382 research outputs found

    Tangible user interfaces : past, present and future directions

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    In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this ïŹeld. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

    Design for Children’s Playful Learning with Robots

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    This article presents an investigation of the implications of designing for children’s playful learning with robots. This study was carried out by adopting a Research through Design approach that resulted in the development of a novel low-anthropomorphic robot called Shybo. The article reports the main phases of the project: the preliminary and exploratory research that was carried out to define a list of design requirements; the design of the robot and its supplementary materials for carrying out playful learning experiences; and the evaluation of the project that involved both parents and children. The robot, in fact, was finally tested as part of a two-hour experience that engaged children in activities related to the associations between sounds and colours. The article presents and discusses the results of this evaluation to point out positive aspects of the experience, emerging issues and hints for future works. These are documented to share lessons learned that might be supportive of the general development of children’s playful learning and cognitive experiences with robots

    Boosting children's creativity through creative interactions with social robots

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    Creativity is an ability with psychological and developmental benefits. Creative levels are dynamic and oscillate throughout life, with a first major decline occurring at the age of 7 years old. However, creativity is an ability that can be nurtured if trained, with evidence suggesting an increase in this ability with the use of validated creativity training. Yet, creativity training for young children (aged between 6-9 years old) appears as scarce. Additionally, existing training interventions resemble test-like formats and lack of playful dynamics that could engage children in creative practices over time. This PhD project aimed at contributing to creativity stimulation in children by proposing to use social robots as intervention tools, thus adding playful and interactive dynamics to the training. Towards this goal, we conducted three studies in schools, summer camps, and museums for children, that contributed to the design, fabrication, and experimental testing of a robot whose purpose was to re-balance creative levels. Study 1 (n = 140) aimed at testing the effect of existing activities with robots in creativity and provided initial evidence of the positive potential of robots for creativity training. Study 2 (n = 134) aimed at including children as co-designers of the robot, ensuring the robot’s design meets children’s needs and requirements. Study 3 (n = 130) investigated the effectiveness of this robot as a tool for creativity training, showing the potential of robots as creativity intervention tools. In sum, this PhD showed that robots can have a positive effect on boosting the creativity of children. This places social robots as promising tools for psychological interventions.Criatividade Ă© uma habilidade com benefĂ­cios no desenvolvimento saudĂĄvel. Os nĂ­veis de criatividade sĂŁo dinĂąmicos e oscilam durante a vida, sendo que o primeiro maior declĂ­nio acontece aos 7 anos de idade. No entanto, a criatividade Ă© uma habilidade que pode ser nutrida se treinada e evidĂȘncias sugerem um aumento desta habilidade com o uso de programas validados de criatividade. Ainda assim, os programas de criatividade para crianças pequenas (entre os 6-9 anos de idade) sĂŁo escassos. Adicionalmente, estes programas adquirem o formato parecido ao de testes, faltando-lhes dinĂąmicas de brincadeira e interatividade que poderĂŁo motivar as crianças a envolverem-se em prĂĄticas criativas ao longo do tempo. O presente projeto de doutoramento procurou contribuir para a estimulação da criatividade em crianças propondo usar robĂŽs sociais como ferramenta de intervenção, adicionando dinĂąmicas de brincadeira e interação ao treino. Assim, conduzimos trĂȘs estudos em escolas, campos de fĂ©rias, e museus para crianças que contribuĂ­ram para o desenho, fabricação, e teste experimental de um robĂŽ cujo objetivo Ă© ser uma ferramenta que contribui para aumentar os nĂ­veis de criatividade. O Estudo 1 (n = 140) procurou testar o efeito de atividade jĂĄ existentes com robĂŽs na criatividade e mostrou o potencial positivo do uso de robĂŽs para o treino criativo. O Estudo 2 (n = 134) incluiu crianças como co-designers do robĂŽ, assegurando que o desenho do robĂŽ correspondeu Ă s necessidades das crianças. O Estudo 2 (n = 130) investigou a eficĂĄcia deste robĂŽ como ferramenta para a criatividade, demonstrando o seu potencial para o treino da criatividade. Em suma, o presente doutoramento mostrou que os robĂŽs poderĂŁo ter um potencial criativo em atividades com crianças. Desta forma, os robĂŽs sociais poderĂŁo ser ferramentas promissoras em intervençÔes na psicologia

    Investigation and development of a tangible technology framework for highly complex and abstract concepts

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    The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (ÎŒ = 25.8%) and student satisfaction (ÎŒ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

    Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

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    "This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

    Animated props for responsive playspaces

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    Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2006.Includes bibliographical references (p. 89-93).Playgrounds are special places within the urban landscape specially designed for children. Here, they encounter the outdoors and the physical properties of large spaces through play, which allows children to develop their physical skills, explore the natural and built environment as well as interact with their peers. Even more importantly, children direct their own play activities in playgrounds in an open-ended way. As digital technologies become increasingly present in children's lives an important question arises regarding their role in playgrounds. This thesis contributes to playground design in a meaningful way by exploring how digital technologies can enhance children's open-ended and physically active play in outdoor settings. Can animated playground props support and possibly enhance open-ended and physically active play in playgrounds? This thesis expands the repertoire of objects conceived specifically for children's outdoor play environments through a review of existing technologies and designs followed by a design exploration with a new category of animated playground prop. I develop an ecological approach to children's digital playground props which takes into account the links among children props play settings.In playing with objects, children gather information about the physical characteristics and embedded meanings of their three-dimensional surroundings. In other words, children's interactions with play props are one lens for experiencing the world. This theoretical framework leads me to a new category of animated prop called "space explorer". The thesis describes a design process for one prop, an autonomous, pneumatic playground ball which is part of the "space explorers" category. The method combines design development with input from children in two workshops about their playground and specific objects. The design and research exploration concludes with reflections and recommendations for future attempts to design more autonomous and responsive objects which can enrich children's outdoor play experiences.by Susanne Seitinger.S.M

    Makers at School, Educational Robotics and Innovative Learning Environments

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    This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects
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