2009
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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journal = {Int. J. Arts Technol.},
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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},
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booktitle = {Proceedings of the Seventh ACM Conference on Creativity and Cognition},
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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},
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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},
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year = {2009},
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publisher = {Association for Computing Machinery},
address = {Como, Italy},
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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},
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year = {2009},
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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},
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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.},
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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},
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isbn = {9781605582474},
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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.},
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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.
Markopoulos, P.; Read, J. C.; MacFarlane, S.; Höysniemi, J.
Evaluating children's interactive products: principles and practices for interaction designers Book
Morgan Kaufmann Publishers, Inc., United States, 2008, ISBN: 978-0-12-374111-0.
@book{125e5f355368413c9634e2f861b2cc7c,
title = {Evaluating children's interactive products: principles and practices for interaction designers},
author = {P. Markopoulos and J. C. Read and S. MacFarlane and J. Höysniemi},
doi = {10.1016/B978-0-12-374111-0.X0001-1},
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year = {2008},
date = {2008-01-01},
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abstract = {Interactive products designed for childrenwhether toys, games, educational products, or websitesare increasingly embedded in childrens lives and school experiences. Making these products safe, effective, and entertaining requires new methodologies for carrying out sound and unbiased evaluations for these users with unique requirements, environments, and ethical considerations. This book directly addresses this need by thoroughly covering the evaluation of all types of interactive technology for children. Based on the authors' workshops, conference courses, and own design experience and research, this highly practical book reads like a handbook, while being thoroughly grounded in the latest research. Throughout, the authors illustrate techniques and principles with numerous mini case studies and highlight practical information in tips and exercises and conclude with three in-depth case studies. Essential reading for usability experts, product developers, and researchers in the field. * Presents an essential background in child development and child psychology, particularly as they relate to technology. * Captures best practices for observing and surveying children, training evaluators, and capturing the child user experience using audio and visual technology. * Examines ethical and legal issues involved in working with children and offers guidelines for effective risk management.},
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Interactive products designed for childrenwhether toys, games, educational products, or websitesare increasingly embedded in childrens lives and school experiences. Making these products safe, effective, and entertaining requires new methodologies for carrying out sound and unbiased evaluations for these users with unique requirements, environments, and ethical considerations. This book directly addresses this need by thoroughly covering the evaluation of all types of interactive technology for children. Based on the authors' workshops, conference courses, and own design experience and research, this highly practical book reads like a handbook, while being thoroughly grounded in the latest research. Throughout, the authors illustrate techniques and principles with numerous mini case studies and highlight practical information in tips and exercises and conclude with three in-depth case studies. Essential reading for usability experts, product developers, and researchers in the field. * Presents an essential background in child development and child psychology, particularly as they relate to technology. * Captures best practices for observing and surveying children, training evaluators, and capturing the child user experience using audio and visual technology. * Examines ethical and legal issues involved in working with children and offers guidelines for effective risk management.
Antle, Alissa Nicole
Child-based personas: need, ability and experience Journal Article
In: Cognition, Technology & Work, vol. 10, pp. 155–166, 2008.
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title = {Child-based personas: need, ability and experience},
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Antle, Alissa N.; Droumeva, Milena; Corness, Greg
Playing with the Sound Maker: Do Embodied Metaphors Help Children Learn? Proceedings Article
In: Proceedings of the 7th International Conference on Interaction Design and Children, pp. 178–185, Association for Computing Machinery, Chicago, Illinois, 2008, ISBN: 9781595939944.
@inproceedings{10.1145/1463689.1463754,
title = {Playing with the Sound Maker: Do Embodied Metaphors Help Children Learn?},
author = {Alissa N. Antle and Milena Droumeva and Greg Corness},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1463689.1463754},
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year = {2008},
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booktitle = {Proceedings of the 7th International Conference on Interaction Design and Children},
pages = {178–185},
publisher = {Association for Computing Machinery},
address = {Chicago, Illinois},
series = {IDC '08},
abstract = {In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.},
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In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.
Xie, Lesley; Antle, Alissa N.; Motamedi, Nima
Are Tangibles More Fun? Comparing Children's Enjoyment and Engagement Using Physical, Graphical and Tangible User Interfaces Proceedings Article
In: Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, pp. 191–198, Association for Computing Machinery, Bonn, Germany, 2008, ISBN: 9781605580043.
