2014
Deng, Ying; Antle, Alissa N.; Neustaedter, Carman
Tango Cards: A Card-Based Design Tool for Informing the Design of Tangible Learning Games Proceedings Article
In: Proceedings of the 2014 Conference on Designing Interactive Systems, pp. 695–704, Association for Computing Machinery, Vancouver, BC, Canada, 2014, ISBN: 9781450329026.
@inproceedings{10.1145/2598510.2598601,
title = {Tango Cards: A Card-Based Design Tool for Informing the Design of Tangible Learning Games},
author = {Ying Deng and Alissa N. Antle and Carman Neustaedter},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2598510.2598601},
doi = {10.1145/2598510.2598601},
isbn = {9781450329026},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Designing Interactive Systems},
pages = {695–704},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {DIS '14},
abstract = {For over thirty years researchers have suggested that both tangible user interfaces and digital games have potential to support learning. Each domain now has a well-developed body of literature about how to design them to enable learning benefits. What is needed is a way to bring this knowledge, which is often lengthy, dense, and jargon laden to design practice. To address this need, we designed Tango Cards--a card-based design tool. In this paper we report on the design and evaluation of the cards. We found that Tango Cards enabled a variety of uses that made design knowledge about tangible learning games accessible to designers. We identify and discuss how specific card features support or limit use by designers. We draw on our findings to set forth design considerations that may support others to create design tools (card-based or alike) that make academic design knowledge accessible to designers.},
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For over thirty years researchers have suggested that both tangible user interfaces and digital games have potential to support learning. Each domain now has a well-developed body of literature about how to design them to enable learning benefits. What is needed is a way to bring this knowledge, which is often lengthy, dense, and jargon laden to design practice. To address this need, we designed Tango Cards--a card-based design tool. In this paper we report on the design and evaluation of the cards. We found that Tango Cards enabled a variety of uses that made design knowledge about tangible learning games accessible to designers. We identify and discuss how specific card features support or limit use by designers. We draw on our findings to set forth design considerations that may support others to create design tools (card-based or alike) that make academic design knowledge accessible to designers.
Esteves, Augusto; Bakker, Saskia; Antle, Alissa N.; May, Aaron; Warren, Jillian; Oakley, Ian
Classifying Physical Strategies in Tangible Tasks: A Video-Coding Framework for Epistemic Actions Proceedings Article
In: CHI '14 Extended Abstracts on Human Factors in Computing Systems, pp. 1843–1848, Association for Computing Machinery, Toronto, Ontario, Canada, 2014, ISBN: 9781450324748.
@inproceedings{10.1145/2559206.2581185,
title = {Classifying Physical Strategies in Tangible Tasks: A Video-Coding Framework for Epistemic Actions},
author = {Augusto Esteves and Saskia Bakker and Alissa N. Antle and Aaron May and Jillian Warren and Ian Oakley},
url = {https://doi.org/10.1145/2559206.2581185},
doi = {10.1145/2559206.2581185},
isbn = {9781450324748},
year = {2014},
date = {2014-01-01},
booktitle = {CHI '14 Extended Abstracts on Human Factors in Computing Systems},
pages = {1843–1848},
publisher = {Association for Computing Machinery},
address = {Toronto, Ontario, Canada},
series = {CHI EA '14},
abstract = {Tangible interaction is a compelling interface paradigm that elegantly merges the fluency of physical manipulation with the flexibility of digital content. However, it is currently challenging to understand the real benefits and advantages of tangible systems. To address this problem, this paper argues that we need new evaluation techniques capable of meaningfully assessing how users perform with tangible, physical objects. Working towards this aim, it presents a video-coding framework that supports the granular identification of epistemic actions (physical actions that are made to simplify cognitive work) during tangible tasks. The framework includes 20 epistemic actions, identified through a systematic literature review of 77 sources. We argue that data generated by applying this process will help us better understand epistemic behavior and, ultimately, lead to the generation of novel, grounded design insights to support physically-grounded cognitive strategies in tangible tasks.},
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Tangible interaction is a compelling interface paradigm that elegantly merges the fluency of physical manipulation with the flexibility of digital content. However, it is currently challenging to understand the real benefits and advantages of tangible systems. To address this problem, this paper argues that we need new evaluation techniques capable of meaningfully assessing how users perform with tangible, physical objects. Working towards this aim, it presents a video-coding framework that supports the granular identification of epistemic actions (physical actions that are made to simplify cognitive work) during tangible tasks. The framework includes 20 epistemic actions, identified through a systematic literature review of 77 sources. We argue that data generated by applying this process will help us better understand epistemic behavior and, ultimately, lead to the generation of novel, grounded design insights to support physically-grounded cognitive strategies in tangible tasks.
2013
Antle, Alissa N; Corness, Greg; Bevans, Allen
Balancing justice: Comparing whole body and controller-based interaction for an abstract domain Journal Article
In: International Journal of Arts and Technology, vol. 6, iss. 4, pp. 388–409, 2013.
@article{antle2013balancing,
title = {Balancing justice: Comparing whole body and controller-based interaction for an abstract domain},
author = {Antle, Alissa N and Corness, Greg and Bevans, Allen},
url = {https://antle.iat.sfu.ca/wp-content/uploads/2018/02/Antle_13IJART_BalancingJustice.pdf},
year = {2013},
date = {2013-12-16},
urldate = {2013-12-16},
journal = {International Journal of Arts and Technology},
volume = {6},
issue = {4},
pages = {388--409},
abstract = {In this paper, we present a quantitative, comparative study of a multimedia environment about social justice that users can control using whole body interaction or a simple control device. We explore the efficacy of using embodied metaphor-based whole body interaction compared to controller-based interaction for an abstract domain (social justice). We describe how conceptual metaphor theory can be applied to the design of a whole body interaction model, focusing on the twin-pan balance image schema and its metaphorical elaboration that structures the concept of balance in social justice. We describe the Springboard system, our methodology and results from a study with 76 participants. Our results indicate that participants were able to interact with our system using both input approaches. However, participants in the whole body group were more deeply impacted by their experiences related to social justice than those in the control device group.},
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In this paper, we present a quantitative, comparative study of a multimedia environment about social justice that users can control using whole body interaction or a simple control device. We explore the efficacy of using embodied metaphor-based whole body interaction compared to controller-based interaction for an abstract domain (social justice). We describe how conceptual metaphor theory can be applied to the design of a whole body interaction model, focusing on the twin-pan balance image schema and its metaphorical elaboration that structures the concept of balance in social justice. We describe the Springboard system, our methodology and results from a study with 76 participants. Our results indicate that participants were able to interact with our system using both input approaches. However, participants in the whole body group were more deeply impacted by their experiences related to social justice than those in the control device group.
Marshall, Paul; Antle, Alissa; Hoven, Elise Van Den; Rogers, Yvonne
Introduction to the Special Issue on the Theory and Practice of Embodied Interaction in HCI and Interaction Design Journal Article
In: ACM Trans. Comput.-Hum. Interact., vol. 20, no. 1, 2013, ISSN: 1073-0516.
@article{10.1145/2442106.2442107,
title = {Introduction to the Special Issue on the Theory and Practice of Embodied Interaction in HCI and Interaction Design},
author = {Paul Marshall and Alissa Antle and Elise Van Den Hoven and Yvonne Rogers},
url = {https://doi.org/10.1145/2442106.2442107},
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year = {2013},
date = {2013-04-01},
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Tanenbaum, Karen; Hatala, Marek; Tanenbaum, Theresa; Wakkary, Ron; Antle, Alissa
A Case Study of Intended Versus Actual Experience of Adaptivity in a Tangible Storytelling System Journal Article
In: User Modeling and User-Adapted Interaction The Journal of Personalization Research, vol. March, pp. 43 pages, 2013.
@article{article,
title = {A Case Study of Intended Versus Actual Experience of Adaptivity in a Tangible Storytelling System},
author = {Karen Tanenbaum and Marek Hatala and Theresa Tanenbaum and Ron Wakkary and Alissa Antle},
doi = {10.1007/s11257-013-9140-9},
year = {2013},
date = {2013-01-01},
journal = {User Modeling and User-Adapted Interaction The Journal of Personalization Research},
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Antle, Alissa N.; Wise, Alyssa F.
Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design Journal Article
In: Interacting with Computers, vol. 25, no. 1, pp. 1–20, 2013, ISSN: 0953-5438.
