated with respect. In this pictorial, we will show how the design process was shared among researchers, curators, and the exhibit Advisory Committee and highlight some of the key design decisions that came out of this collaboration.
Cramer, Emily S.; Antle, Alissa N.; Fan, Min
The Code of Many Colours: Evaluating the Effects of a Dynamic Colour-Coding Scheme on Children's Spelling in a Tangible Software System Proceedings Article
In: Proceedings of the The 15th International Conference on Interaction Design and Children, pp. 473–485, Association for Computing Machinery, Manchester, United Kingdom, 2016, ISBN: 9781450343138.
@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},
urldate = {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 = {},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Fan, Min; Antle, Alissa N.; Cramer, Emily S.
Design Rationale: Opportunities and Recommendations for Tangible Reading Systems for Children Proceedings Article
In: Proceedings of the The 15th International Conference on Interaction Design and Children, pp. 101–112, Association for Computing Machinery, Manchester, United Kingdom, 2016, ISBN: 9781450343138.
@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},
urldate = {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 = {},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Radu, Iulian; Antle, Alissa N.
All Creatures Great and Small: Becoming Other Organisms through the EmbodySuit Proceedings Article
In: Proceedings of the The 15th International Conference on Interaction Design and Children, pp. 751–758, Association for Computing Machinery, Manchester, United Kingdom, 2016, ISBN: 9781450343138.
@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 = {},
pubstate = {published},
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}
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.
Antle, Alissa N.; Matkin, Brendan; Warren, Jill
The Story of Things: Awareness through Happenstance Interaction Proceedings Article
In: Proceedings of the The 15th International Conference on Interaction Design and Children, pp. 745–750, Association for Computing Machinery, Manchester, United Kingdom, 2016, ISBN: 9781450343138.
@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 = {},
pubstate = {published},
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}
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.
Fan, Min; Antle, Alissa N.; Cramer, Emily S.
Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia Proceedings Article
In: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 689–692, Association for Computing Machinery, Eindhoven, Netherlands, 2016, ISBN: 9781450335829.
@inproceedings{10.1145/2839462.2854104,
title = {Exploring the Design Space of Tangible Systems Supported for Early Reading Acquisition in Children with Dyslexia},
author = {Min Fan and Alissa N. Antle and Emily S. Cramer},
url = {https://doi.org/10.1145/2839462.2854104},
doi = {10.1145/2839462.2854104},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {689–692},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {Tangible user interfaces have the potential to support children in learning to read. This research explores the design space of school-based tangible learning systems that support early reading acquisition in children, particularly in children with reading difficulties. Informed by theories of the causes and interventions for dyslexia and research on TUIs for learning, we present the design of a tangible reading system that uses the dynamic colour and tactile cues to help children with dyslexia to learn English letter-sound correspondences. We then propose a case study design that investigates how this system can support children with dyslexia aged 7-8 years old in learning letter-sound correspondences in a school context. We conclude by discussing the future work and potential contributions of this research.},
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Tangible user interfaces have the potential to support children in learning to read. This research explores the design space of school-based tangible learning systems that support early reading acquisition in children, particularly in children with reading difficulties. Informed by theories of the causes and interventions for dyslexia and research on TUIs for learning, we present the design of a tangible reading system that uses the dynamic colour and tactile cues to help children with dyslexia to learn English letter-sound correspondences. We then propose a case study design that investigates how this system can support children with dyslexia aged 7-8 years old in learning letter-sound correspondences in a school context. We conclude by discussing the future work and potential contributions of this research.
Warren, Jillian L.; Matkin, Brendan B.; Antle, Alissa N.
Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables Proceedings Article
In: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 603–608, Association for Computing Machinery, Eindhoven, Netherlands, 2016, ISBN: 9781450335829.
@inproceedings{10.1145/2839462.2856551,
title = {Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables},
author = {Jillian L. Warren and Brendan B. Matkin and Alissa N. Antle},
url = {https://doi.org/10.1145/2839462.2856551},
doi = {10.1145/2839462.2856551},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {603–608},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.},
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We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.
