the child tangible interaction (cti)...
TRANSCRIPT
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The Child Tangible Interaction (CTI) Framework
Informing the Design of Tangible Systems for Children
Dr. Alissa AntleTangible & Embedded Interaction Conference
February 15-17 2007.
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MotivationHow can we move past documenting
individual design cases …
and move towards building generalizable design knowledge about interaction which has utility for a general class of problems involving tangibles?
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How can theory inform the design of tangibles to support cognitive and/or
socio-cognitive development in children?
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How and why does tangible interactionsupport children’s cognitive
development?
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The CTI Framework is relevant for …
Play-based tangibles which support school age children’s cognitive and socio-cognitive
development in the area of spatial cognition and abstract reasoning.
May generalize beyond …
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Design Frameworks can be used to …
Inspire designsArticulate areas which require special
considerationProvide understandings about these areas
Support analysis
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The Child-Tangible-Interaction (CTI) framework is …
At worst … the articulation of a group of concepts which may have utility in interaction design for this class of problems.
At best … the articulation of a group of concepts and their relationships which have explanatory power and are important to consider in successful interaction design for this class of problems.
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DEVLOPING THE FRAMEWORKthe simple version
1. Identify “important” properties of tangibles2. Identify “relevant” theory from children’s
cognitive development research1+2 + empirical work = design considerations
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Prototypes are …
research instruments
through proof of concept(s)allow us to explore the utility of theoretically-
derived design considerationsin interaction design.
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…. and secondarily, prototypes are solutionsto design problems.
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VALIDATING THE FRAMEWORK
We can assess the quality of a method for representing a user group in design like we can assess research methods social sciences [Antle, 2007].
Does the model provide an objective, reliable and valid representation of what’s going on with children during tangible interaction?
Triangulation: getting the model out to other designers is critical.
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Excerpt …TANGIBLE SHAPES PROJECT
Tangible Tetris
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Problem Identification
Online questionnaires to teachers in regular, inquiry-based and Montessori educational
programs
Areas where children have difficulty with knowledge acquisition in a spatial, temporal or
mathematical domain.
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Developmental Difficulty (problem)
Spatial visualizationInterior of 3D geometric shapes
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What do we need to know to support spatial visualization tasks related to
geometric forms?
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1. Property of tangible interaction
…offers spacefor control through direct action
Anderson 2004 Lund 2005
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How can ACTION help in spatial visualization tasks?
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Tangibles provide opportunities to support epistemic actions.
[Klemmer & Takayama (2006) and others]
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Epistemic actions are actions that we take to manipulate the environment to change the nature of the cognitive operations required
to solve a task.
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Clue 1. Epistemic actions are one way in which children (and adults) develop mental
cognitive skills.
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Clue 2. Epistemic actions which offload a mental task to the environment make the
task easier.
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Design problem becomes …
supporting children to turn the mental spatial visualization task of imagining interior sections to
some other task which is easier …
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Properties #2,3,4 … Representation
Tangibles provide opportunities to manipulate the mappings between physical
and digital representations.
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Tangible have: 2. Perceptual mappings3. Behavioral mappings4. Semantic mappings
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How can semantic mapping between different representational forms help?
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As children develop spatial cognitive skills, there is a relationship between cartographic map
understandings and their developing spatial skills.
There is reciprocal development of the mental spatial visualization skills and the use of maps.
[Liben 2001]
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Clue 3 Design problem becomes …
supporting children to “offload” the mental task to a task that involves manipulating tangible
representations which is easier and will still help them develop the visualization skills.
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Maybe we should explore if any of this works in real life …
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Mental visualization becomes tangible pattern matching
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Oscar’s garbage can
Cylinder or Block?
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The problem with representations
fromWhy manipulatives don’t work [Uttal, 2003]
based on The incredible shrinking room problem
[DeLoache 1998]
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Understanding interior sections which are not the same as a face.
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Visualizing becomes physically cutting
and then pattern matching
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Test children using analog prototype with cutters, clay, project images, visual and verbal feedback
Results: Ten 7 year old’s performance exceeds curriculum expectations within 20 minutes.
And yes, children are engaged and have fun.
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Conducted two more user studies
Now specifying a tangible 3D Tetris with virtual cutter using RFID, touch table top and
orientation sensors.
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Framework under development
My TEI paper attempts to articulate some design considerations.
How to do more than articulate and illustrate the concepts?
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Looking for commonalities … other prototypes
Aibo – analysis of children’s collaboration in multimodal problem solving
Music tunnels – supporting children to replicate and create temporally variable musical patterns using a body interface
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So …
How can developmental theory inform design?
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Thank you.
This work was funded by NSERC (Natural Science and Engineering Research Council of Canada).
Special thanks to Leah, Gilly and Tristan.