@article{10.1093/iwc/iws007,
title = {Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design},
author = {Alissa N. Antle and Alyssa F. Wise},
url = {https://doi.org/10.1093/iwc/iws007},
doi = {10.1093/iwc/iws007},
issn = {0953-5438},
year = {2013},
date = {2013-01-01},
journal = {Interacting with Computers},
volume = {25},
number = {1},
pages = {1--20},
abstract = {Many researchers have suggested that tangible user interfaces (TUIs) have potential for supporting learning. However, the theories used to explain possible effects are often invoked at a very broad level without explication of specific mechanisms by which the affordances of TUIs may be important for learning processes. Equally problematic, we lack theoretically grounded guidance for TUI designers as to what design choices might have significant impacts on learning and how to make informed choices in this regard. In this paper, we build on previous efforts to address the need for a structure to think about TUI design for learning by constructing the Tangible Learning Design Framework. We first compile a taxonomy of five elements for thinking about the relationships between TUI features, interactions and learning. We then briefly review cognitive, constructivist, embodied, distributed and social perspectives on cognition and learning and match specific theories to the key elements in the taxonomy to determine guidelines for design. In each case, we provide examples from previous work to explicate our guidelines; where empirical work is lacking, we suggest avenues for further research. Together, the taxonomy and guidelines constitute the Tangible Learning Design Framework. The framework advances thinking in the area by highlighting decisions in TUI design important for learning, providing initial guidance for thinking about these decisions through the lenses of theories of cognition and learning, and generating a blueprint for research on testable mechanisms of action by which TUI design can affect learning.},
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Many researchers have suggested that tangible user interfaces (TUIs) have potential for supporting learning. However, the theories used to explain possible effects are often invoked at a very broad level without explication of specific mechanisms by which the affordances of TUIs may be important for learning processes. Equally problematic, we lack theoretically grounded guidance for TUI designers as to what design choices might have significant impacts on learning and how to make informed choices in this regard. In this paper, we build on previous efforts to address the need for a structure to think about TUI design for learning by constructing the Tangible Learning Design Framework. We first compile a taxonomy of five elements for thinking about the relationships between TUI features, interactions and learning. We then briefly review cognitive, constructivist, embodied, distributed and social perspectives on cognition and learning and match specific theories to the key elements in the taxonomy to determine guidelines for design. In each case, we provide examples from previous work to explicate our guidelines; where empirical work is lacking, we suggest avenues for further research. Together, the taxonomy and guidelines constitute the Tangible Learning Design Framework. The framework advances thinking in the area by highlighting decisions in TUI design important for learning, providing initial guidance for thinking about these decisions through the lenses of theories of cognition and learning, and generating a blueprint for research on testable mechanisms of action by which TUI design can affect learning.
May, Aaron; Choo, Amber; Neustaedter, Carman; Antle, Alissa
A mixed-methods evaluation of nonverbal communication in collaborative video games Proceedings Article
In: 2013 IEEE International Games Innovation Conference (IGIC), pp. 169–174, 2013.
@inproceedings{6659127,
title = {A mixed-methods evaluation of nonverbal communication in collaborative video games},
author = {Aaron May and Amber Choo and Carman Neustaedter and Alissa Antle},
doi = {10.1109/IGIC.2013.6659127},
year = {2013},
date = {2013-01-01},
booktitle = {2013 IEEE International Games Innovation Conference (IGIC)},
pages = {169--174},
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Tanenbaum, Theresa Jean; Antle, Alissa N.; Robinson, John
Three Perspectives on Behavior Change for Serious Games Proceedings Article
In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 3389–3392, Association for Computing Machinery, Paris, France, 2013, ISBN: 9781450318990.
@inproceedings{10.1145/2470654.2466464,
title = {Three Perspectives on Behavior Change for Serious Games},
author = {Theresa Jean Tanenbaum and Alissa N. Antle and John Robinson},
url = {https://doi.org/10.1145/2470654.2466464},
doi = {10.1145/2470654.2466464},
isbn = {9781450318990},
year = {2013},
date = {2013-01-01},
urldate = {2013-01-01},
booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},
pages = {3389–3392},
publisher = {Association for Computing Machinery},
address = {Paris, France},
series = {CHI '13},
abstract = {Research into the effects of serious games often engages with interdisciplinary models of how human behaviors are shaped and changed over time. To better understand these different perspectives we articulate three cognitive models of behavior change and consider the potential of these models to support a deeper understanding of behavior change in serious games. Two of these models -- Information Deficit and Procedural Rhetoric -- have already been employed in the design of serious games, while the third -- Emergent Dialogue -- is introduced from the field of Environmental Studies. We situate this discussion within a context of designing games for public engagement with issues of environmental sustainability.},
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Research into the effects of serious games often engages with interdisciplinary models of how human behaviors are shaped and changed over time. To better understand these different perspectives we articulate three cognitive models of behavior change and consider the potential of these models to support a deeper understanding of behavior change in serious games. Two of these models -- Information Deficit and Procedural Rhetoric -- have already been employed in the design of serious games, while the third -- Emergent Dialogue -- is introduced from the field of Environmental Studies. We situate this discussion within a context of designing games for public engagement with issues of environmental sustainability.
Antle, Alissa N.; Wang, Sijie
Comparing Motor-Cognitive Strategies for Spatial Problem Solving with Tangible and Multi-Touch Interfaces Proceedings Article
In: Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction, pp. 65–72, Association for Computing Machinery, Barcelona, Spain, 2013, ISBN: 9781450318983.
@inproceedings{10.1145/2460625.2460635,
title = {Comparing Motor-Cognitive Strategies for Spatial Problem Solving with Tangible and Multi-Touch Interfaces},
author = {Alissa N. Antle and Sijie Wang},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2460625.2460635},
doi = {10.1145/2460625.2460635},
isbn = {9781450318983},
year = {2013},
date = {2013-01-01},
urldate = {2013-01-01},
booktitle = {Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction},
pages = {65–72},
publisher = {Association for Computing Machinery},
address = {Barcelona, Spain},
series = {TEI '13},
abstract = {We present the results from a mixed methods comparison of a tangible and a multi-touch interface for a spatial problem solving task. We applied a modified version of a previous framework to code video of hand-based events. This enabled us to investigate motor-cognitive strategies as well as traditional performance and preference constructs. Sixteen adult participants completed jigsaw puzzles using both interfaces. Our results suggest that the 3D manipulation space, eyes-free tactile feedback, and the offline workspace afforded by the tangible interface enabled more efficient and effective motor-cognitive strategies. We discuss the implications of these findings for interface design; including suggestions for spatial and visual structures that may support epistemic strategies, and hybrid interfaces where tangible handles may be used as structural anchors as well as controls and representational objects.},
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We present the results from a mixed methods comparison of a tangible and a multi-touch interface for a spatial problem solving task. We applied a modified version of a previous framework to code video of hand-based events. This enabled us to investigate motor-cognitive strategies as well as traditional performance and preference constructs. Sixteen adult participants completed jigsaw puzzles using both interfaces. Our results suggest that the 3D manipulation space, eyes-free tactile feedback, and the offline workspace afforded by the tangible interface enabled more efficient and effective motor-cognitive strategies. We discuss the implications of these findings for interface design; including suggestions for spatial and visual structures that may support epistemic strategies, and hybrid interfaces where tangible handles may be used as structural anchors as well as controls and representational objects.
Antle, Alissa N.; Wise, Alyssa F.; Hall, Amanda; Nowroozi, Saba; Tan, Perry; Warren, Jillian; Eckersley, Rachael; Fan, Michelle
Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity Proceedings Article
In: Proceedings of the 12th International Conference on Interaction Design and Children, pp. 565–568, Association for Computing Machinery, New York, New York, USA, 2013, ISBN: 9781450319188.
@inproceedings{10.1145/2485760.2485866,
title = {Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity},
author = {Alissa N. Antle and Alyssa F. Wise and Amanda Hall and Saba Nowroozi and Perry Tan and Jillian Warren and Rachael Eckersley and Michelle Fan},
url = {https://doi.org/10.1145/2485760.2485866},
doi = {10.1145/2485760.2485866},
isbn = {9781450319188},
year = {2013},
date = {2013-01-01},
booktitle = {Proceedings of the 12th International Conference on Interaction Design and Children},
pages = {565–568},
publisher = {Association for Computing Machinery},
address = {New York, New York, USA},
series = {IDC '13},
abstract = {Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children. It was implemented on a Microsoft Pixelsense digital tabletop. The main method of interaction is through physical stamp objects that children use to "stamp" different land use types onto an interactive map. Youtopia was developed to investigate issues surrounding how to design and evaluate children's collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Our primary concern is to investigate questions about codependent access points, which may enable positive interdependence among children. Codependent access points are characteristics that enable two or more children to participate and interact together. In Youtopia these implemented through sequences of stamps that are required for successful interaction, which can be assigned to children (codependent mode) or remain unassigned (independent mode).},
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Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children. It was implemented on a Microsoft Pixelsense digital tabletop. The main method of interaction is through physical stamp objects that children use to "stamp" different land use types onto an interactive map. Youtopia was developed to investigate issues surrounding how to design and evaluate children's collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Our primary concern is to investigate questions about codependent access points, which may enable positive interdependence among children. Codependent access points are characteristics that enable two or more children to participate and interact together. In Youtopia these implemented through sequences of stamps that are required for successful interaction, which can be assigned to children (codependent mode) or remain unassigned (independent mode).