Cramer, Emily S.; Matkin, Brendan B.; Antle, Alissa N.
Embodying Alternate Attitudes: Design Opportunities for Physical Interfaces in Persuasive Gaming Experiences Proceedings Article
In: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 404–409, Association for Computing Machinery, Eindhoven, Netherlands, 2016, ISBN: 9781450335829.
@inproceedings{10.1145/2839462.2856525,
title = {Embodying Alternate Attitudes: Design Opportunities for Physical Interfaces in Persuasive Gaming Experiences},
author = {Emily S. Cramer and Brendan B. Matkin and Alissa N. Antle},
url = {https://doi.org/10.1145/2839462.2856525},
doi = {10.1145/2839462.2856525},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {404–409},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {The ability to view issues through alternate attitudes is an increasingly valuable skill. Persuasive games provide users an opportunity to practice adopting alternate attitudes, but users' pre-existing attitudes can get in the way. Multi-player games can use collaboration to help users overcome their pre-existing attitudes, but techniques for single-player games are lacking. In this paper we suggest that physical interface features (e.g., temperature) could be used to prime alternate attitudes in users. Embodied metaphor theory provides a framework for relating physical characteristics of an interface to more abstract concepts like emotions and beliefs. To empirically validate our design concept, we instantiate it in Thermouse: a temperature-controlled mouse that serves as a research instrument to assess whether interface temperature can help users explore alternate attitudes towards divisive humanitarian issues.},
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The ability to view issues through alternate attitudes is an increasingly valuable skill. Persuasive games provide users an opportunity to practice adopting alternate attitudes, but users' pre-existing attitudes can get in the way. Multi-player games can use collaboration to help users overcome their pre-existing attitudes, but techniques for single-player games are lacking. In this paper we suggest that physical interface features (e.g., temperature) could be used to prime alternate attitudes in users. Embodied metaphor theory provides a framework for relating physical characteristics of an interface to more abstract concepts like emotions and beliefs. To empirically validate our design concept, we instantiate it in Thermouse: a temperature-controlled mouse that serves as a research instrument to assess whether interface temperature can help users explore alternate attitudes towards divisive humanitarian issues.
2015
A. F. Wise, Antle
What Kind of World Do You Want to Live In? Positive Interdependence and Collaborative Processes in the Tangible Tabletop Land-Use Planning Game Youtopia Proceedings Article
In: Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, International Society of the Learning Sciences, Inc. [ISLS], 2015.
@inproceedings{nokey,
title = {What Kind of World Do You Want to Live In? Positive Interdependence and Collaborative Processes in the Tangible Tabletop Land-Use Planning Game Youtopia},
author = {Wise, A. F., Antle, A. N., Warren, J., May, A., Fan, M., & Macaranas, A.},
url = {https://repository.isls.org/handle/1/413},
year = {2015},
date = {2015-07-31},
booktitle = {Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015},
volume = {1},
publisher = {International Society of the Learning Sciences, Inc. [ISLS]},
series = {CSCL 2025},
abstract = {Twenty pairs of 5th grade children used a tangible tabletop sustainability game to create a world they would want to live in to share with the rest of the class. Half of the pairs were assigned particular roles with associated game controls (positive interdependence condition) while the other half were not (control condition). Results showed that pairs in the assigned roles/controls condition gave more in-depth explanations to their partners about what they wanted to do in the game, but did not negotiate with each other more frequently than control pairs. They also had fewer but longer instances of jointly resolved conflict. Contrary to some previous findings, all pairs in both conditions were found to work together (rather than in parallel / competitively) the entire time. The general finding is a somewhat limited, but consistent, positive effect of the assigned roles/tools manipulation on collaborative processes.},
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Twenty pairs of 5th grade children used a tangible tabletop sustainability game to create a world they would want to live in to share with the rest of the class. Half of the pairs were assigned particular roles with associated game controls (positive interdependence condition) while the other half were not (control condition). Results showed that pairs in the assigned roles/controls condition gave more in-depth explanations to their partners about what they wanted to do in the game, but did not negotiate with each other more frequently than control pairs. They also had fewer but longer instances of jointly resolved conflict. Contrary to some previous findings, all pairs in both conditions were found to work together (rather than in parallel / competitively) the entire time. The general finding is a somewhat limited, but consistent, positive effect of the assigned roles/tools manipulation on collaborative processes.
