Zaman, Bieke, Vanden Abeele, Vero, Markopoulos, P. (Panos) and Marshall, Paul (2011) The evolving field of tangible interaction for children : the challenge of empirical validation. Personal and Ubiquitous Computing, Volume 16 (Number 4). pp. 367-378. ISSN 1617-4909

Preview

Text WRAP_Marshall_150911-tuiceditorialdraft.pdf - Accepted Version Download (312Kb)

Abstract

This special issue is devoted to the topic of tangible user interfaces and children. It emphasizes research on tangibility that transcends system descriptions, focusing on the empirical support of theories and design guidance. The papers result from the organization of a workshop at the CHI 2009 ACM conference in Boston, USA. As an introduction to this issue, empirical evidence is discussed for the potential benefits that using TUIs may have for children. In particular, we focus at the impact of tangibility in terms of usability, learning, collaboration and fun. Finally, we suggest directions for future work and outline the papers that are included in this special issue.

Item Type:	Journal Item
Alternative Title:	Editorial : the evolving field of tangible interaction for children
Subjects:	Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software
Divisions:	Faculty of Science > WMG (Formerly the Warwick Manufacturing Group)
Library of Congress Subject Headings (LCSH):	User interfaces (Computer systems), Computers and children
Journal or Publication Title:	Personal and Ubiquitous Computing
Publisher:	Springer
ISSN:	1617-4909
Date:	12 June 2011
Volume:	Volume 16
Number:	Number 4
Page Range:	pp. 367-378
Identification Number:	10.1007/s00779-011-0409-x
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
References:	[1] G. W. Fitzmaurice, H. Ishii, and W. A. S. Buxton, “Bricks: laying the foundations for graspable user interfaces,” in Proceedings of the SIGCHI conference on Human factors in computing systems, Denver, Colorado, United States, 1995, pp. 442-449. [2] H. Ishii and B. Ullmer, “Tangible Bits: Towards Seamless Interfaces between People, Bits and Atoms,” 1997. [3] P. Dourish, Where the Action is: The Foundations of Embodied Interaction. Cambridge, MA, US: MIT Press, 2001. [4] O. Shaer and E. Hornecker, “Tangible User Interfaces: Past, Present, and Future Directions,” Foundations and Trends in Human-Computer Interaction, vol. 3, p. 1–137, Jan. 2010. [5] S. Papert, Mindstorms: children, computers, and powerful ideas. Cambridge, MA, USA: Bas, 1980. [6] A. Druin and J. A. Hendler, Robots for kids: exploring new technologies for learning. Morgan Kaufmann, 2000. [7] M. Resnick et al., “Digital manipulatives: new toys to think with,” in Proceedings of the SIGCHI conference on Human factors in computing systems, New York, NY, USA, 1998, p. 281–287. [8] O. Zuckerman, S. Arida, and M. Resnick, “Extending tangible interfaces for education: digital montessori-inspired manipulatives,” in Proceedings of the SIGCHI conference on Human factors in computing systems, New York, NY, USA, 2005, p. 859–868. [9] K. Ryokai, S. Marti, and H. Ishii, “I/O brush: drawing with everyday objects as ink,” in Proceedings of the SIGCHI conference on Human factors in computing systems, New York, NY, USA, 2004, p. 303–310. [10] J. W. Glos and J. Cassell, “Rosebud: a place for interaction between memory, story, and self,” in Proceedings of the 2nd International Conference on Cognitive Technology (CT \uc0\u8217{}97), Washington, DC, USA, 1997, p. 88–. [11] D. Africano, S. Berg, K. Lindbergh, P. Lundholm, F. Nilbrink, and A. Persson, “Designing tangible interfaces for children’s collaboration,” in CHI \uc0\u8217{}04 extended abstracts on Human factors in computing systems, New York, NY, USA, 2004, p. 853–868. [12] R. J. W. Sluis, I. Weevers, C. H. G. J. van Schijndel, L. Kolos-Mazuryk, S. Fitrianie, and J. B. O. S. Martens, “Read-It: five-to-seven-year-old children learn to read in a tabletop environment,” in Proceedings of the 2004 conference on Interaction design and children: building a community, New York, NY, USA, 2004, p. 73–80. [13] B. Brederode, P. Markopoulos, M. Gielen, A. Vermeeren, and H. de Ridder, “pOwerball: the design of a novel mixed-reality game for children with mixed abilities,” in Proceedings of the 2005 conference on Interaction design and children, New York, NY, USA, 2005, p. 32–39. [14] P. Marshall, “Do tangible interfaces enhance learning?,” in Proceedings of the 1st international conference on Tangible and embedded interaction, New York, NY, USA, 2007, p. 163–170. [15] L. Xie, A. N. Antle, and N. Motamedi, “Are tangibles more fun?: comparing children’s enjoyment and engagement using physical, graphical and tangible user interfaces,” Bonn, Germany, 2008, pp. 191-198. [16] C. O’Malley and D. Stanton Fraser, “Literature Review in Learning with