2012
Antle, Alissa N.
Research opportunities: Embodied child–computer interaction Journal Article
In: International Journal of Child-Computer Interaction, vol. 1, no. 1, pp. 30-36, 2012, ISSN: 2212-8689.
@article{ANTLE201330,
title = {Research opportunities: Embodied child–computer interaction},
author = {Alissa N. Antle},
url = {https://www.sciencedirect.com/science/article/pii/S2212868912000025},
doi = {https://doi.org/10.1016/j.ijcci.2012.08.001},
issn = {2212-8689},
year = {2012},
date = {2012-09-20},
journal = {International Journal of Child-Computer Interaction},
volume = {1},
number = {1},
pages = {30-36},
abstract = {The child–computer-interaction community has been increasingly influenced by an interaction paradigm called embodied interaction. Embodied child–computer interaction is grounded in theories of embodied cognition that include a dynamic systems perspective on children’s development, different mechanisms for offloading cognition to the world, and inter-related theories about how movement informs learning and cognition. The last ten years have seen these perspectives on cognition rise in prevalence and acceptance in the cognitive science community. But what is embodied child–computer interaction? How does it change how we design interactive technologies for children? What are the gaps in knowledge that need to be addressed? In this paper, I provide a short introduction to embodied cognition and embodied child–computer interaction, discuss several roles that theories can play in child–computer interaction research, and identify three important groups of theories that have practical application in interaction design. Each area is explained and illustrated with recent work from the field. Opportunities for future research are broadly identified. The main contribution of the paper is the framing and identification of three opportunities for research in embodied child–computer interaction, which I hope will set the stage for future research publications in this international journal of child–computer interaction.},
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The child–computer-interaction community has been increasingly influenced by an interaction paradigm called embodied interaction. Embodied child–computer interaction is grounded in theories of embodied cognition that include a dynamic systems perspective on children’s development, different mechanisms for offloading cognition to the world, and inter-related theories about how movement informs learning and cognition. The last ten years have seen these perspectives on cognition rise in prevalence and acceptance in the cognitive science community. But what is embodied child–computer interaction? How does it change how we design interactive technologies for children? What are the gaps in knowledge that need to be addressed? In this paper, I provide a short introduction to embodied cognition and embodied child–computer interaction, discuss several roles that theories can play in child–computer interaction research, and identify three important groups of theories that have practical application in interaction design. Each area is explained and illustrated with recent work from the field. Opportunities for future research are broadly identified. The main contribution of the paper is the framing and identification of three opportunities for research in embodied child–computer interaction, which I hope will set the stage for future research publications in this international journal of child–computer interaction.
Antle, Alissa N.
Exploring how children use their hands to think: an embodied interactional analysis Journal Article
In: Behaviour & Information Technology, vol. 32, no. 9, pp. 938-954, 2012.
@article{Antle01092013,
title = {Exploring how children use their hands to think: an embodied interactional analysis},
author = {Alissa N. Antle},
url = {https://doi.org/10.1080/0144929X.2011.630415},
doi = {10.1080/0144929X.2011.630415},
year = {2012},
date = {2012-03-01},
journal = {Behaviour & Information Technology},
volume = {32},
number = {9},
pages = {938-954},
abstract = {In order to better understand how to design hands-on child-computer interaction, we explore how different styles of interaction facilitate children's thinking while they use their hands to manipulate objects. We present an exploratory study of children solving a spatial puzzle task. We investigate how the affordances of physical, graphical and tangible interfaces may facilitate the development of thinking skills including mental visualisation, problem space exploration and collaboration. We utilise the theory of complementary actions taken from embodied cognition to develop a video coding methodology that allows us to classify behavioural activity and make inferences about thinking skills development. Our findings indicated that the combination of direct hands-on input style with audio-visual feedback facilitated by the tangible user interface enabled a dynamic task completion strategy, which supports the development of mental skills with a slight time cost. The mouse and graphical user interface supported a trial and error approach, which may limit skills development. The physical cardboard puzzle enabled effective task completion but provided less support for social interaction and problem space exploration. We conclude with design recommendations.},
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In order to better understand how to design hands-on child-computer interaction, we explore how different styles of interaction facilitate children's thinking while they use their hands to manipulate objects. We present an exploratory study of children solving a spatial puzzle task. We investigate how the affordances of physical, graphical and tangible interfaces may facilitate the development of thinking skills including mental visualisation, problem space exploration and collaboration. We utilise the theory of complementary actions taken from embodied cognition to develop a video coding methodology that allows us to classify behavioural activity and make inferences about thinking skills development. Our findings indicated that the combination of direct hands-on input style with audio-visual feedback facilitated by the tangible user interface enabled a dynamic task completion strategy, which supports the development of mental skills with a slight time cost. The mouse and graphical user interface supported a trial and error approach, which may limit skills development. The physical cardboard puzzle enabled effective task completion but provided less support for social interaction and problem space exploration. We conclude with design recommendations.
Antle, Alissa N.; Bevans, Allen
Creative Design: Exploring Value Propositions with Urban Nepalese Children Proceedings Article
In: Nijholt, Anton; ao, Teresa Rom; Reidsma, Dennis (Ed.): Advances in Computer Entertainment, pp. 465–468, Springer Berlin Heidelberg, Berlin, Heidelberg, 2012, ISBN: 978-3-642-34292-9.
@inproceedings{10.1007/978-3-642-34292-9_36,
title = {Creative Design: Exploring Value Propositions with Urban Nepalese Children},
author = {Alissa N. Antle and Allen Bevans},
editor = {Anton Nijholt and Teresa Rom ao and Dennis Reidsma},
isbn = {978-3-642-34292-9},
year = {2012},
date = {2012-01-01},
booktitle = {Advances in Computer Entertainment},
pages = {465--468},
publisher = {Springer Berlin Heidelberg},
address = {Berlin, Heidelberg},
abstract = {Interactive technologies are being introduced into urban children's lives in developing countries. It is critical that these children have an active voice in the process of developing such technologies. Towards these aims we describe the research goals, process and outcomes for an action research project. The overarching goal of the research is to investigate and better understand how edutainment-based interactive technologies might change or improve the lives of urban Nepalese children, their families and their communities. In this paper, we describe the preliminary phase of the research in which in which we design and run a creative design workshop with Nepalese children.},
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Interactive technologies are being introduced into urban children's lives in developing countries. It is critical that these children have an active voice in the process of developing such technologies. Towards these aims we describe the research goals, process and outcomes for an action research project. The overarching goal of the research is to investigate and better understand how edutainment-based interactive technologies might change or improve the lives of urban Nepalese children, their families and their communities. In this paper, we describe the preliminary phase of the research in which in which we design and run a creative design workshop with Nepalese children.
Macret, Matthieu; Antle, Alissa N.; Pasquier, Philippe
Can a paper-based sketching interface improve the gamer experience in strategy computer games? Proceedings Article
In: 2012 4th International Conference on Intelligent Human Computer Interaction (IHCI), pp. 1–6, 2012.
@inproceedings{6481817,
title = {Can a paper-based sketching interface improve the gamer experience in strategy computer games?},
author = {Matthieu Macret and Alissa N. Antle and Philippe Pasquier},
doi = {10.1109/IHCI.2012.6481817},
year = {2012},
date = {2012-01-01},
booktitle = {2012 4th International Conference on Intelligent Human Computer Interaction (IHCI)},
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Antle, Alissa N.
Knowledge Gaps in Hands-on Tangible Interaction Research Proceedings Article
In: Proceedings of the 14th ACM International Conference on Multimodal Interaction, pp. 233–240, Association for Computing Machinery, Santa Monica, California, USA, 2012, ISBN: 9781450314671.