Muntean, Reese; Hennessy, Kate; Antle, Alissa; Rowley, Susan; Wilson, Jordan; Matkin, Brendan
ʔeləw̓k̓ʷ – Belongings: tangible interactions with intangible heritage Journal Article
In: Journal of Science and Technology of the Arts, vol. 7, no. 2, pp. 59–69, 2015.
@article{Muntean_Hennessy_Antle_Rowley_Wilson_Matkin_2015,
title = {ʔeləw̓k̓ʷ – Belongings: tangible interactions with intangible heritage},
author = {Reese Muntean and Kate Hennessy and Alissa Antle and Susan Rowley and Jordan Wilson and Brendan Matkin},
url = {https://revistas.ucp.pt/index.php/jsta/article/view/7246},
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Antle, Alissa
Scratching the Surface: Opportunities and Challenges for Designing Interactive Tabletops for Learning Book Chapter
In: 2015, ISBN: 978-981-4560-95-5.
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title = {Scratching the Surface: Opportunities and Challenges for Designing Interactive Tabletops for Learning},
author = {Alissa Antle},
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Macaranas, Anna; Antle, Alissa N.; Riecke, Bernhard E.
What is Intuitive Interaction? Balancing Users’ Performance and Satisfaction with Natural User Interfaces Journal Article
In: Interacting with Computers, vol. 27, no. 3, pp. 357–370, 2015, ISSN: 0953-5438.
@article{10.1093/iwc/iwv003,
title = {What is Intuitive Interaction? Balancing Users’ Performance and Satisfaction with Natural User Interfaces},
author = {Anna Macaranas and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1093/iwc/iwv003},
doi = {10.1093/iwc/iwv003},
issn = {0953-5438},
year = {2015},
date = {2015-01-01},
urldate = {2015-01-01},
journal = {Interacting with Computers},
volume = {27},
number = {3},
pages = {357--370},
abstract = {Designers of natural user interfaces are faced with several challenges when creating interaction models for controlling applications, including the wide range of possible input actions and the lack of affordances, which they can use to design controls. In order to contribute to the development of design guidelines in this design space, we conducted an exploratory, mixed methods study. We investigated three top-down approaches to designing intuitive interaction mappings for a whole body system implemented with camera vision. These were metaphoric, isomorphic and ‘everyday’ or conventional. In order to identify some of the benefits and limitations of each approach, we compared the designs based on measures of usability, intuitiveness and engagement with the material represented in the system. From our study, we found that while the metaphoric design enhanced users’ performance at completing tasks, the lack of discoverability of the interaction model left them feeling incompetent and dissatisfied. We found that the isomorphic design enabled users to focus on tasks rather than learning how to use the system. Conversely, designs based on previous conventions had to be learned, had a time cost for the learning and negatively impacted users’ engagement with content. For tasks and controls that can be designed based on an image schematic input action, users performed most accurately with the metaphoric design. There are benefits and limitations to each approach to designing to support intuitive interaction. We conclude with preliminary design considerations, suggest ways to balance performance with high user satisfaction depending on contextual design goals and question a single definition of intuitive intuition within whole body interface design.},
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Designers of natural user interfaces are faced with several challenges when creating interaction models for controlling applications, including the wide range of possible input actions and the lack of affordances, which they can use to design controls. In order to contribute to the development of design guidelines in this design space, we conducted an exploratory, mixed methods study. We investigated three top-down approaches to designing intuitive interaction mappings for a whole body system implemented with camera vision. These were metaphoric, isomorphic and ‘everyday’ or conventional. In order to identify some of the benefits and limitations of each approach, we compared the designs based on measures of usability, intuitiveness and engagement with the material represented in the system. From our study, we found that while the metaphoric design enhanced users’ performance at completing tasks, the lack of discoverability of the interaction model left them feeling incompetent and dissatisfied. We found that the isomorphic design enabled users to focus on tasks rather than learning how to use the system. Conversely, designs based on previous conventions had to be learned, had a time cost for the learning and negatively impacted users’ engagement with content. For tasks and controls that can be designed based on an image schematic input action, users performed most accurately with the metaphoric design. There are benefits and limitations to each approach to designing to support intuitive interaction. We conclude with preliminary design considerations, suggest ways to balance performance with high user satisfaction depending on contextual design goals and question a single definition of intuitive intuition within whole body interface design.
