ABSTRACT
In this paper we focus on two aspects of Tangible Interaction that have our particular interest: 1) the added value of tangibility when designing interfaces for toddlers and 2) the value of actuators. Especially the latter is something that in our opinion has been under-investigated within the field of Tangible and Embedded Interaction. In this paper we will address the abovementioned topics by giving examples from the LinguaBytes project, which is aimed at developing an intelligent interactive play and learning environment for toddlers with multiple disabilities. These two aspects of Tangible Interaction have our particular interest since we see that multi-handicapped children could benefit highly from Tangible Interaction, but often lack the necessary bodily skills. Using actuators could offer these children possibilities to become more autonomous, thus enhancing their self-esteem and motivation. We feel that our work could not only benefit multi-handicapped toddlers in particular, but could also be used to design interactions that are more respectful to heterogeneous users in general.
- Archer, B. (1995). The nature of research. Co-Design, 2, p. 11.Google Scholar
- Basil, C. (1992). Social interaction and learned helplessness in severely disabled children. Augmentative and Alternative Communication, 8 (September), 188--199.Google ScholarCross Ref
- Falkman, K. W., Dahlgren Sandberg, A., & Hjelmquist, E. (2002). Preferred communication modes: Prelinguistic and linguistic communication in non-speaking preschool children with cerebral palsy. International Journal of Language & Communication Disorders, 37(1), 59--68.Google Scholar
- Hengeveld, B., Hummels, C., Overbeeke, K., Voort, R., Balkom, H. van & Moor, J. de (2007). Adapt or be Adapted. Proc. Physicality 2007, UWIC Press, 27--32Google Scholar
- Hengeveld, B., Hummels, C., Voort, R., van Balkom, H., & de Moor, J. (2007). Designing for diversity: Developing complex adaptive tangible products. Proc. Tangible and Embedded Interaction 2007, ACM Press, 155--158. Google ScholarDigital Library
- Ishii, H., & Ullmer, B. (1997). Tangible bits: Towards seamless interfaces between people, bits and atoms, Proc. CHI'97, ACM Press, 234--241. Google ScholarDigital Library
- Light, J. C. (1997). "Let's go star fishing": Reflections on the contexts of language learning for children who use aided AAC. Augmentative and Alternative Communication, 13 (September), 158--171.Google ScholarCross Ref
- Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analysis, Hillsdale, NJ: Erlbaum, 223--253Google Scholar
- Poupyrev, I., Nashida, T., Okabe, M. (2007) Actuation and tangible user interfaces: the Vaucanson duck, robots, and shape displays. Proc. Tangible and Embedded Interaction 2007, ACM Press, 205--212 Google ScholarDigital Library
- Snow, C. E., Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. H. Teale, Sulzby, E. (Ed.), Emergent literacy; writing and reading, Norwood, New Jersey: Ablex publishing corporation, 116--138Google Scholar
- Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA, U.S.A.Google Scholar
Index Terms
- Let me actuate you
Recommendations
Tangibles for toddlers learning language
TEI '09: Proceedings of the 3rd International Conference on Tangible and Embedded InteractionHere we present LinguaBytes, a modular, tangible play-and-learning system developed to stimulate the language and communication skills of toddlers (with a developmental age between 1 and 4 years) with multiple disabilities. The typical characteristics ...
LinguaBytes
IDC '08: Proceedings of the 7th international conference on Interaction design and childrenThe LinguaBytes-project is a three-year research project aimed at developing an adaptive, interactive, tangible play and learning system to stimulate the early language competencies of toddlers at a developmental age between 1 and 4 years - with severe ...
Interactive Pretend Play (iPPy) Toys for Children with ASD
OzCHI '19: Proceedings of the 31st Australian Conference on Human-Computer-InteractionIn the recent past, Tangible User Interface (TUI) has shown its positive impact on children with ASD in affluent countries. However, limited research is conducted on designing low-cost TUI for children in low-resource countries. Hence, this paper ...
Comments