@inproceedings{10.1145/2388676.2388726,
title = {Knowledge Gaps in Hands-on Tangible Interaction Research},
author = {Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2388676.2388726},
doi = {10.1145/2388676.2388726},
isbn = {9781450314671},
year = {2012},
date = {2012-01-01},
booktitle = {Proceedings of the 14th ACM International Conference on Multimodal Interaction},
pages = {233–240},
publisher = {Association for Computing Machinery},
address = {Santa Monica, California, USA},
series = {ICMI '12},
abstract = {Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.},
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Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.
Hillman, Serena; Neustaedter, Carman; Bowes, John; Antle, Alissa
Soft Trust and MCommerce Shopping Behaviours Proceedings Article
In: Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services, pp. 113–122, Association for Computing Machinery, San Francisco, California, USA, 2012, ISBN: 9781450311052.
@inproceedings{10.1145/2371574.2371593,
title = {Soft Trust and MCommerce Shopping Behaviours},
author = {Serena Hillman and Carman Neustaedter and John Bowes and Alissa Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2371574.2371593},
doi = {10.1145/2371574.2371593},
isbn = {9781450311052},
year = {2012},
date = {2012-01-01},
booktitle = {Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services},
pages = {113–122},
publisher = {Association for Computing Machinery},
address = {San Francisco, California, USA},
series = {MobileHCI '12},
abstract = {Recently, there has been widespread growth of shopping and buying on mobile devices, termed mCommerce. With this comes a need to understand how to best design experiences for mobile shopping. To help address this, we conducted a diary and interview study with mCommerce shoppers who have already adopted the technology and shop on their mobile devices regularly. Our study explores typical mCommerce routines and behaviours along with issues of soft trust, given its long-term concern for eCommerce. Our results describe spontaneous purchasing and routine shopping behaviours where people gravitate to their mobile device even if a computer is nearby. We found that participants faced few trust issues because they had limited access to unknown companies. In addition, app marketplaces and recommendations from friends offered a form of brand protection. These findings suggest that companies can decrease trust issues by tying mCommerce designs to friend networks and known marketplaces. The caveat for shoppers, however, is that they can be easily lured into a potentially false sense of trust.},
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Recently, there has been widespread growth of shopping and buying on mobile devices, termed mCommerce. With this comes a need to understand how to best design experiences for mobile shopping. To help address this, we conducted a diary and interview study with mCommerce shoppers who have already adopted the technology and shop on their mobile devices regularly. Our study explores typical mCommerce routines and behaviours along with issues of soft trust, given its long-term concern for eCommerce. Our results describe spontaneous purchasing and routine shopping behaviours where people gravitate to their mobile device even if a computer is nearby. We found that participants faced few trust issues because they had limited access to unknown companies. In addition, app marketplaces and recommendations from friends offered a form of brand protection. These findings suggest that companies can decrease trust issues by tying mCommerce designs to friend networks and known marketplaces. The caveat for shoppers, however, is that they can be easily lured into a potentially false sense of trust.
Macaranas, Anna; Antle, Alissa N.; Riecke, Bernhard E.
Bridging the Gap: Attribute and Spatial Metaphors for Tangible Interface Design Proceedings Article
In: Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction, pp. 161–168, Association for Computing Machinery, Kingston, Ontario, Canada, 2012, ISBN: 9781450311748.
@inproceedings{10.1145/2148131.2148166,
title = {Bridging the Gap: Attribute and Spatial Metaphors for Tangible Interface Design},
author = {Anna Macaranas and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2148131.2148166},
doi = {10.1145/2148131.2148166},
isbn = {9781450311748},
year = {2012},
date = {2012-01-01},
urldate = {2012-01-01},
booktitle = {Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction},
pages = {161–168},
publisher = {Association for Computing Machinery},
address = {Kingston, Ontario, Canada},
series = {TEI '12},
abstract = {If tangible user interfaces (TUIs) are going to move out of research labs and into mainstream use they need to support tasks in abstract as well as spatial domains. Designers need guidelines for TUIs in these domains. Conceptual Metaphor Theory can be used to design the relations between physical objects and abstract representations. In this paper, we use physical attributes and spatial properties of objects as source domains for conceptual metaphors. We present an empirical study where twenty participants matched physical representations of image schemas to metaphorically paired adjectives. Based on our findings, we suggest twenty pairings that are easily identified, suggest groups of image schemas that can serve as source domains for a variety of metaphors, and provide guidelines for structuring physical-abstract mappings in abstract domains. These guidelines can help designers apply metaphor theory to design problems in abstract domains, resulting in effective interaction.},
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If tangible user interfaces (TUIs) are going to move out of research labs and into mainstream use they need to support tasks in abstract as well as spatial domains. Designers need guidelines for TUIs in these domains. Conceptual Metaphor Theory can be used to design the relations between physical objects and abstract representations. In this paper, we use physical attributes and spatial properties of objects as source domains for conceptual metaphors. We present an empirical study where twenty participants matched physical representations of image schemas to metaphorically paired adjectives. Based on our findings, we suggest twenty pairings that are easily identified, suggest groups of image schemas that can serve as source domains for a variety of metaphors, and provide guidelines for structuring physical-abstract mappings in abstract domains. These guidelines can help designers apply metaphor theory to design problems in abstract domains, resulting in effective interaction.
2011
S. Bakker, Antle
Embodied metaphors in tangible interaction design Journal Article
In: Personal and Ubiquitous Computing , vol. 16, pp. 433–449, 2011.
@article{nokey,
title = { Embodied metaphors in tangible interaction design},
author = {Bakker, S., Antle, A.N. & van den Hoven, E},
url = {https://link.springer.com/article/10.1007/s00779-011-0410-4#citeas},
doi = {https://doi.org/10.1007/s00779-011-0410-},
year = {2011},
date = {2011-06-12},
journal = {Personal and Ubiquitous Computing },
volume = {16},
pages = {433–449},
abstract = {For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.},
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For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.
Speelpenning, Tess; Antle, Alissa N.; Doering, Tanja; Hoven, Elise
Exploring How Tangible Tools Enable Collaboration in a Multi-touch Tabletop Game Proceedings Article
In: Campos, Pedro; Graham, Nicholas; Jorge, Joaquim; Nunes, Nuno; Palanque, Philippe; Winckler, Marco (Ed.): Human-Computer Interaction -- INTERACT 2011, pp. 605–621, Springer Berlin Heidelberg, Berlin, Heidelberg, 2011, ISBN: 978-3-642-23771-3.
@inproceedings{10.1007/978-3-642-23771-3_45,
title = {Exploring How Tangible Tools Enable Collaboration in a Multi-touch Tabletop Game},
author = {Tess Speelpenning and Alissa N. Antle and Tanja Doering and Elise Hoven},
editor = {Pedro Campos and Nicholas Graham and Joaquim Jorge and Nuno Nunes and Philippe Palanque and Marco Winckler},
isbn = {978-3-642-23771-3},
year = {2011},
date = {2011-01-01},
booktitle = {Human-Computer Interaction -- INTERACT 2011},
pages = {605--621},
publisher = {Springer Berlin Heidelberg},
address = {Berlin, Heidelberg},
abstract = {Digital tabletop surfaces afford multiple user interaction and collaboration. Hybrid tabletops that include both tangible and multi-touch elements are increasingly being deployed in public settings (e.g. Microsoft Surface, reacTable). Designers need to understand how the different characteristics of tangible and multi-touch interface elements affect collaborative activity on tabletops. In this paper, we report on a mixed methods exploratory study of a collaborative tabletop game about sustainable development. We explore the effects of tangible and multi-touch tools on collaborative activity. Forty-five participants, in trios, played the game using both versions of the tools. Our analysis includes quantitative performance measures, qualitative themes and behavioral measures. Findings suggest that both tangible and multi-touch tools enabled effective tool use and that collaborative activity was more influenced by group dynamics than tool modality. However, we observed that the physicality of the tangible tools facilitated individual ownership and announcement of tool use, which in turn supported group and tool awareness.},
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Digital tabletop surfaces afford multiple user interaction and collaboration. Hybrid tabletops that include both tangible and multi-touch elements are increasingly being deployed in public settings (e.g. Microsoft Surface, reacTable). Designers need to understand how the different characteristics of tangible and multi-touch interface elements affect collaborative activity on tabletops. In this paper, we report on a mixed methods exploratory study of a collaborative tabletop game about sustainable development. We explore the effects of tangible and multi-touch tools on collaborative activity. Forty-five participants, in trios, played the game using both versions of the tools. Our analysis includes quantitative performance measures, qualitative themes and behavioral measures. Findings suggest that both tangible and multi-touch tools enabled effective tool use and that collaborative activity was more influenced by group dynamics than tool modality. However, we observed that the physicality of the tangible tools facilitated individual ownership and announcement of tool use, which in turn supported group and tool awareness.