Antle, Alissa N.; Chesick, Leslie; Levisohn, Aaron; Sridharan, Srilekha Kirshnamachari; Tan, Perry
Using Neurofeedback to Teach Self-Regulation to Children Living in Poverty Proceedings Article
In: Proceedings of the 14th International Conference on Interaction Design and Children, pp. 119–128, Association for Computing Machinery, Boston, Massachusetts, 2015, ISBN: 9781450335904.
@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},
urldate = {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.},
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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.
Esteves, Augusto; Bakker, Saskia; Antle, Alissa N.; May, Aaron; Warren, Jillian; Oakley, Ian
The ATB Framework: Quantifying and Classifying Epistemic Strategies in Tangible Problem-Solving Tasks Proceedings Article
In: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 13–20, Association for Computing Machinery, Stanford, California, USA, 2015, ISBN: 9781450333054.
@inproceedings{10.1145/2677199.2680546,
title = {The ATB Framework: Quantifying and Classifying Epistemic Strategies in Tangible Problem-Solving Tasks},
author = {Augusto Esteves and Saskia Bakker and Alissa N. Antle and Aaron May and Jillian Warren and Ian Oakley},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2677199.2680546},
doi = {10.1145/2677199.2680546},
isbn = {9781450333054},
year = {2015},
date = {2015-01-01},
urldate = {2015-01-01},
booktitle = {Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {13–20},
publisher = {Association for Computing Machinery},
address = {Stanford, California, USA},
series = {TEI '15},
abstract = {In task performance, pragmatic actions refer to behaviors that make direct progress, while epistemic actions involve altering the world so that cognitive processes are faster, more reliable or less taxing. Epistemic actions are frequently presented as a beneficial consequence of interacting with tangible systems. However, we currently lack tools to measure epistemic behaviors, making substantiating such claims highly challenging. This paper addresses this problem by presenting ATB, a video-coding framework that enables the identification and measurement of different epistemic actions during problem-solving tasks. The framework was developed through a systematic literature review of 78 papers, and analyzed through a study involving a jigsaw puzzle -- a classical spatial problem -- involving 60 participants. In order to assess the framework's value as a metric, we analyze the study with respect to its reliability, validity and predictive power. The broadly supportive results lead us to conclude that the ATB framework enables the use of observed epistemic behaviors as a performance metric for tangible systems. We believe that the development of metrics focused explicitly on the properties of tangible interaction are currently required to gain insight into the genuine and unique benefits of tangible interaction. The ATB framework is a step towards this goal.},
keywords = {},
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}
In task performance, pragmatic actions refer to behaviors that make direct progress, while epistemic actions involve altering the world so that cognitive processes are faster, more reliable or less taxing. Epistemic actions are frequently presented as a beneficial consequence of interacting with tangible systems. However, we currently lack tools to measure epistemic behaviors, making substantiating such claims highly challenging. This paper addresses this problem by presenting ATB, a video-coding framework that enables the identification and measurement of different epistemic actions during problem-solving tasks. The framework was developed through a systematic literature review of 78 papers, and analyzed through a study involving a jigsaw puzzle -- a classical spatial problem -- involving 60 participants. In order to assess the framework's value as a metric, we analyze the study with respect to its reliability, validity and predictive power. The broadly supportive results lead us to conclude that the ATB framework enables the use of observed epistemic behaviors as a performance metric for tangible systems. We believe that the development of metrics focused explicitly on the properties of tangible interaction are currently required to gain insight into the genuine and unique benefits of tangible interaction. The ATB framework is a step towards this goal.
