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.
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 controllerbased 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.Keywords: Embodied interaction, whole body interaction, embodied schema, image schema, metaphor, conceptual metaphor theory, social justice, interactive environments, movement interaction. Reference for publisher use onlyBiographical notes: Dr. Antle is an Associate Professor in the School of Interactive Arts + Technology at Simon Fraser University, Canada. Her research focuses on embodied human-computer interaction and child-computer interaction and proceeds through the design and evaluation of tangible and multi-touch surfaces, and interactive environments. Dr. Antle holds Bachelor degrees in Systems Design Engineering and Liberal Arts from the University of Waterloo, Canada and a Ph.D. from the University of British Columbia, Canada. Before returning to academe, Dr. Antle spent eight years in the new media industry working as a senior designer, executive producer and consultant.Greg Corness is a researcher and artist working in media environments and interactive performance to explore embodied and social interaction with media agents. He publishes and lectures on electronic music, human-computer interaction and performance theory. His work on interactive systems includes generative sound systems, computer vision and tangible interfaces for galleries installations, interactive museum exhibits and live performance presented in Canada and the US. Greg holds a Masters of Music in Allen's research focuses on design education, supporting creativity with technology, and interaction design for children. He is currently working on projects intended to help designers build better interactive systems for children.
Despite a long history of using participatory methods to enable public engagement with issues of societal importance, interactive displays have only recently been explored for this purpose. In this paper, we evaluate a tabletop game called Futura, which was designed to engage the public with issues of sustainability. Our design is grounded in prior research on public displays, serious games, and computer supported collaborative learning. We suggest that a role-based, persistent simulation style game implemented on a multi-touch tabletop affords unique opportunities for a walk-up-and-play style of public engagement. We report on a survey-based field study with 90 participants at the 2010 Vancouver Winter Olympics (Canada). The study demonstrated that small groups of people can be immediately engaged, participate collaboratively, and can master basic awareness outcomes around sustainability issues. However, it is difficult to design feedback that disambiguates between individual and group actions, and shows the temporal trajectory of activity.
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.
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