Intuitive use of tangible toys

Interfaces for children have continued to evolve in terms of complexity, with toys ranging from traditional tangible interfaces to apps with digital interfaces and hybrid toys with mixed physical and digital interfaces. However, there is limited research done to investigate their potential for intuitive use. This research study compares a tangible toy and an equivalent toy in the digital world (app) for intuitive use. Non-parametric Mann-Whitney U test results showed that the tangible toy was more intuitive than the intangible counter part. Tangible systems are less complex to use and they require less time to encode and retrieve associated knowledge to use them intuitively. They are associated with low domain transfer distance and easily discoverable features. Intangible interfaces, on the other ha nd, require greater complexity and time to encode and retrieve associated experiential knowledge. Intangibles are associated with larger domain transfer distance and undiscoverable features which affects their intuitive use. Design implications and future work are discussed, emphasising the need for investigating aspects that make tangible systems intuitive to use

Mapping child–computer interaction research through co-word analysis

This paper employs hierarchical clustering, strategic diagrams, and network analysis to construct an intellectual map of the Child–Computer Interaction research field (CCI) and to visualize the thematic landscape of this field using co-word analysis. This approach assumes that an article’s keywords constitute an adequate description of its content and reflect the topics that the article covers. It also assumes that the co-occurrence of two or more keywords within the same article indicates a linkage between those topics. This study quantifies the thematic landscape of the CCI field and elaborates on emerging topics as these are manifested in publications in the two primary venues of the CCI field, namely the proceedings of the annual IDC conference and the International Journal of CCI. Overall, a total of 1059 articles, and their respective 2445 unique, author-assigned keywords, are included in our analyses — all papers have been published between 2003 and 2018. The results indicate that the community has focused (i.e., high frequency keywords) in areas including Participatory Design, Tangibles, Design, Education, Coding, and Making. These areas also demonstrate a high degree of ”coreness” (i.e., connection with different topics) and ”constraint” (i.e., connection with otherwise isolated topics). The analysis also highlights well-structured yet peripheral topics, as well as topics that are either marginally interesting, or have the potential to become of major importance to the entire research network in the near future. Limitations of the approach and future work plans conclude the paper

Technical and Applied Features of Functional Assessments and Behavioral Intervention Plans

ABSTRACT TECHNICAL AND APPLIED FEATURES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS by Shannon M. Hawkins When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students’ problem behaviors as documented in their FBAs. This study was conducted to examine the overall technical adequacy of FBAs and BIPs within one educational system to evaluate reliance on the outcomes of FBAs in the development of BIPs. The technical and applied features of a randomly selected sample of 134 FBA/BIPs of students with disabilities, ages 3-21 years, who were receiving services due to their severe emotional and behavioral disorders (SEBD) or autism spectrum disorders (ASD) within the Georgia Network of Educational and Therapeutic Services (GNETS) were analyzed. In addition, similarities and differences between function-based strategies specified in BIPs were examined. Logistic regression was used to reveal the probability that a given behavioral function can predict which intervention(s) might be chosen. A series of chi-square tests of independence and a multinomial logistic regression model were used to examine how BIP component variables, demographic variables, behavioral function variables, and behavioral intervention variables related to each other statistically. Components described as critical in research literature for conducting FBAs and developing BIPs were absent from a significant number of the student files. Results suggest few of the prescribed interventions were likely to be related to function. The findings extend research on FBAs and BIPs, particularly as they are used with students with SEBD and autism, documenting that a significant number of BIPs are developed without regard of the function of the problem behavior

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

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 (μ = 25.8%) and student satisfaction (μ = 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

The influence of service quality and satisfaction in consumer behaviour intention : an empirical study of a charter airline