Antle, Alissa N.; Wise, Alyssa F.; Nielsen, Kristine
Towards Utopia: Designing Tangibles for Learning Proceedings Article
In: Proceedings of the 10th International Conference on Interaction Design and Children, pp. 11–20, Association for Computing Machinery, Ann Arbor, Michigan, 2011, ISBN: 9781450307512.
@inproceedings{10.1145/1999030.1999032,
title = {Towards Utopia: Designing Tangibles for Learning},
author = {Alissa N. Antle and Alyssa F. Wise and Kristine Nielsen},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1999030.1999032},
doi = {10.1145/1999030.1999032},
isbn = {9781450307512},
year = {2011},
date = {2011-01-01},
booktitle = {Proceedings of the 10th International Conference on Interaction Design and Children},
pages = {11–20},
publisher = {Association for Computing Machinery},
address = {Ann Arbor, Michigan},
series = {IDC '11},
abstract = {We describe a tangible user interface-based learning environment for children called Towards Utopia. The environment was designed to enable children, aged seven to ten, to actively construct knowledge around concepts related to land use planning and sustainable development in their community. We use Towards Utopia as a research prototype to investigate how and why tangible users interfaces can be designed to support, augment, or constrain learning opportunities. We follow a design-oriented research approach that includes a theoretically grounded analysis of design features of Towards Utopia to understand how and why design choices influence the kinds of learning opportunities created. We also describe the results of our empirical evaluation of learning outcomes in order to validate the effectiveness of our design. We conclude with general guidelines for the design of tangibles for learning.},
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We describe a tangible user interface-based learning environment for children called Towards Utopia. The environment was designed to enable children, aged seven to ten, to actively construct knowledge around concepts related to land use planning and sustainable development in their community. We use Towards Utopia as a research prototype to investigate how and why tangible users interfaces can be designed to support, augment, or constrain learning opportunities. We follow a design-oriented research approach that includes a theoretically grounded analysis of design features of Towards Utopia to understand how and why design choices influence the kinds of learning opportunities created. We also describe the results of our empirical evaluation of learning outcomes in order to validate the effectiveness of our design. We conclude with general guidelines for the design of tangibles for learning.
Bekker, Tilde; Antle, Alissa N.
Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology Proceedings Article
In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 2531–2540, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302289.
@inproceedings{10.1145/1978942.1979312,
title = {Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology},
author = {Tilde Bekker and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1978942.1979312},
doi = {10.1145/1978942.1979312},
isbn = {9781450302289},
year = {2011},
date = {2011-01-01},
urldate = {2011-01-01},
booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},
pages = {2531–2540},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI '11},
abstract = {There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.},
keywords = {},
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There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.
Seaborn, Katie; Antle, Alissa N.
Designing a Wearable Vibrotactile Feedforward Wrist Display for Novice Gameplay Proceedings Article
In: Anacleto, Junia Coutinho; Fels, Sidney; Graham, Nicholas; Kapralos, Bill; El-Nasr, Magy Saif; Stanley, Kevin (Ed.): Entertainment Computing -- ICEC 2011, pp. 379–382, Springer Berlin Heidelberg, Berlin, Heidelberg, 2011, ISBN: 978-3-642-24500-8.
@inproceedings{10.1007/978-3-642-24500-8_46,
title = {Designing a Wearable Vibrotactile Feedforward Wrist Display for Novice Gameplay},
author = {Katie Seaborn and Alissa N. Antle},
editor = {Junia Coutinho Anacleto and Sidney Fels and Nicholas Graham and Bill Kapralos and Magy Saif El-Nasr and Kevin Stanley},
isbn = {978-3-642-24500-8},
year = {2011},
date = {2011-01-01},
booktitle = {Entertainment Computing -- ICEC 2011},
pages = {379--382},
publisher = {Springer Berlin Heidelberg},
address = {Berlin, Heidelberg},
abstract = {As the potential of the video game medium expands, new design challenges come to light. In this paper, we present the design of a wearable vibrotactile feedforward display for novice players. The device, named ``The Gauntlet Guide,'' is designed to provide vibrotactile guidance cues during navigation tasks in a fast-paced, visual- and audio-intensive video game. We report on a preliminary study in which we assessed the reliability, ergonomics and appeal of the display. Our findings support continued research on haptic feedforward as a viable technique for scaffolding the learning curve in modern video game environments and engaging novice players in gameplay.},
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As the potential of the video game medium expands, new design challenges come to light. In this paper, we present the design of a wearable vibrotactile feedforward display for novice players. The device, named ``The Gauntlet Guide,'' is designed to provide vibrotactile guidance cues during navigation tasks in a fast-paced, visual- and audio-intensive video game. We report on a preliminary study in which we assessed the reliability, ergonomics and appeal of the display. Our findings support continued research on haptic feedforward as a viable technique for scaffolding the learning curve in modern video game environments and engaging novice players in gameplay.
Vidyarthi, J.; Riecke, B. E.; Antle, A. N.
Sympathetic Guitar: Humans Respond Socially to Interactive Technology in an Abstract, Expressive Context Proceedings Article
In: Cunningham, Douglas; Isenberg, Tobias (Ed.): Computational Aesthetics in Graphics, Visualization, and Imaging, The Eurographics Association, 2011, ISSN: 1816-0859.
@inproceedings{10.2312:COMPAESTH:COMPAESTH11:009-016,
title = {Sympathetic Guitar: Humans Respond Socially to Interactive Technology in an Abstract, Expressive Context},
author = {J. Vidyarthi and B. E. Riecke and A. N. Antle},
editor = {Douglas Cunningham and Tobias Isenberg},
doi = {10.2312/COMPAESTH/COMPAESTH11/009-016},
issn = {1816-0859},
year = {2011},
date = {2011-01-01},
booktitle = {Computational Aesthetics in Graphics, Visualization, and Imaging},
publisher = {The Eurographics Association},
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Bevans, Allen; Hsiao, Ying-Ting; Antle, Alissa
Supporting Children's Creativity through Tangible User Interfaces Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 1741–1746, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
@inproceedings{10.1145/1979742.1979838,
title = {Supporting Children's Creativity through Tangible User Interfaces},
author = {Allen Bevans and Ying-Ting Hsiao and Alissa Antle},
url = {https://doi.org/10.1145/1979742.1979838},
doi = {10.1145/1979742.1979838},
isbn = {9781450302685},
year = {2011},
date = {2011-01-01},
booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},
pages = {1741–1746},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI EA '11},
abstract = {We outline a preliminary research approach intended to explore the potential of tangible user interfaces (TUI's) in supporting children's creative problem solving activities, specifically those requiring the generation of divergent solutions. Our approach is grounded in theoretical notions taken from psychology, neuroscience, and developmental cognition. We detail a TUI currently in development called the Invention Workbench, and summarize how theoretical considerations have shaped the design of the interface.},
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We outline a preliminary research approach intended to explore the potential of tangible user interfaces (TUI's) in supporting children's creative problem solving activities, specifically those requiring the generation of divergent solutions. Our approach is grounded in theoretical notions taken from psychology, neuroscience, and developmental cognition. We detail a TUI currently in development called the Invention Workbench, and summarize how theoretical considerations have shaped the design of the interface.
Milne, Andrew P.; Antle, Alissa N.; Riecke, Bernhard E.
