InterArt: Learning Human-Computer Interaction Through the Making of Interactive Art

Duarte, Emanuel Felipe; Baranauskas, M. Cecí­lia C.

doi:10.1007/978-3-319-91238-7_4

Cited by 14 publications

(5 citation statements)

References 22 publications

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“…We have already explored Costello and Edmonds' pleasure framework in the contexts of HCI computer science and computer engineering undergraduate and graduate courses [37], [39]. In these courses, we experimented with the approach of inserting art as a context for the discipline's main project.…”

Section: Discussionmentioning

confidence: 99%

“…The extensive evaluation knowledge from HCI can be borrowed, employed and deconstructed by interactive artists, which in turn can contribute to unconventional insights and approaches to evaluation. One possible way to foster the practice of Interactive Art design and evaluation is to conduct design projects about the subject in undergraduate and graduate HCI classes, such as the InterArt [37] and InstInt [39] projects we have already conducted and reported on. 4) Design Interactive Art for All: People should be able to experience Interactive Art regardless of their age, size, ability or disability.…”

Section: A Towards a Research Agendamentioning

confidence: 99%

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The Interface between Interactive Art and Human-Computer Interaction: Exploring Dialogue Genres and Evaluative Practices

Duarte

Merkle

Baranauskas

2019

JIS

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The mutual efforts of joining art and science have been an important source of innovation in many fields throughout history. In this article, we investigate the relatively common origins, differences, and similarities between the Interactive Art and Human-Computer Interaction (HCI) areas of knowledge. We also investigate what kind of human-computer interactions are sought by artists or emerge in Interactive Art examples, as well as what kind of frameworks, evaluation criteria or methodologies are reported in the literature to support the design and evaluation of Interactive Art. As a result of our analysis of Interactive Art examples found in the literature and beyond, we derived four genres of dialogue that emerge naturally or are stressed by authors: visual, embodied, tangible and social. These genres, albeit not comprehensive, can inspire the design of novel forms of interaction in computational systems with or without artistic intent. Moreover, frameworks, evaluation criteria, and methodologies may allow a cross-pollination between Interactive Art and HCI. While interactive artists may provide novel ways to look at the design and evaluation of interactive systems, these artists may also benefit from appropriating traditional HCI methods, tools, and technologies for new purposes. Lastly, we draw on our findings and learned lessons to outline a research agenda with the main objectives of 1) encouraging Interactive Art research, 2) studying Interactive Art examples, 3) practicing Interactive Art design and evaluation, and 4) designing Interactive Art for all.

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Section: Discussionmentioning

confidence: 99%

Section: A Towards a Research Agendamentioning

confidence: 99%

The Interface between Interactive Art and Human-Computer Interaction: Exploring Dialogue Genres and Evaluative Practices

Duarte

Merkle

Baranauskas

2019

JIS

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“…Because we believe that STEM with computer science can provide opportunities to learn mathematical concepts (Barr & Stephenson, 2011;Deitrick et al, 2015;Ritz & Fan, 2015;Sengupta et al, 2013). Therefore, computer science can facilitate teaching and learning activities to be interesting and not monotonous (Meerbaum-Salant et al, 2013;Ruthven et al, 2004;Sari et al, 2016;Yin et al, 2007), so that teaching through the technological advances (Duarte & Baranauskas, 2018;Vakil, 2018), the process of curriculum delivery and understanding of various disciplinary/interdisciplinary can be facilitated (Bell et al, 2017;Sagala et al, 2019;Woo et al, 2012).…”

Section: Figure 1 Graphic Of Southeast Asian Nations Mathematics Abilitymentioning

confidence: 99%

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

Farida¹,

Supriadi²,

Andriani³

et al. 2022

Red

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Metaphorical thinking is important in improving the formation and discovery of learning ideas in the 21st-century. However, the metaphorical thinking of Indonesian students is below the international average in terms of cognitive process, according to PISA 2018. This study aims to identify differences in the ability of students' metaphorical thinking in learning STEM and Computer Science (STEM-CS). This research employed the experimental design with a simple random sampling technique to determine the sample. The population of this study was 280 junior high school students in Bandar Lampung, Indonesia. The data collection technique has been tested to see the improvement of metaphorical thinking. Hypothetical testing has been used by one-way ANOVA with a meaningful level of 5%. The results found that the average class value applied to the STEM-CS training model was 88.00, which was higher compared to the STEM class with an average score of 86.00 and the control class with an average score of 73.00. It is concluded that the STEM-CS model can be used as an alternative solution for learning in the industrial era 4.0. El pensamiento metafórico es importante para mejorar la formación y el descubrimiento de ideas de aprendizaje en el siglo XXI. Sin embargo, el pensamiento metafórico de los estudiantes indonesios está por debajo de la media internacional en términos de proceso cognitivo, según PISA 2018. Este estudio tiene como objetivo identificar las diferencias en la capacidad del pensamiento metafórico de los estudiantes en el aprendizaje de STEM y Ciencias de la Computación (STEM-CS). Esta investigación empleó el diseño experimental con una técnica de muestreo aleatorio simple para determinar la muestra. La población de este estudio fue de 280 estudiantes de secundaria en Bandar Lampung, Indonesia. La técnica de recopilación de datos se ha probado para ver la mejora del pensamiento metafórico. Se han utilizado pruebas hipotéticas mediante ANOVA unidireccional con un nivel significativo del 5%. Los resultados encontraron que el valor de clase promedio aplicado al modelo de entrenamiento STEM-CS fue 88,00, que fue mayor en comparación con la clase STEM con una puntuación media de 86,00 y la clase control con una puntuación media de 73,00. Se concluye que el modelo STEM-CS se puede utilizar como una solución alternativa para el aprendizaje en la era industrial 4.0.

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“…Such exhibit is the interactive maned wolf, an adaptation of one of the results of a project named InterArt, where undergraduate students were asked to create interactive artworks [Duarte and Baranauskas 2018]. The interactive maned wolf was designed for educational museums, and the students made it out of thin cardboard and other relatively inexpensive craft materials.…”

Section: Background: Learning Through Actionmentioning

confidence: 99%

Maned Wolf in the Museum: a Case Study on Learning Through Action

Duarte¹,

Maike²,

Baranauskas³

2018

Anais Do XXIV Workshop De Informática Na Escola (WIE 2018)

Self Cite

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Newer theories of cognition, together with novel ways of interacting with computers, allow us to revisit the idea of learning through action. In this paper, we explore, in an educational context, the use of the "maned wolf" interactive artifact. The artifact promotes a learning experience about the real animal, through the action of actively exploring its digital tangible replica. Our study included 5 teachers and 15 children, who independently discovered the (not initially obvious) artifact features. We discussed the technologies involved and applied an evaluation instrument of their emotional response. Results indicate that the activity was generally well-received and that our study informs a discussion that can revisit the long-standing concept of learning through action.

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InterArt: Learning Human-Computer Interaction Through the Making of Interactive Art

Cited by 14 publications

References 22 publications

The Interface between Interactive Art and Human-Computer Interaction: Exploring Dialogue Genres and Evaluative Practices

The Interface between Interactive Art and Human-Computer Interaction: Exploring Dialogue Genres and Evaluative Practices

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

Maned Wolf in the Museum: a Case Study on Learning Through Action

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