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 counterpart. 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 hand, 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. Keywords: Intuitive Interaction; Tangibles; Intangibles; Sensorimotor

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 counterpart. 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 hand, 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. Keywords: Intuitive Interaction; Tangibles; Intangibles; Sensorimotor

Tangible VR Book: Exploring the Design Space of Marker-Based Tangible Interfaces for Virtual Reality

Tangible User Interface (TUI) represents a huge potential for Virtual Reality (VR) because tangibles can naturally provide rich haptic cues which are often missing in VR experiences that make use of standard controllers. We are particularly interested in implementing TUIs for smartphone-based VR, given the lower usage barrier and easy deployment. In order to keep the overall system simple and accessible, we have explored object detection through visual markers, using the smartphone’s camera. In order to help VR experience designers, in this work we present a design space for marker-based TUI for VR. We have mapped this design space by developing several marker-based tangible interaction prototypes and through a formative study with professionals with different backgrounds. We then instantiated the design space in a Tangible VR Book which we evaluate with remote user studies inspired by the vignette methodology.

In the hands of users with Learning Disabilities: Co-Designing Tangible Users Interfaces for Mental Wellbeing

Involving and engaging people with learning disabilities on issues relating to their mental wellbeing can bechallenging. This research explores how participatory design techniques and principles can be used to engagepeople with learning disabilities in designing technological solutions relevant to them that could monitorand aid their mental wellbeing. Specifically, we explore methods used in a series of co-design workshopsto engage people with learning disabilities in the use of tangible interfaces for mental wellbeing. A varietyof designs, sensors and interventions were explored during the workshops resulting in the development ofmultiple mental wellbeing interfaces. Furthermore, data collection trials using the developed interfaces havedemonstrated the potential to collect real-world labelled data that can be used to train machine learningclassifiers. The co-design approach adopted for the design of the mental wellbeing tangible interfaces ensuredthat effective and suitable devices have been developed

In the hands of users with Learning Disabilities: Co-Designing Tangible Users Interfaces for Mental Wellbeing

Involving and engaging people with learning disabilities on issues relating to their mental wellbeing can bechallenging. This research explores how participatory design techniques and principles can be used to engagepeople with learning disabilities in designing technological solutions relevant to them that could monitorand aid their mental wellbeing. Specifically, we explore methods used in a series of co-design workshopsto engage people with learning disabilities in the use of tangible interfaces for mental wellbeing. A varietyof designs, sensors and interventions were explored during the workshops resulting in the development ofmultiple mental wellbeing interfaces. Furthermore, data collection trials using the developed interfaces havedemonstrated the potential to collect real-world labelled data that can be used to train machine learningclassifiers. The co-design approach adopted for the design of the mental wellbeing tangible interfaces ensuredthat effective and suitable devices have been developed

Teaching young learners a foreign language via tangible and graphical user interfaces

The use of tangible interfaces in teaching has been proved more effective, user -friendly and helpful in collaborative learning departments, when compared to traditional teaching approaches. In particular, the tangible interface “Makey Makey” is a modern tool that enhances collaboration between pupils, with positive results in education, despite the limited research done on this interface so far. “Makey Makey” succeeds in motivating and engaging young learners in the learning process, showing better performance and scoring results. In addition, its use in teaching has been shown to benefit the learning process in every age learning group.The development and use of such an innovative teaching/learning approach helps young learners perceive the educational process in a different way and assimilate new cognitive fields more effectively. Moreover, educators profit as well, as they can eliminate difficulties and teach more efficiently using examples based on their teaching approach, while enhancing young learners’ parallel skills as well. This study will confirm previous research results stating that assimilation of new concepts is easier with tangible interfaces than with graphical ones, as well as that young learners participating in the survey have shown significant progress in knowledge acquisition when compared to their prior knowledge.