Tangible and Body-Based Interaction with Auditory Maps Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 2329–2334, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
@inproceedings{10.1145/1979742.1979874,
title = {Tangible and Body-Based Interaction with Auditory Maps},
author = {Andrew P. Milne and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1145/1979742.1979874},
doi = {10.1145/1979742.1979874},
isbn = {9781450302685},
year = {2011},
date = {2011-01-01},
booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},
pages = {2329–2334},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI EA '11},
abstract = {Blind people face a significant challenge navigating through the world, especially in novel environments. Maps, the most common of navigational aids, are of little use to the blind, who could benefit greatly from the information they contain. Recent work in auditory maps has shown the potential for delivering spatial information through sound. Users control their position and orientation on a digitally enhanced map and listen for the location of important landmarks. Orientation control is important because sound localization cues can sometimes be ambiguous, especially when in front of and behind a listener. Previous devices have used a tangible interface, in which users manipulate a small motion tracked object, to allow users to control their position and orientation on a map. Motivated by research that has identified the importance of body-based cues, from the joints, muscles and vestibular system in spatial perception, we expanded on previous interfaces by constructing an auditory map prototype that allows users to control their orientation through natural head movements. A pilot study was conducted to compare the head-movement-based interface to a tangible interface.},
keywords = {},
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Blind people face a significant challenge navigating through the world, especially in novel environments. Maps, the most common of navigational aids, are of little use to the blind, who could benefit greatly from the information they contain. Recent work in auditory maps has shown the potential for delivering spatial information through sound. Users control their position and orientation on a digitally enhanced map and listen for the location of important landmarks. Orientation control is important because sound localization cues can sometimes be ambiguous, especially when in front of and behind a listener. Previous devices have used a tangible interface, in which users manipulate a small motion tracked object, to allow users to control their position and orientation on a map. Motivated by research that has identified the importance of body-based cues, from the joints, muscles and vestibular system in spatial perception, we expanded on previous interfaces by constructing an auditory map prototype that allows users to control their orientation through natural head movements. A pilot study was conducted to compare the head-movement-based interface to a tangible interface.
Vidyarthi, Jay; Antle, Alissa N.; Riecke, Bernhard E.
Sympathetic Guitar: Can a Digitally Augmented Guitar Be a Social Entity? Proceedings Article
In: CHI '11 Extended Abstracts on Human Factors in Computing Systems, pp. 1819–1824, Association for Computing Machinery, Vancouver, BC, Canada, 2011, ISBN: 9781450302685.
@inproceedings{10.1145/1979742.1979863,
title = {Sympathetic Guitar: Can a Digitally Augmented Guitar Be a Social Entity?},
author = {Jay Vidyarthi and Alissa N. Antle and Bernhard E. Riecke},
url = {https://doi.org/10.1145/1979742.1979863},
doi = {10.1145/1979742.1979863},
isbn = {9781450302685},
year = {2011},
date = {2011-01-01},
booktitle = {CHI '11 Extended Abstracts on Human Factors in Computing Systems},
pages = {1819–1824},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI EA '11},
abstract = {Previous work suggests that people treat interactive media as if they were social entities. By drawing a parallel between socio-cognitive theory and interface design, we intend to experimentally determine whether deliberate design decisions can have an effect on users' perception of an interactive medium as a social entity. In this progress report, we describe the theoretical underpinnings and motivations which led to the design and implementation of the Sympathetic Guitar: a guitar interface which supplements standard acoustic sound with a spatially-separate audio response based on the user's hand positions and performance dynamics. This prototype will be used for investigating user response to a specific, socially-relevant design decision.},
keywords = {},
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Previous work suggests that people treat interactive media as if they were social entities. By drawing a parallel between socio-cognitive theory and interface design, we intend to experimentally determine whether deliberate design decisions can have an effect on users' perception of an interactive medium as a social entity. In this progress report, we describe the theoretical underpinnings and motivations which led to the design and implementation of the Sympathetic Guitar: a guitar interface which supplements standard acoustic sound with a spatially-separate audio response based on the user's hand positions and performance dynamics. This prototype will be used for investigating user response to a specific, socially-relevant design decision.
2010
Antle, Alissa N.; Bevans, Allen; Tanenbaum, Theresa Jean; Seaborn, Katie; Wang, Sijie
Futura: Design for Collaborative Learning and Game Play on a Multi-Touch Digital Tabletop Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 93–100, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
@inproceedings{10.1145/1935701.1935721,
title = {Futura: Design for Collaborative Learning and Game Play on a Multi-Touch Digital Tabletop},
author = {Alissa N. Antle and Allen Bevans and Theresa Jean Tanenbaum and Katie Seaborn and Sijie Wang},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935721},
doi = {10.1145/1935701.1935721},
isbn = {9781450304788},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {93–100},
publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {This paper introduces a collaborative learning game called Futura: The Sustainable Futures Game, which is implemented on a custom multi-touch digital tabletop platform. The goal of the game is to work with other players to support a growing population as time passes while minimizing negative impact on the environment. The design-oriented research goal of the project is to explore the novel design space of collaborative, multi-touch tabletop games for learning. Our focus is on identifying and understanding key design factors of importance in creating opportunities for learning. We use four theoretical perspectives as lenses through which we conceptualize our design intentions and inform our analysis. These perspectives are: experiential learning, constructivist learning, collaborative learning, and game theory. In this paper we discuss design features that enable collaborative learning, present the results from two observational studies, and compare our findings to other guidelines in order to contribute to the growing body of empirically derived design guidelines for tangible, embodied and embedded interaction.},
keywords = {},
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This paper introduces a collaborative learning game called Futura: The Sustainable Futures Game, which is implemented on a custom multi-touch digital tabletop platform. The goal of the game is to work with other players to support a growing population as time passes while minimizing negative impact on the environment. The design-oriented research goal of the project is to explore the novel design space of collaborative, multi-touch tabletop games for learning. Our focus is on identifying and understanding key design factors of importance in creating opportunities for learning. We use four theoretical perspectives as lenses through which we conceptualize our design intentions and inform our analysis. These perspectives are: experiential learning, constructivist learning, collaborative learning, and game theory. In this paper we discuss design features that enable collaborative learning, present the results from two observational studies, and compare our findings to other guidelines in order to contribute to the growing body of empirically derived design guidelines for tangible, embodied and embedded interaction.
Bakker, Saskia; Hoven, Elise; Antle, Alissa N.
MoSo Tangibles: Evaluating Embodied Learning Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 85–92, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
@inproceedings{10.1145/1935701.1935720,
title = {MoSo Tangibles: Evaluating Embodied Learning},
author = {Saskia Bakker and Elise Hoven and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935720},
doi = {10.1145/1935701.1935720},
isbn = {9781450304788},
year = {2010},
date = {2010-01-01},
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booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {85–92},
publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.},
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Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts.
Tanenbaum, Karen; Tanenbaum, Theresa Jean; Antle, Alissa N.; Bizzocchi, Jim; el-Nasr, Magy Seif; Hatala, Marek
Experiencing the Reading Glove Proceedings Article
In: Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 137–144, Association for Computing Machinery, Funchal, Portugal, 2010, ISBN: 9781450304788.
@inproceedings{10.1145/1935701.1935728,
title = {Experiencing the Reading Glove},
author = {Karen Tanenbaum and Theresa Jean Tanenbaum and Alissa N. Antle and Jim Bizzocchi and Magy Seif el-Nasr and Marek Hatala},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935728},
doi = {10.1145/1935701.1935728},
isbn = {9781450304788},
year = {2010},
date = {2010-01-01},
booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},
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publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {In this paper we describe the Reading Glove, a wearable RFID reader for interacting with a tangible narrative. Based on interviews with study participants, we present a set of observed themes for understanding how the wearable and tangible aspects of the Reading Glove influence the user experience. We connect our observational themes to theoretical notions from interactive narrative and tangible interaction to create a set of design considerations such as enacting a role, ownership and permission, multiplicity of interpretations and boundary objects.},
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In this paper we describe the Reading Glove, a wearable RFID reader for interacting with a tangible narrative. Based on interviews with study participants, we present a set of observed themes for understanding how the wearable and tangible aspects of the Reading Glove influence the user experience. We connect our observational themes to theoretical notions from interactive narrative and tangible interaction to create a set of design considerations such as enacting a role, ownership and permission, multiplicity of interpretations and boundary objects.
Tanenbaum, Theresa Jean; Tanenbaum, Karen; Antle, Alissa
The Reading Glove: Designing Interactions for Object-Based Tangible Storytelling Proceedings Article
In: Proceedings of the 1st Augmented Human International Conference, Association for Computing Machinery, Megève, France, 2010, ISBN: 9781605588254.
