Editorial: the evolving field of tangible interaction for children: the challenge of empirical validation

Zaman, Bieke; Abeele, Vero Vanden; Markopoulos, Panos; Marshall, Paul

doi:10.1007/s00779-011-0409-x

Cited by 81 publications

(43 citation statements)

References 78 publications

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“…However, while researchers are evaluating with children more than ever before, and have increased public availability of results through a significant increase in dissemination and publications there are continuing doubts about the validity of many evaluation results [40]. We had believed that traditional SFLs and aesthetically enhanced variations such as the 'Smileyometer' were effective rating scales, but our results have surprisingly suggested otherwise.…”

Section: Cqs Messy)mentioning

confidence: 68%

Five Degrees of Happiness

Hall

Hume

Tazzyman

2016

Proceedings of the the 15th International Conference on Interaction Design and Children

139

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This paper focuses on achieving optimal responses through supporting children's judgements, using Smiley Face Likert scales as a rating scale for quantitative questions in evaluations. It highlights the need to provide appropriate methods for children to communicate judgements, highlighting that the traditional Smiley Face Likert scale does not provide an appropriate method. The paper outlines a range of studies, identifying that to achieve differentiated data and full use of rating scales by children that faces with positive emotions should be used within Smiley Face Likert scales. The proposed rating method, the Five Degrees of Happiness Smiley Face Likert scale, was used in a largescale summative evaluation of a Serious Game resulting in variance within and between children, with all points of the scale used.

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Section: Cqs Messy)mentioning

confidence: 68%

Five Degrees of Happiness

Hall

Hume

Tazzyman

2016

Proceedings of the the 15th International Conference on Interaction Design and Children

139

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“…This not only encompasses changes in physical space and structure; manipulation of physical objects (making the learning space very physical), but also that those changes impact on the actual experience. While concepts of embodiment are being increasingly foregrounded, empirical evidence supporting the assumed benefits of tangibility and physicality is lacking [22], and highlights methodological challenges in this area. By taking a multimodality approach, this paper offers a new way of describing and classifying 'embodied' forms of interaction to examine how embodied action can be played out differently in tangible learning environments.…”

Section: Embodimentmentioning

confidence: 99%

A multimodal approach to examining 'embodiment' in tangible learning environments

Price¹,

Jewitt²

2013

Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction

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Tangible and multitouch technologies offer new opportunities for physically interacting with objects and digital representations, foregrounding the role of the body in interaction and learning. Developing effective methodologies for examining real time cognition and action, and the relationship between embodiment, interaction and learning is challenging. This paper draws on multimodality, with its emphasis on examining the use of multiple semiotic resources for meaning making, to examine the differential use of semiotic resources by pairs of students interacting with a tangible learning environment. Specifically the analysis details the role of body position, gaze, manipulation and speech in shaping interaction. The analysis illustrates the interaction between these modes and 'multimodal action flow', particularly in terms of pace, rhythm and interaction structure, and the implications of this for interaction and the meaning making process.

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“…This work also requires conducting more comparative studies on TUIs and multitouch GUIs. As noted by Zaman et al [28], without these comparative studies, it is difficult to attribute TUIs with promoting learning interactions, especially social interactions, since many of the design affordances for collaboration are shared by both types of interfaces on interactive tabletops. In more recent years, the few comparative studies that have looked at interactive tabletops with TUIs versus multi-touch GUIs have focused on task efficiency [19,27] or have been conducted with learners in laboratory settings [2,26].…”

Section: Introductionmentioning

confidence: 97%

Using a Tangible Versus a Multi-touch Graphical User Interface to Support Data Exploration at a Museum Exhibit

Sindorf

Liao

et al. 2015

Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction

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We describe a study comparing the behavior of museum visitors at an interactive exhibit that used physical versus virtual objects to explore a large scientific dataset. The exhibit visualized the distribution of phytoplankton in the world's oceans on a multi-touch table. In one version, visitors used physical rings to look at the type and proportion of phytoplankton in different areas of the oceans, and in the other version they used virtual rings. The findings suggest that the physical rings better afforded touching and manipulations, which were prerequisites to further exploration, and attracted more groups, thereby providing opportunities for people to talk and share. However, the comparison did not detect any measurable differences in the thoroughness of visitors' interactions, the questions they asked, or on-topic talk with others at the exhibit. These results should help museum professionals and interaction designers better weigh the costs and benefits of tangible user interfaces.

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Editorial: the evolving field of tangible interaction for children: the challenge of empirical validation

Cited by 81 publications

References 78 publications

Five Degrees of Happiness

Five Degrees of Happiness

A multimodal approach to examining 'embodiment' in tangible learning environments

Using a Tangible Versus a Multi-touch Graphical User Interface to Support Data Exploration at a Museum Exhibit

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