@inproceedings{10.1145/1347390.1347433,
title = {Are Tangibles More Fun? Comparing Children's Enjoyment and Engagement Using Physical, Graphical and Tangible User Interfaces},
author = {Lesley Xie and Alissa N. Antle and Nima Motamedi},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1347390.1347433},
doi = {10.1145/1347390.1347433},
isbn = {9781605580043},
year = {2008},
date = {2008-01-01},
booktitle = {Proceedings of the 2nd International Conference on Tangible and Embedded Interaction},
pages = {191–198},
publisher = {Association for Computing Machinery},
address = {Bonn, Germany},
series = {TEI '08},
abstract = {This paper presents the results of an exploratory comparative study in which we investigated the relationship between interface style and school-aged children's enjoyment and engagement while doing puzzles. Pairs of participants played with a jigsaw puzzle that was implemented using three different interface styles: physical (traditional), graphical and tangible. In order to investigate interactional differences between the three interface styles, we recorded subjective ratings of enjoyment, three related subscales, measured times and counts of behavioral based indications of engagement. Qualitative analysis based on observational notes and audio responses to open interview questions helped contextualize the quantitative findings and provided key insights into interactional differences not apparent in the quantitative findings. We summarize our main findings and discuss the design implications for tangible user interfaces.},
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This paper presents the results of an exploratory comparative study in which we investigated the relationship between interface style and school-aged children's enjoyment and engagement while doing puzzles. Pairs of participants played with a jigsaw puzzle that was implemented using three different interface styles: physical (traditional), graphical and tangible. In order to investigate interactional differences between the three interface styles, we recorded subjective ratings of enjoyment, three related subscales, measured times and counts of behavioral based indications of engagement. Qualitative analysis based on observational notes and audio responses to open interview questions helped contextualize the quantitative findings and provided key insights into interactional differences not apparent in the quantitative findings. We summarize our main findings and discuss the design implications for tangible user interfaces.
Antle, Alissa N.
Inquiring Materials for Tangible Prototyping Proceedings Article
In: Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, pp. 139–140, Association for Computing Machinery, Bonn, Germany, 2008, ISBN: 9781605580043.
@inproceedings{10.1145/1347390.1347420,
title = {Inquiring Materials for Tangible Prototyping},
author = {Alissa N. Antle},
url = {https://doi.org/10.1145/1347390.1347420},
doi = {10.1145/1347390.1347420},
isbn = {9781605580043},
year = {2008},
date = {2008-01-01},
booktitle = {Proceedings of the 2nd International Conference on Tangible and Embedded Interaction},
pages = {139–140},
publisher = {Association for Computing Machinery},
address = {Bonn, Germany},
series = {TEI '08},
abstract = {As TUI research moves from technical to empirical studies which explore theoretical claims, it is important for researchers to be able to quickly and easily build low fidelity (lo-fi) prototypes to explore the unique features of interaction that TUIs offer. Currently, the best practices for choosing prototyping materials are vague at best. In this paper, I present an analysis of the role of materials in inquiry and propose a set of criteria for evaluating the suitability of lo-fi prototyping materials.},
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As TUI research moves from technical to empirical studies which explore theoretical claims, it is important for researchers to be able to quickly and easily build low fidelity (lo-fi) prototypes to explore the unique features of interaction that TUIs offer. Currently, the best practices for choosing prototyping materials are vague at best. In this paper, I present an analysis of the role of materials in inquiry and propose a set of criteria for evaluating the suitability of lo-fi prototyping materials.
2007
Castell, S. De; Jenson, J.
Worlds in Play: International Perspectives on Digital Games Research Book
Peter Lang, 2007, ISBN: 9780820486437.
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title = {Worlds in Play: International Perspectives on Digital Games Research},
author = {S. De Castell and J. Jenson},
url = {https://books.google.ca/books?id=WykINIyYSb0C},
isbn = {9780820486437},
year = {2007},
date = {2007-01-01},
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series = {New literacies and digital epistemologies},
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Antle, Alissa N.
The CTI Framework: Informing the Design of Tangible Systems for Children Proceedings Article
In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction, pp. 195–202, Association for Computing Machinery, Baton Rouge, Louisiana, 2007, ISBN: 9781595936196.
@inproceedings{10.1145/1226969.1227010,
title = {The CTI Framework: Informing the Design of Tangible Systems for Children},
author = {Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227010},
doi = {10.1145/1226969.1227010},
isbn = {9781595936196},
year = {2007},
date = {2007-01-01},
booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},
pages = {195–202},
publisher = {Association for Computing Machinery},
address = {Baton Rouge, Louisiana},
series = {TEI '07},
abstract = {New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.},
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}
New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.
Droumeva, Milena; Antle, Alissa; Wakkary, Ron
Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children Proceedings Article
In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction, pp. 171–178, Association for Computing Machinery, Baton Rouge, Louisiana, 2007, ISBN: 9781595936196.
@inproceedings{10.1145/1226969.1227005,
title = {Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children},
author = {Milena Droumeva and Alissa Antle and Ron Wakkary},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227005},
doi = {10.1145/1226969.1227005},
isbn = {9781595936196},
year = {2007},
date = {2007-01-01},
booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},
pages = {171–178},
publisher = {Association for Computing Machinery},
address = {Baton Rouge, Louisiana},
series = {TEI '07},
abstract = {This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.