@inproceedings{10.1145/1785455.1785474,
title = {The Reading Glove: Designing Interactions for Object-Based Tangible Storytelling},
author = {Theresa Jean Tanenbaum and Karen Tanenbaum and Alissa Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1785455.1785474},
doi = {10.1145/1785455.1785474},
isbn = {9781605588254},
year = {2010},
date = {2010-01-01},
booktitle = {Proceedings of the 1st Augmented Human International Conference},
publisher = {Association for Computing Machinery},
address = {Megève, France},
series = {AH '10},
abstract = {In this paper we describe a prototype Tangible User Interface (TUI) for interactive storytelling that explores the semantic properties of tangible interactions using the fictional notion of psychometry as inspiration. We propose an extension of Heidegger's notions of "ready-to-hand" and "present-at-hand", which allows them to be applied to the narrative and semantic aspects of an interaction. The Reading Glove allows interactors to extract narrative "memories" from a collection of ten objects using natural grasping and holding behaviors via a wearable interface. These memories are presented in the form of recorded audio narration. We discuss the design process and present some early results from an informal pilot study intended to refine these design techniques for future tangible interactive narratives.},
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In this paper we describe a prototype Tangible User Interface (TUI) for interactive storytelling that explores the semantic properties of tangible interactions using the fictional notion of psychometry as inspiration. We propose an extension of Heidegger's notions of "ready-to-hand" and "present-at-hand", which allows them to be applied to the narrative and semantic aspects of an interaction. The Reading Glove allows interactors to extract narrative "memories" from a collection of ten objects using natural grasping and holding behaviors via a wearable interface. These memories are presented in the form of recorded audio narration. We discuss the design process and present some early results from an informal pilot study intended to refine these design techniques for future tangible interactive narratives.
2009
M. Droumeva, Antle; Bevans, A
Springboard: exploring embodied metaphor in the design of sound feedback for physical responsive environments Proceedings Article
In: Proceedings of International Conference on Auditory Display, pp. 1-4, 2009.
@inproceedings{nokey,
title = {Springboard: exploring embodied metaphor in the design of sound feedback for physical responsive environments},
author = {Droumeva, M., Antle, A.N., Corness, G. and Bevans, A},
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year = {2009},
date = {2009-05-18},
booktitle = {Proceedings of International Conference on Auditory Display},
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series = {ICAD '09},
abstract = {In this paper we propose a role for suing embodied metaphor in the design of sound feedback for interactive physical environments. We describe the application of a balance metaphor in the design of the interaction model for a prototype interactive environment called Springboard. We focus specifically on the auditory feedback, and conclude with a discussion of design choices and future research directions based on our prototype.},
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In this paper we propose a role for suing embodied metaphor in the design of sound feedback for interactive physical environments. We describe the application of a balance metaphor in the design of the interaction model for a prototype interactive environment called Springboard. We focus specifically on the auditory feedback, and conclude with a discussion of design choices and future research directions based on our prototype.
Tanenbaum, Karen; Antle, Alissa
A Tangible Approach to Concept Mapping Proceedings Article
In: 2009, ISBN: 978-1-4503-5971-9.
@inproceedings{inproceedings,
title = {A Tangible Approach to Concept Mapping},
author = {Karen Tanenbaum and Alissa Antle},
doi = {10.1063/1.3146183},
isbn = {978-1-4503-5971-9},
year = {2009},
date = {2009-01-01},
journal = {AIP Conference Proceedings},
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Antle, Alissa Nicole; Corness, Greg J.; Droumeva, Milena
Human-computer-intuition? Exploring the cognitive basis for intuition in embodied interaction Journal Article
In: Int. J. Arts Technol., vol. 2, pp. 235–254, 2009.
@article{Antle2009HumancomputerintuitionET,
title = {Human-computer-intuition? Exploring the cognitive basis for intuition in embodied interaction},
author = {Alissa Nicole Antle and Greg J. Corness and Milena Droumeva},
url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJART.2009.028927},
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year = {2009},
date = {2009-01-01},
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journal = {Int. J. Arts Technol.},
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pages = {235--254},
abstract = {One of the claimed benefits of embodied interaction is that it is an intuitive form of human?computer interaction. While this claim seems to be widely accepted, few studies explore the underlying cognitive mechanisms of intuition in the context of tangible and embedded interaction design. What is intuitive interaction? What makes an interface intuitive to use? We explore these questions in the context of a responsive auditory environment. We propose that intuitive interaction can be facilitated by instantiating an embodied metaphor in the mapping layer between movement-based input actions and auditory system responses. We search for evidence of benefit through a comparative study of the same responsive auditory environment implemented with and without an embodied metaphor in the interactional mapping layer. Qualitative findings about the complexities and limitations of designing intuitive interaction are summarised and the implications for the design of embodied interaction discussed.},
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One of the claimed benefits of embodied interaction is that it is an intuitive form of human?computer interaction. While this claim seems to be widely accepted, few studies explore the underlying cognitive mechanisms of intuition in the context of tangible and embedded interaction design. What is intuitive interaction? What makes an interface intuitive to use? We explore these questions in the context of a responsive auditory environment. We propose that intuitive interaction can be facilitated by instantiating an embodied metaphor in the mapping layer between movement-based input actions and auditory system responses. We search for evidence of benefit through a comparative study of the same responsive auditory environment implemented with and without an embodied metaphor in the interactional mapping layer. Qualitative findings about the complexities and limitations of designing intuitive interaction are summarised and the implications for the design of embodied interaction discussed.
Antle, Alissa N.; Corness, Greg; Bakker, Saskia; Droumeva, Milena; Hoven, Elise; Bevans, Allen
Designing to Support Reasoned Imagination through Embodied Metaphor Proceedings Article
In: Proceedings of the Seventh ACM Conference on Creativity and Cognition, pp. 275–284, Association for Computing Machinery, Berkeley, California, USA, 2009, ISBN: 9781605588650.
@inproceedings{10.1145/1640233.1640275,
title = {Designing to Support Reasoned Imagination through Embodied Metaphor},
author = {Alissa N. Antle and Greg Corness and Saskia Bakker and Milena Droumeva and Elise Hoven and Allen Bevans},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1640233.1640275},
doi = {10.1145/1640233.1640275},
isbn = {9781605588650},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
booktitle = {Proceedings of the Seventh ACM Conference on Creativity and Cognition},
pages = {275–284},
publisher = {Association for Computing Machinery},
address = {Berkeley, California, USA},
series = {C&C '09},
abstract = {Supporting users' reasoned imagination in sense making during interaction with tangible and embedded computation involves supporting the application of their existing mental schemata in understanding new forms of interaction. Recent studies that include an embodied metaphor in the interaction model, which relates action-based inputs to digital outputs, have provided evidence that this approach is beneficial. Yet the design of such systems has been difficult and full of setbacks. Wide spread adoption of this approach requires a better understanding of how to design such embodied metaphor-based interactional models. We analyze three recent design-based research studies in which we have been involved in order to derive design knowledge that may inform others. Following a case study methodology we identify kernels or points in the design process where discontinuities between predicted and actual interaction highlight important design knowledge.},
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Supporting users' reasoned imagination in sense making during interaction with tangible and embedded computation involves supporting the application of their existing mental schemata in understanding new forms of interaction. Recent studies that include an embodied metaphor in the interaction model, which relates action-based inputs to digital outputs, have provided evidence that this approach is beneficial. Yet the design of such systems has been difficult and full of setbacks. Wide spread adoption of this approach requires a better understanding of how to design such embodied metaphor-based interactional models. We analyze three recent design-based research studies in which we have been involved in order to derive design knowledge that may inform others. Following a case study methodology we identify kernels or points in the design process where discontinuities between predicted and actual interaction highlight important design knowledge.
Bakker, Saskia; Antle, Alissa N.; Hoven, Elise
Identifying Embodied Metaphors in Children's Sound-Action Mappings Proceedings Article
In: Proceedings of the 8th International Conference on Interaction Design and Children, pp. 140–149, Association for Computing Machinery, Como, Italy, 2009, ISBN: 9781605583952.
@inproceedings{10.1145/1551788.1551812,
title = {Identifying Embodied Metaphors in Children's Sound-Action Mappings},
author = {Saskia Bakker and Alissa N. Antle and Elise Hoven},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1551788.1551812},
doi = {10.1145/1551788.1551812},
isbn = {9781605583952},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
booktitle = {Proceedings of the 8th International Conference on Interaction Design and Children},
pages = {140–149},
publisher = {Association for Computing Machinery},
address = {Como, Italy},
series = {IDC '09},
abstract = {Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.},
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Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.
Antle, Alissa N.; Droumeva, Milena; Ha, Daniel
Hands on What? Comparing Children's Mouse-Based and Tangible-Based Interaction Proceedings Article
In: Proceedings of the 8th International Conference on Interaction Design and Children, pp. 80–88, Association for Computing Machinery, Como, Italy, 2009, ISBN: 9781605583952.
