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TAPAS: A tangible End-User Development tool supporting the repurposing of Pervasive Displays

JOURNAL OF VISUAL LANGUAGES AND COMPUTING 2017年第Apr.期39卷 66-77页

作者： Turchi, Tommaso Malizia, Alessi Dix, Alan Brunel Univ London Human Ctr Design Inst London England Univ Birmingham Sch Comp Sci HCI Ctr Birmingham W Midlands England Talis Birmingham W Midlands England

These days we are witnessing a spread of many new digital systems in public spaces featuring easy to use and engaging interaction modalities, such as multi-touch, gestures, tangible, and voice. This new user-centered paradigm known as the NUI aims to provide a more natural and rich experience to end users;this supports its adoption in many ubiquitous domains, as it naturally holds for Pervasive Displays: these systems are composed of variously-sized displays and support many-to-many interactions with the same public screens at the same time. Due to their public and moderated nature, users need an easy way of adapting them to heterogeneous usage contexts in order to support their long-term adoption. In this paper, we propose an End User Development approach to this problem introducing TAPAS, a system that combines a tangible interaction with a puzzle metaphor, allowing users to create workflows on a Pervasive Display to satisfy their needs;its design and visual syntax stem from a study we carried out with designers, whose findings are also part of this work. We then carried out a preliminary evaluation of our system with second year university students and interaction designers, gathering useful feedback to improve TAPAS and employ it in many other domains.

关键词： End-User Development tangible User Interface Natural User Interface Pervasive Displays tangible programming

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Analyzing the Socioenactive Dimensions of Creative Learning Environments with Preschool Children 20

Analyzing the Socioenactive Dimensions of Creative Learning ...

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19th Brazilian Symposium on Human Factors in Computing Systems (IHC)

作者： Carbajal, Marleny Luque Baranauskas, M. Cecilia C. Univ Estadual Campinas Inst Comp Sao Paulo Brazil

ISBN: (纸本)9781450381727

Several published papers discuss how to encourage creativity in the classroom. An emerging concept is creative learning, which attempts to understand, experiment, and define methodologies and learning environments designed to promote creativity. Enaction theorists, a new thread of cognitive science, understand that cognition and creativity always emerge through real-time interaction with the environment and other agents in that environment. Socioenactive systems are extensions to the enactive system concept, bringing attention to socio-cultural values in the dynamic coupling of the human (through the body senses) and technology. This work aims to explore and understand the creative process of preschool children during their interaction with a tangible programming environment (TaPrEC+mBot) that allows programming of a robot car by arranging wooden blocks. The analysis draws on the physical, digital, and social dimensions of socioenactive systems. The results show that the children felt especially involved through their bodies and engaged in the activity of creating their own programming scenario. They also suggest that the children's reasoning and behavior seem to be connected or influenced by their body movements and their physical, social and digital experience and interaction with the tangible programming environment.

关键词： Socioenactive dimensions tangible programming creative learning preschool tangible User Interfaces Socioenactive system

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An interactive programming learning environment supporting paper computing and immediate evaluation for making thinking visible and traceable

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INTERACTIVE LEARNING ENVIRONMENTS 2024年第9期32卷 5253-5266页

作者： Zhuang, YungYu Lin, Yu-Hsuan Liyanawatta, Mahesh Saputro, Andito Haryo Utami, Yuniati Dwi Wang, Jen-Hang Natl Cent Univ Dept Comp Sci & Informat Engn Taoyuan City Taiwan

Computer programming is essential nowadays but still challenging to learn due to its invisible thinking. Current programming environments are mostly designed for operating on computers directly to learn concrete programming, but this approach lacks the support for clarifying learners' thinking processes. On the other hand, using paper and pens shows usability in developing creative thinking, but it cannot help verify learners' thinking results due to its nature. To benefit from both paper and computers, we developed an interactive programming learning environment consisting of a paper board game, a computer system, and a digitalization mechanism. Learners can use the learning environment to draw down their thinking results and verify them by comparing them with the evaluation on the computer system immediately. Two experiments were conducted to compare this learning environment with paper board games and computer programming environments, respectively. The experimental results show that the subjects who learn in our environment can learn to program better than those who learn with the other two. The proposed environment is easy to prepare for learners in a classroom as their first step to programming learning. It can help learners cross over from paper board games for computational thinking to computer programming environments.