2006
Antle, Alissa Nicole
Child-Personas: Fact or Fiction? Proceedings Article
In: Proceedings of the 6th Conference on Designing Interactive Systems, pp. 22–30, Association for Computing Machinery, University Park, PA, USA, 2006, ISBN: 1595933670.
@inproceedings{10.1145/1142405.1142411,
title = {Child-Personas: Fact or Fiction?},
author = {Alissa Nicole Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1142405.1142411},
doi = {10.1145/1142405.1142411},
isbn = {1595933670},
year = {2006},
date = {2006-01-01},
booktitle = {Proceedings of the 6th Conference on Designing Interactive Systems},
pages = {22–30},
publisher = {Association for Computing Machinery},
address = {University Park, PA, USA},
series = {DIS '06},
abstract = {This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.
2004
Antle, Alissa
Supporting Children's Emotional Expression and Exploration in Online Environments Proceedings Article
In: Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community, pp. 97–104, Association for Computing Machinery, Maryland, 2004, ISBN: 1581137915.
@inproceedings{10.1145/1017833.1017846,
title = {Supporting Children's Emotional Expression and Exploration in Online Environments},
author = {Alissa Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1017833.1017846},
doi = {10.1145/1017833.1017846},
isbn = {1581137915},
year = {2004},
date = {2004-01-01},
booktitle = {Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community},
pages = {97–104},
publisher = {Association for Computing Machinery},
address = {Maryland},
series = {IDC '04},
abstract = {Children are routinely exposed to adult-oriented news and current events. Outside of their families, they rarely have forums in which they can explore and express their reactions to and feelings about these events. This paper introduces OutBurst (\underline{http://archived.cbc4kids.cbcr3.com/}), a networked, participatory activity where children can express and explore their intimate feelings about news and current events. Outlined in this paper are the child-centric requirements, design and evaluation practices used to create OutBurst; a discussion of questions that were raised in the design process; findings culled from a summative evaluation of the entire CBC4Kids pilot; and a description of the subsequent content analysis of child-generated submissions. Our investigations show evidence of children expressing and exploring their emotional reactions to adult-oriented news stories. However, many of our original questions about the utility of an online environment to support these aims remain outstanding and require further exploration.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Children are routinely exposed to adult-oriented news and current events. Outside of their families, they rarely have forums in which they can explore and express their reactions to and feelings about these events. This paper introduces OutBurst (http://archived.cbc4kids.cbcr3.com/), a networked, participatory activity where children can express and explore their intimate feelings about news and current events. Outlined in this paper are the child-centric requirements, design and evaluation practices used to create OutBurst; a discussion of questions that were raised in the design process; findings culled from a summative evaluation of the entire CBC4Kids pilot; and a description of the subsequent content analysis of child-generated submissions. Our investigations show evidence of children expressing and exploring their emotional reactions to adult-oriented news stories. However, many of our original questions about the utility of an online environment to support these aims remain outstanding and require further exploration.
2003
Antle, Alissa
Case Study: The Design of CBC4Kids' StoryBuilder Proceedings Article
In: Proceedings of the 2003 Conference on Interaction Design and Children, pp. 59–68, Association for Computing Machinery, Preston, England, 2003, ISBN: 158113732X.
@inproceedings{10.1145/953536.953546,
title = {Case Study: The Design of CBC4Kids' StoryBuilder},
author = {Alissa Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/953536.953546},
doi = {10.1145/953536.953546},
isbn = {158113732X},
year = {2003},
date = {2003-01-01},
booktitle = {Proceedings of the 2003 Conference on Interaction Design and Children},
pages = {59–68},
publisher = {Association for Computing Machinery},
address = {Preston, England},
series = {IDC '03},
abstract = {This paper describes the design of an online collaborative storytelling environment for children aged 8--10. The project balances children's needs to have flexible creative environments [22] with the desire of a public broadcaster to publish quality user-generated content that showcases Canadian stories. This paper outlines five key practices that contributed to the successful design of StoryBuilder. Ninety-five children were involved in the project using a combination of informant-based and user-centred iterative design techniques. Examination and observation of oral storytelling activities and behaviors, technology-based creativity tools and storytelling styles formed the basis for the remaining design practices.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper describes the design of an online collaborative storytelling environment for children aged 8--10. The project balances children's needs to have flexible creative environments [22] with the desire of a public broadcaster to publish quality user-generated content that showcases Canadian stories. This paper outlines five key practices that contributed to the successful design of StoryBuilder. Ninety-five children were involved in the project using a combination of informant-based and user-centred iterative design techniques. Examination and observation of oral storytelling activities and behaviors, technology-based creativity tools and storytelling styles formed the basis for the remaining design practices.