Mestrado em MarketingFrom the theoretical and empirical points of view, quality of service and satisfaction have been identified as strong predictors of consumer behavioural intentions. These dynamics have already been studied on the airline context, mainly in regular airlines and low-costs but investigations in the context of charter companies were not found. Thus, this study aims to explore the impact of service quality and satisfaction in behavioural intentions, considering passengers of a charter company. A survey was conducted during the period between 24 July and August 20, 2010. Consequently, we have collected 1283 questionnaires of long haul passengers and 4507 questionnaires of medium haul passengers. According to literature review, service quality positively affects passenger behavioural intentions but satisfaction has the strongest effect in. Surprisingly, the dimension of service quality that mostly influences satisfaction and behavioural intentions is the tangible dimension. Also, we didn't find any meaningful relationship between the entertainment on-board in medium-haul and behavioural intentions of passengers. These results will provide knowledge directly obtained from the voice of passengers that can be used by researchers to include charter airlines specificities in the broad investigation about service quality, satisfaction and customer behaviour. In addition, managers can learn from these examples, understanding the dimensions of the service mostly valued as a high potential element to differentiate the firm from the competitors and as adjuvant factors to increase passengers favourable intentions to the company.Do ponto de vista teórico-empírico, a qualidade de serviço e a satisfação têm sido apontadas como fortes influenciadores das intenções comportamentais do consumidor. Estas dinâmicas já foram estudadas ao nível das companhias aéreas regulares e low-cost mas não foram encontrados registos de investigações no âmbito das companhias charter. Assim, o objetivo principal deste trabalho de investigação é analisar o impacto que a qualidade de serviço e a satisfação têm ao nível das intenções comportamentais dos passageiros duma companhia charter. Para o efeito, foi realizado um inquérito aos passageiros duma companhia charter portuguesa no período entre 24 de Julho e 20 de Agosto de 2010. Foram recolhidos 1283 questionários a passageiros de longo curso e 4507 a passageiros do médio curso. De acordo com a literatura, constataram-se relações positivas entre a qualidade de serviço e as intenções comportamentais, sendo a satisfação, a variável que mais influi nas intenções dos passageiros. Surpreendentemente, a dimensão da qualidade de serviço que mais influencia a satisfação e as intenções comportamentais são os tangíveis e não foi encontrada qualquer relação com significado entre o entretenimento a bordo dos aviões do médio curso e as intenções comportamentais dos passageiros. Estes resultados constituem conhecimento diretamente proveniente da voz dos passageiros que pode ser utilizado pelos investigadores de forma a desenvolverem a pesquisa no âmbito charter. Além disso, os gestores podem concluir acerca das dimensões do serviço mais valorizadas como diferenciadoras da concorrência e adjuvantes de intenções favoráveis dos passageiros para com a empresa

A Systematic Review on Functional Analysis of Noncompliance

Lack of following instructions is a common caregiver concern that can have adverse effects on the learner. Although certain behavioral assessments (i.e., functional analysis) are often employed for other forms of challenging behavior (e.g., aggression, property destruction) to determine why these behaviors are occurring (e.g., to gain attention, toys, or escape from instructions), these assessments are infrequently conducted to determine why a learner is not following instructions. Lack of following instructions is often hypothesized to be motivated by desire to escape from instructions. However, to date, no study has examined the prevalence of variables that motivate lack of following instructions or intervention outcomes despite their importance in informing intervention. Thus, the purpose of this review was to examine the published literature that assessed lack of following instructions to determine the prevalence of environmental variables that motivate lack of following instructions. Subsequently, we also aimed to examine the efficacy of interventions for increasing following instructions that were developed based on assessment results. Results indicate lack of following instructions was motivated by a desire to escape from instructions in half of the studies identified, and consequence-based interventions were more efficacious than antecedent-based interventions

Tangible user interfaces and social interaction in children with autism

Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology. Study one looked at Topobo, a construction toy augmented with kinetic memory. Children played with Topobo in groups of three of either Typically Developing (TD) or ASC children. The children were given a construction task, and were also allowed to play with the construction sets with no task. Topobo in the task condition showed an overall significant effect for more onlooker, cooperative, parallel, and less solitary behaviour. For ASC children significantly less solitary and more parallel behaviour was recorded than other play states. In study two, an Augmented Knights Castle (AKC) playset was presented to children with ASC. The task condition was extended to allow children to configure the playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour. Compared to non-digital play, the AKC showed reduction of solitary behaviour because of augmentation. Qualitative analysis showed further differences in learning phase, user content, behaviour oriented to other children, and system responsiveness. Tangible musical blocks (‘d-touch’) in study three focused on the task. TD and ASC children were presented with a guided/non-guided task in pairs, to isolate effects of augmentation. Significant effects were found for an increase in cooperative symbolic play in the guided condition, and more solitary functional play was found in the unguided condition. Qualitative analysis highlighted differences in understanding blocks and block representation, exploratory and expressive play, understanding of shared space and understanding of the system. These studies suggest that the structure of the task conducted with TUIs may be an important factor for children’s use. When the task is undefined, play tends to lose structure and the benefits of TUIs decline. Tangible technology needs to be used in an appropriately structured manner with close coupling (the distance between digital housing and digital effect), and works best when objects are presented in familiar form