关键词： programming paper computing tangible programming board games making thinking visible immediate evaluation

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DupRobo: Interactive Robotic Autocompletion of Physical Block-Based Repetitive Structure 17th

DupRobo: Interactive Robotic Autocompletion of Physical Bloc...

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17th IFIP TC13 International Conference on Human-Computer Interaction (INTERACT)

作者： Chen, Taizhou Wu, Yi-Shiun Zhu, Kening City Univ Hong Kong Sch Creat Media Kowloon Hong Kong Peoples R China Ecole Polytech Fed Lausanne Dept Micro Engn Lausanne Switzerland

ISBN: (纸本)9783030293840;9783030293833

In this paper, we present DupRobo, an interactive robotic platform for tangible block-based design and construction. DupRobo supported user-customizable exemplar, repetition control, and tangible autocompletion, through the computer-vision and the robotic techniques. With DupRobo, we aim to reduce users' workload in repetitive blockbased construction, yet preserve the direct manipulatability and the intuitiveness in tangible model design, such as product design and architecture design. Through a user study with 12 participants, we found that DupRobo significantly reduced participants' perceived physical demand, overall efforts, and frustration in the process of block-based structure design and construction, compared to the situation without DupRobo. In addition, the participants rated DupRobo as easy to learn and use.

关键词： Block assembly Robotics Autocompletion tangible user interface programming by demonstration tangible programming

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DBugs: large-scale artefacts for collaborative computer programming 18

DBugs: large-scale artefacts for collaborative computer prog...

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ACM Conference on Interaction Design and Children (IDC)

作者： Boden, Marie Pretorius, Bianca Matthews, Ben Viller, Stephen Univ Queensland Brisbane Qld 4072 Australia

ISBN: (纸本)9781450351522

In this article, we present DBugs, a large-scale physical tool designed for school children to learn computer programming. DBugs was designed to support the social aspects of classroom learning. In user two studies we found DBugs supported collaboration between students as the large-scale tangible cubes meant each student found a role in the group work. We also found that with the larger size of artefacts the individual students' actions became public and this promoted communication and collaboration between the group members for a successful outcome.

关键词： tangible programming physical computing computational thinking collaborative technology education

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Tangicons 3.0: An Educational Non-Competitive Collaborative Game 12

Tangicons 3.0: An Educational Non-Competitive Collaborative ...

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11th International Conference on Interaction Design and Children (IDC)

作者： Scharf, Florian Winkler, Thomas Hahn, Claudia Wolters, Christian Herczeg, Michael Med Univ Lubeck Inst Multimedia & Interact Syst D-23538 Lubeck Germany

ISBN: (纸本)9781450310079

In this paper we present Tangicons 3.0, an educational game for children between the ages of 6 and 9. Tangicons foster algorithmic construction and reasoning as well as discussions among the players. In contradiction to other collaborative educational games Tangicons intend to avoid competition between children in favor for a strictly collaborative process. Children learn to solve problems together by manipulating physical objects that communicate with each other in order to move virtual characters on a map. This requires a high degree of abstraction. To sustain concentration and motivation, the game also includes playful elements as well as fine and gross motor activity. The focus of the investigation, however, will be the logical-abstract thinking of children. This new version of Tangicons is build with Sifteo cubes as the base technology and a computer for the output on a larger display and sound.

关键词： Tangicons Visual programming tangible programming tangibles Learning tangible User Interface Ambient Learning Spaces Educational Game

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Tquencer: A tangible Musical Sequencer Using Overlays 18

Tquencer: A Tangible Musical Sequencer Using Overlays

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12th International Conference on tangible, Embedded, and Embodied Interaction (TEI)