Tangible Technologies,” Policy, vol. 11, pp. 1-52, 2005. [17] G. W. Fitzmaurice, “Graspable User Interfaces,” Computer Science Dissertation, University of Toronto, 1996. [18] J. J. Gibson, “The Theory of Affordances,” in Perceiving, Acting, and Knowing: Toward an Ecological Psychology, New Jersey: Lawrence Erlbaum, 1977. [19] J. S. Bruner, Toward a theory of instruction. Harvard University Press, 1966. [20] H. Ishii, “Tangible bits: beyond pixels,” in Proceedings of the 2nd international conference on Tangible and embedded interaction, New York, NY, USA, 2008, p. xv–xxv. [21] J. Patten and H. Ishii, “A comparison of spatial organization strategies in graphical and tangible user interfaces,” in Proceedings of DARE 2000 on Designing augmented reality environments, New York, NY, USA, 2000, p. 41–50. [22] E. Sharlin, B. Watson, Y. Kitamura, F. Kishino, and Y. Itoh, “On tangible user interfaces, humans and spatiality,” Personal and Ubiquitous Computing, vol. 8, p. 338–346, Sep. 2004. [23] G. W. Fitzmaurice and W. Buxton, “An empirical evaluation of graspable user interfaces: towards specialized, space-multiplexed input,” in Proceedings of the SIGCHI conference on Human factors in computing systems, New York, NY, USA, 1997, p. 43–50. [24] R. J. K. Jacob, R. J. K. Jacob, H. Ishii, G. Pangaro, and J. Patten, “A Tangible Interface for Organizing Information Using a Grid,” p. 339--346, 2001. [25] A. Lucchi, P. Jermann, G. Zufferey, and P. Dillenbourg, “An empirical evaluation of touch and tangible interfaces for tabletop displays,” in Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction, New York, NY, USA, 2010, p. 177–184. [26] L. Terrenghi, D. Kirk, H. Richter, S. Krämer, O. Hilliges, and A. Butz, “Physical handles at the interactive surface: exploring tangibility and its benefits,” in Proceedings of the working conference on Advanced visual interfaces, New York, NY, USA, 2008, p. 138–145. [27] A. Bruckman and A. Bandlow, “Human-computer interaction for kids,” in The human-computer interaction handbook: fundamentals, evolving technologies and emerging applications, J. A. Jacko and A. Sears, Eds. London: L. Erlbaum Associates Inc., 2003, pp. 428-440. [28] J. Verhaegh, I. Soute, A. Kessels, and P. Markopoulos, “On the design of Camelot, an outdoor game for children,” in Proceedings of the 2006 conference on Interaction design and children, New York, NY, USA, 2006, p. 9–16. [29] V. Vanden Abeele, B. Zaman, and M. Vanden Abeele, “The Unlikeability of a Cuddly Toy Interface: An Experimental Study of Preschoolers’ Likeability and Usability of a 3D Game Played with a Cuddly Toy Versus a Keyboard,” presented at the 2n International Conference on Fun and Games, Eindhoven, The Netherlands, 2008, vol. 5294, pp. 118-131. [30] M. Eisenberg, A. Eisenberg, M. Gross, K. Kaowthumrong, N. Lee, and W. Lovett, “Computationally-Enhanced Construction Kits for Children: Prototype and Principles,” IN PROCEEDINGS OF ICLS (INTERNATIONAL CONFERENCE ON THE LEARNING SCIENCES, p. 79--85, 2002. [31] L. Buechley, M. Eisenberg, J. Catchen, and A. Crockett, “The LilyPad Arduino: using computational textiles to investigate engagement, aesthetics, and diversity in computer science education,” in Proceeding of the twentysixth annual SIGCHI conference on Human factors in computing systems, New York, NY, USA, 2008, p. 423–432. [32] F. Froebel, The Pedagogics of the Kindergarten. Kindergarten Messenger, 2001. [33] M. Montessori, The Montessori method scientific pedagogy as applied to child education in “The children’s houses.”New York: Frederick A. Stokes Co., 1912. [34] J. Piaget, Genetic epistemology. New York, NY, USA: W.W. Norton Company, 1970. [35] S. Greenberg and B. Buxton, “Usability Evaluation Considered Harmful (Some of the Time),” in Proceeding of the twenty-sixth annual SIGCHI conference on Human factors in computing systems, 2008. [36] N. McNeil and L. Jarvin, “When Theories Don’t Add Up: Disentangling he Manipulatives Debate,” Theory Into Practice, vol. 46, no. 4, p. 309, 2007. [37] L. Triona and D. Klahr, “Point and click or grab and heft: Comparing the influence of physical and virtual instructional materials on elementary school students’ ability to design experiments,” Department of Psychology, Jan. 2003. [38] D. Klahr, L. M. Triona, and C. Williams, “Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children,” Journal of Research in Science Teaching, vol. 44, no. 1, pp. 183-203, 2007. [39] A. Manches, C. O’Malley, and S. Benford, “The role of physical representations in solving number problems: A comparison of young children’s use of physical and virtual materials,” Computers & Education, vol. 54, p. 622–640, Apr. 2010.
URI:	http://wrap.warwick.ac.uk/id/eprint/37678

Request changes to a record

Actions (login required)

View Item