Castell, Suzanne; Larios, Hector; Jenson, Jennifer; Smith, David Harris
The role of video game experience in spatial learning and memory Journal Article
In: Journal of Gaming & Virtual Worlds, vol. 7, no. 1, pp. 21–40, 2015, ISSN: 1757-1928.
@article{intel:/content/journals/10.1386/jgvw.7.1.21_1,
title = {The role of video game experience in spatial learning and memory},
author = {Suzanne Castell and Hector Larios and Jennifer Jenson and David Harris Smith},
url = {https://intellectdiscover.com/content/journals/10.1386/jgvw.7.1.21_1},
doi = {https://doi.org/10.1386/jgvw.7.1.21_1},
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year = {2015},
date = {2015-01-01},
journal = {Journal of Gaming & Virtual Worlds},
volume = {7},
number = {1},
pages = {21--40},
publisher = {Intellect},
abstract = {Abstract Video game playing has been associated with improvements in cognitive abilities that predict success in STEM fields, and therefore understanding this relationship is important. In two experiments, we used a virtual Morris Water Maze (VMWM) with and without proximal cues to measure spatial learning as a total of 82 video game experts and novices completed a search task across several trials. We measured the participants’ path lengths and tested their mental rotation abilities. The results showed that proximal cues improved overall performance. With no visible cues, experts exhibited better performance than novices when their memory for the general location of the platform was probed. With visible cues, video game experts travelled shorter path lengths than novices to the exact location of the hidden platform. Mental rotation ability correlated with overall maze performance only when no cues were visible, and only novices’ scores correlated with path length in this condition. These studies showed that the VMWM is a useful paradigm in examining how past video game experience influences human spatial cognition.},
keywords = {},
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Abstract Video game playing has been associated with improvements in cognitive abilities that predict success in STEM fields, and therefore understanding this relationship is important. In two experiments, we used a virtual Morris Water Maze (VMWM) with and without proximal cues to measure spatial learning as a total of 82 video game experts and novices completed a search task across several trials. We measured the participants’ path lengths and tested their mental rotation abilities. The results showed that proximal cues improved overall performance. With no visible cues, experts exhibited better performance than novices when their memory for the general location of the platform was probed. With visible cues, video game experts travelled shorter path lengths than novices to the exact location of the hidden platform. Mental rotation ability correlated with overall maze performance only when no cues were visible, and only novices’ scores correlated with path length in this condition. These studies showed that the VMWM is a useful paradigm in examining how past video game experience influences human spatial cognition.
Cramer, Emily S.; Antle, Alissa N.; Fan, Min
Colouring the Path from Instruction to Practice: Perspectives on Software for Struggling Readers Proceedings Article
In: Proceedings of the 14th International Conference on Interaction Design and Children, pp. 331–334, Association for Computing Machinery, Boston, Massachusetts, 2015, ISBN: 9781450335904.
@inproceedings{10.1145/2771839.2771909,
title = {Colouring the Path from Instruction to Practice: Perspectives on Software for Struggling Readers},
author = {Emily S. Cramer and Alissa N. Antle and Min Fan},
url = {https://doi.org/10.1145/2771839.2771909},
doi = {10.1145/2771839.2771909},
isbn = {9781450335904},
year = {2015},
date = {2015-01-01},
booktitle = {Proceedings of the 14th International Conference on Interaction Design and Children},
pages = {331–334},
publisher = {Association for Computing Machinery},
address = {Boston, Massachusetts},
series = {IDC '15},
abstract = {Mainstream paper and pencil interventions for Anglophone students with dyslexia emphasize a strategy of analyzing syllables to compensate for irregularities in English letter-sound correspondences. Classroom interventions have developed effective scaffolds for supporting students in analyzing syllables in instructional contexts. However, students typically fail to transfer knowledge to practice contexts (i.e, reading without a tutor). Software has proven to be an effective medium for helping dyslexic students practice basic literacy skills (phoneme awareness and letter knowledge). However, at present, there are no systems specifically designed to support dyslexic students in practicing syllable analysis. Correspondingly, there is a lack of information about which design features would best support dyslexic students in transferring syllable analysis skills from instructional (classroom) to practice (software) contexts. In an attempt to address this gap, we propose two guidelines for software supports of syllable-analysis in dyslexia: 1. Design software that serves as a dual medium for instruction and practice 2. Design scaffolds that serve as dual catalysts for learning and transfer. We realize our guidelines in a prototype software system for syllable analysis that uses colour-coding to direct attention to information during learning and to retrieve learned information during practice.},