@inproceedings{10.1145/1551788.1551803,
title = {Hands on What? Comparing Children's Mouse-Based and Tangible-Based Interaction},
author = {Alissa N. Antle and Milena Droumeva and Daniel Ha},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1551788.1551803},
doi = {10.1145/1551788.1551803},
isbn = {9781605583952},
year = {2009},
date = {2009-01-01},
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booktitle = {Proceedings of the 8th International Conference on Interaction Design and Children},
pages = {80–88},
publisher = {Association for Computing Machinery},
address = {Como, Italy},
series = {IDC '09},
abstract = {We investigate the similarities and differences -- in terms of quantitative performance and qualitative behaviors -- between how children solve an object manipulation task using mouse-based input versus tangible-based input. This work examines the assumption common in tangible computing that direct physical manipulation is beneficial for certain spatial tasks. We describe an ecologically valid comparison of mouse-based versus tangible-based input for a jigsaw puzzle task in order to better understand the tradeoffs in choosing input and interaction styles. We include a traditional cardboard puzzle for comparative purposes. The results of an experiment with 132 children indicate children are more successful and faster at solving puzzles using a tangible-based approach. Detailed temporal analysis indicates that pairs in the tangible group spend most of their time using a combination of epistemic and pragmatic actions which support mental problem solving. Conversely, pairs in the mouse group use an ineffective trial and error strategy.},
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We investigate the similarities and differences -- in terms of quantitative performance and qualitative behaviors -- between how children solve an object manipulation task using mouse-based input versus tangible-based input. This work examines the assumption common in tangible computing that direct physical manipulation is beneficial for certain spatial tasks. We describe an ecologically valid comparison of mouse-based versus tangible-based input for a jigsaw puzzle task in order to better understand the tradeoffs in choosing input and interaction styles. We include a traditional cardboard puzzle for comparative purposes. The results of an experiment with 132 children indicate children are more successful and faster at solving puzzles using a tangible-based approach. Detailed temporal analysis indicates that pairs in the tangible group spend most of their time using a combination of epistemic and pragmatic actions which support mental problem solving. Conversely, pairs in the mouse group use an ineffective trial and error strategy.
Antle, Alissa N.; Motamedi, Nima; Tanenbaum, Karen; Xie, Zhen Lesley
The EventTable Technique: Distributed Fiducial Markers Proceedings Article
In: Proceedings of the 3rd International Conference on Tangible and Embedded Interaction, pp. 307–313, Association for Computing Machinery, Cambridge, United Kingdom, 2009, ISBN: 9781605584935.
@inproceedings{10.1145/1517664.1517728,
title = {The EventTable Technique: Distributed Fiducial Markers},
author = {Alissa N. Antle and Nima Motamedi and Karen Tanenbaum and Zhen Lesley Xie},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1517664.1517728},
doi = {10.1145/1517664.1517728},
isbn = {9781605584935},
year = {2009},
date = {2009-01-01},
urldate = {2009-01-01},
booktitle = {Proceedings of the 3rd International Conference on Tangible and Embedded Interaction},
pages = {307–313},
publisher = {Association for Computing Machinery},
address = {Cambridge, United Kingdom},
series = {TEI '09},
abstract = {The EventTable technique is a tangible object tracking technique implemented on a camera vision based tabletop platform. The technique supports an event-driven -- rather than object centric -- tracking technique. Fiducial markers are distributed between objects. When objects are brought into a proximal or connected relationship, a whole marker is formed and recognized by the tracking system. Thus, rather than tracking each individual object, the system tracks user-driven events that occur when two or more objects are proximal. The technique can be used in addition to individual object tracking and touch tracking. This approach provides a reliable and flexible approach to tabletop object tracking for a wide variety of tabletop activities. We describe three prototype applications to illustrate how the distributed marker technique can be applied. We describe the advantages and limitations of this approach. We conclude with a brief discussion of how the EventTable technique enables a shift in human computer interaction research from an information-centric to an action-centric epistemological view on how users' create meaning.},
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The EventTable technique is a tangible object tracking technique implemented on a camera vision based tabletop platform. The technique supports an event-driven -- rather than object centric -- tracking technique. Fiducial markers are distributed between objects. When objects are brought into a proximal or connected relationship, a whole marker is formed and recognized by the tracking system. Thus, rather than tracking each individual object, the system tracks user-driven events that occur when two or more objects are proximal. The technique can be used in addition to individual object tracking and touch tracking. This approach provides a reliable and flexible approach to tabletop object tracking for a wide variety of tabletop activities. We describe three prototype applications to illustrate how the distributed marker technique can be applied. We describe the advantages and limitations of this approach. We conclude with a brief discussion of how the EventTable technique enables a shift in human computer interaction research from an information-centric to an action-centric epistemological view on how users' create meaning.
Antle, Alissa N.; Corness, Greg; Droumeva, Milena
Springboard: Exploring Embodiment, Balance and Social Justice Proceedings Article
In: CHI '09 Extended Abstracts on Human Factors in Computing Systems, pp. 3961–3966, Association for Computing Machinery, Boston, MA, USA, 2009, ISBN: 9781605582474.
@inproceedings{10.1145/1520340.1520601,
title = {Springboard: Exploring Embodiment, Balance and Social Justice},
author = {Alissa N. Antle and Greg Corness and Milena Droumeva},
url = {https://doi.org/10.1145/1520340.1520601},
doi = {10.1145/1520340.1520601},
isbn = {9781605582474},
year = {2009},
date = {2009-01-01},
booktitle = {CHI '09 Extended Abstracts on Human Factors in Computing Systems},
pages = {3961–3966},
publisher = {Association for Computing Machinery},
address = {Boston, MA, USA},
series = {CHI EA '09},
abstract = {In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.},
keywords = {},
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In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.
Antle, Alissa N.; Droumeva, Milena; Ha, Daniel
Thinking with Hands: An Embodied Approach to the Analysis of Children's Interaction with Computational Objects Proceedings Article
In: CHI '09 Extended Abstracts on Human Factors in Computing Systems, pp. 4027–4032, Association for Computing Machinery, Boston, MA, USA, 2009, ISBN: 9781605582474.
@inproceedings{10.1145/1520340.1520612,
title = {Thinking with Hands: An Embodied Approach to the Analysis of Children's Interaction with Computational Objects},
author = {Alissa N. Antle and Milena Droumeva and Daniel Ha},
url = {https://doi.org/10.1145/1520340.1520612},
doi = {10.1145/1520340.1520612},
isbn = {9781605582474},
year = {2009},
date = {2009-01-01},
booktitle = {CHI '09 Extended Abstracts on Human Factors in Computing Systems},
pages = {4027–4032},
publisher = {Association for Computing Machinery},
address = {Boston, MA, USA},
series = {CHI EA '09},
abstract = {We present the theory and mixed methods approach for analyzing how children's hands can help them think during interaction with computational objects. The approach was developed for a study investigating the benefits of different input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities in number of access points when comparing different input methods, we develop a series of relative measures based on our classification scheme.},
keywords = {},
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}
We present the theory and mixed methods approach for analyzing how children's hands can help them think during interaction with computational objects. The approach was developed for a study investigating the benefits of different input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities in number of access points when comparing different input methods, we develop a series of relative measures based on our classification scheme.
2008
Tanenbaum, Karen; Antle, Alissa N
Using physical constraints to augment concept mapping on a tangible tabletop Proceedings Article
In: Proceedings of the International Conference on Education and Information Technology, pp. 539-547, 2008.
@inproceedings{tanenbaum2008using,
title = {Using physical constraints to augment concept mapping on a tangible tabletop},
author = {Tanenbaum, Karen and Antle, Alissa N},
url = {https://www.academia.edu/download/72849857/Using_Physical_Constraints_to_Augment_Co20211016-1445-15o8dsx.pdf},
year = {2008},
date = {2008-10-22},
booktitle = {Proceedings of the International Conference on Education and Information Technology},
pages = {539-547},
abstract = {The Tangible Concept Mapping project investigates using a tangible interface to solicit direct user input for the purposes of user model creation in a learning environment. This paper describes a prototype implementation of the system, presents some preliminary analysis of its ease of use and effectiveness, and discusses how elements of tangible interaction support concept mapping by helping users organize and structure their knowledge about a domain. The role of physical constraints in supporting the mental activity of creating the concept map is explored as one of the benefits of a tangible approach to learning.},
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The Tangible Concept Mapping project investigates using a tangible interface to solicit direct user input for the purposes of user model creation in a learning environment. This paper describes a prototype implementation of the system, presents some preliminary analysis of its ease of use and effectiveness, and discusses how elements of tangible interaction support concept mapping by helping users organize and structure their knowledge about a domain. The role of physical constraints in supporting the mental activity of creating the concept map is explored as one of the benefits of a tangible approach to learning.