作者： Kaltenbrunner, Martin Vetter, Jens Univ Art & Design Linz Austria

ISBN: (纸本)9781450355681

This article discusses the design and implementation of the Tquencer, a tangible musical sequencer device. The tangible interaction paradigm for musical sequencers has been explored previously trough the arrangement of simple tangible tokens within time-based physical constraints. While this initial approach allows for the creation of basic rhythmic or melodic loops, it sometimes lacks the musical depth required for professional live performance. Therefore we introduce several additional physical design elements that allow the development of musical complexity, while maintaining the overall simplicity of tangible interaction. These tangible elements include single-step, multi-step and resizable tokens, which can be arranged to trigger musical events, multi-step sound effects and more complex sequence patterns. Furthermore the device also allows the dynamic assignment of the content and behavior of physical tokens through dedicated configuration tokens. We also introduce tangible overlays, which allow the handling and arrangement of multiple musical configurations in various layers. This token configuration and layer management is facilitated by an additional control step, which allows for the overall tangible configuration of a musical setup. Apart from its primary musical application scenario, the Tquencer also provides a generic tangible controller platform for time-based sequencing applications.

关键词： Musical Instrument tangible Interaction Interaction Design tangible programming Sequencer RFID Sensing

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Cartoonimator: A Low-cost, Paper-based Animation Kit for Computational Thinking 23

Cartoonimator: A Low-cost, Paper-based Animation Kit for Com...

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22nd Annual ACM Interaction Design and Children Conference (IDC)

作者： Ranjan, Krithik Gyory, Peter Rivera, Michael L. Do, Ellen Yi-Luen Univ Colorado ATLAS Inst Boulder CO 80309 USA

ISBN: (纸本)9798400701313

Computational thinking has been identified as an important skill for children to learn in the 21st century, and many innovative kits and tools have been developed to integrate it into children's learning. Yet, most solutions require the use of devices like computers or other expensive hardware, thus being inaccessible to low-income schools and communities. We present Cartoonimator, a low-cost, paper-based computational kit for children to create animations and engage with computational thinking. Cartoonimator requires only paper and a smartphone to use, offering an affordable learning experience. Children can draw the scenes and characters for their animation on the paper, which is printed with computer vision markers. We developed the mobile web app to provide an interface to capture keyframes and compile them into animations. In this paper, we describe the implementation and workflow of Cartoonimator, its deployment with children at a local STEAM event, and a planned evaluation for the kit.

关键词： tangible programming paper computing computational thinking animation

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The technical matters: young children debugging (with) tangible coding toys

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INFORMATION AND LEARNING SCIENCES 2022年第9/10期123卷 577-600页

作者： Silvis, Deborah Lee, Victor R. Clarke-Midura, Jody Shumway, Jessica F. Utah State Univ Dept Instruct Technol & Learning Sci Logan UT 84322 USA Stanford Univ Grad Sch Educ Palo Alto CA 94304 USA Utah State Univ Dept Teacher Educ & Leadership Logan UT 84322 USA

Purpose - Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments. Design/methodology/approach - The current study examines the organization of young children's technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots. Findings - The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge;the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved. Originality/value - Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children's essential technical knowledge from the more abstract knowledge of programming.

关键词： Early childhood Interaction analysis Computer literacy Technical knowledge Debugging Sociotechnical organization of learning tangible programming

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Reactile: programming Swarm User Interfaces through Direct Physical Manipulation

Reactile: Programming Swarm User Interfaces through Direct P...

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CHI Conference on Human Factors in Computing Systems (CHI)

作者： Suzuki, Ryo Kato, Jun Gross, Mark D. Yeh, Tom Univ Colorado Boulder Boulder CO 80309 USA Natl Inst Adv Ind Sci & Technol Tsukuba Ibaraki Japan

ISBN: (纸本)9781450356206

We explore a new approach to programming swarm user interfaces (Swarm UI) by leveraging direct physical manipulation. Existing Swarm UI applications are written using a robot programming framework: users work on a computer screen and think in terms of low-level controls. In contrast, our approach allows programmers to work in physical space by directly manipulating objects and think in terms of high-level interface design. Inspired by current UI programming practices, we introduce a four-step workflow create elements, abstract attributes, specify behaviors, and propagate changes for Swarm UI programming We propose a set of direct physical manipulation techniques to support each step in this workflow. To demonstrate these concepts, we developed Reactile, a Swarm UI programming environment that actuates a swarm of small magnets and displays spatial information of program states using a DLP projector. Two user studies-an in-class survey with 148 students and a lab interview with eight participants confirm that our approach is intuitive and understandable for programming Swarm UIs.

关键词： swarm user interfaces tangible programming programming by demonstration direct manipulation

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