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Mainstream paper and pencil interventions for Anglophone students with dyslexia emphasize a strategy of analyzing syllables to compensate for irregularities in English letter-sound correspondences. Classroom interventions have developed effective scaffolds for supporting students in analyzing syllables in instructional contexts. However, students typically fail to transfer knowledge to practice contexts (i.e, reading without a tutor). Software has proven to be an effective medium for helping dyslexic students practice basic literacy skills (phoneme awareness and letter knowledge). However, at present, there are no systems specifically designed to support dyslexic students in practicing syllable analysis. Correspondingly, there is a lack of information about which design features would best support dyslexic students in transferring syllable analysis skills from instructional (classroom) to practice (software) contexts. In an attempt to address this gap, we propose two guidelines for software supports of syllable-analysis in dyslexia: 1. Design software that serves as a dual medium for instruction and practice 2. Design scaffolds that serve as dual catalysts for learning and transfer. We realize our guidelines in a prototype software system for syllable analysis that uses colour-coding to direct attention to information during learning and to retrieve learned information during practice.
Antle, Alissa N.; Fan, Min; Cramer, Emily S.
PhonoBlocks: A Tangible System for Supporting Dyslexic Children Learning to Read Proceedings Article
In: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 533–538, Association for Computing Machinery, Stanford, California, USA, 2015, ISBN: 9781450333054.
@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.},
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pubstate = {published},
tppubtype = {inproceedings}
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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.
Fan, Min; Antle, Alissa N.
Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children Proceedings Article
In: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 673–678, Association for Computing Machinery, Stanford, California, USA, 2015, ISBN: 9781450333054.
@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 = {},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
Cramer, Emily S.; Antle, Alissa N.
Button Matrix: How Tangible Interfaces Can Structure Physical Experiences for Learning Proceedings Article
In: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 301–304, Association for Computing Machinery, Stanford, California, USA, 2015, ISBN: 9781450333054.
@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 = {},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
2014
Fan, Min; Antle, Alissa N.; Neustaedter, Carman; Wise, Alyssa F.
Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity Proceedings Article
In: Proceedings of the 2014 ACM International Conference on Supporting Group Work, pp. 81–90, Association for Computing Machinery, Sanibel Island, Florida, USA, 2014, ISBN: 9781450330435.
@inproceedings{10.1145/2660398.2660402,
title = {Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity},
author = {Min Fan and Alissa N. Antle and Carman Neustaedter and Alyssa F. Wise},
url = {https://doi.org/10.1145/2660398.2660402},
doi = {10.1145/2660398.2660402},
isbn = {9781450330435},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 2014 ACM International Conference on Supporting Group Work},
pages = {81–90},
publisher = {Association for Computing Machinery},
address = {Sanibel Island, Florida, USA},
series = {GROUP '14},
abstract = {Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.
May, Aaron; Bizzocchi, Jim; Antle, Alissa N; Choo, Amber
Fraternal feelings: How brothers: A tale of two sons affects players through gameplay Proceedings Article
In: 2014 IEEE Games Media Entertainment, pp. 1–4, 2014.
@inproceedings{7048074,
title = {Fraternal feelings: How brothers: A tale of two sons affects players through gameplay},
author = {Aaron May and Jim Bizzocchi and Alissa N Antle and Amber Choo},
doi = {10.1109/GEM.2014.7048074},
year = {2014},
date = {2014-01-01},
booktitle = {2014 IEEE Games Media Entertainment},
pages = {1--4},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Antle, Alissa N.; Warren, Jillian L.; May, Aaron; Fan, Min; Wise, Alyssa F.
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, pp. 37–46, Association for Computing Machinery, Aarhus, Denmark, 2014, ISBN: 9781450322720.
@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},
urldate = {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 = {},
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.