Alissa N. Antle
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Publications by Alissa N. Antle (bibliography)
Gilutz, Shuli, Black, John B., Peyser, Deena, Mandelman, Samuel D., Hellmann, Esther, Antle, Alissa N., Droumeva, Milena, Corness, Greg, Hourcade, Juan Pablo, Beitler, Daiana, Flores, Pablo and Cormenzana, Fernando (2009): Metaphors Children Live By: Enactments and Simulations With Interactive Media. In: Society for Research in Child Development Biennial Meeting April 2-4, 2009, Denver, Colorado. .
Antle, Alissa N., Corness, Greg and Droumeva, Milena (2009): Springboard: exploring embodiment, balance and social justice. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 3961-3966. Available online
“In this paper we describe the theory and design of a prototype interactive environment called Springboard. Springboard supports users to explore concepts in social justice through embodied interaction. We present the foundational theory of embodied conceptual metaphor, focusing on the twin-pan balance schema. We describe the application of balance metaphors in the design of the interaction model for our interactive environment. We conclude with a discussion of design choices and describe future research based on our prototype.”
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Antle, Alissa N., Droumeva, Milena and Ha, Daniel (2009): Thinking with hands: an embodied approach to the analysis of children's interaction with computational objects. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 4027-4032. Available online
“We present the theory and mixed methods approach for analyzing how children's hands can help them think during interaction with computational objects. The approach was developed for a study investigating the benefits of different input methods for object manipulation activities in digitally supported problem solving. We propose a classification scheme based on the notions of complementary and epistemic actions in spatial problem solving. In order to overcome inequities in number of access points when comparing different input methods, we develop a series of relative measures based on our classification scheme.”
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Antle, Alissa N., Droumeva, Milena and Ha, Daniel (2009): Hands on what?: comparing children's mouse-based and tangible-based interaction. In: Proceedings of ACM IDC09 Interaction Design and Children 2009. pp. 80-88. Available online
“We investigate the similarities and differences -- in terms of quantitative performance and qualitative behaviors -- between how children solve an object manipulation task using mouse-based input versus tangible-based input. This work examines the assumption common in tangible computing that direct physical manipulation is beneficial for certain spatial tasks. We describe an ecologically valid comparison of mouse-based versus tangible-based input for a jigsaw puzzle task in order to better understand the tradeoffs in choosing input and interaction styles. We include a traditional cardboard puzzle for comparative purposes. The results of an experiment with 132 children indicate children are more successful and faster at solving puzzles using a tangible-based approach. Detailed temporal analysis indicates that pairs in the tangible group spend most of their time using a combination of epistemic and pragmatic actions which support mental problem solving. Conversely, pairs in the mouse group use an ineffective trial and error strategy.”
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Bakker, Saskia, Antle, Alissa N. and Hoven, Elise van den (2009): Identifying embodied metaphors in children's sound-action mappings. In: Proceedings of ACM IDC09 Interaction Design and Children 2009. pp. 140-149. Available online
“Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts.”
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Antle, Alissa N., Fernaeus, Ylva and Marshall, Paul (2009): Children and embodied interaction: seeking common ground. In: Proceedings of ACM IDC09 Interaction Design and Children 2009. pp. 306-308. Available online
“As computation plays an ever larger role as an embedded part of the environment, research that seeks to understand the embodied nature of children's interactions with computation becomes increasingly important. Embodied interaction is an approach to understanding human-computer interaction that seeks to investigate and support the complex interplay of mind, body and environment in interaction. Recently, such a perspective has been used to discuss human actions and interactions with a range of computational applications including tangibles, mobiles, robotics and gesture-based interfaces. Physically-based forms of child computer interaction including body movements, the ability to touch, feel, manipulate and build sensory awareness of the relationships in the world are crucial to children's cognitive and social development. This workshop aims to critically explore the different approaches to incorporating an embodied perspective in children's interaction design and HCI research, and to develop a shared set of understandings and identification of differences, similarities and synergies between our research approaches.”
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Read, Janet C., Markopoulos, Panos, Pares, Narcis, Hourcade, Juan Pablo and Antle, Alissa N. (2008): Child computer interaction. In: Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems April 5-10, 2008. pp. 2419-2422. Available online
“The study of Child Computer Interaction is a growing subfield of HCI. Child Computer Interaction encompasses traditional HCI but also specifically reaches out into the areas of child psychology, learning and play. The aim of this SIG is to bring together researchers and practitioners working in this area, to discover current themes, to explore the creation of a more formal working group, to locate publishing opportunities and to foster international co-operation.”
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Antle, Alissa N., Droumeva, Milena and Corness, Greg (2008): Playing with the sound maker: do embodied metaphors help children learn?. In: Proceedings of ACM IDC08 Interaction Design and Children 2008. pp. 178-185. Available online
“In this paper we present the results of a comparative study that explores the potential benefits of using embodied interaction to help children, aged 7 to 10, learn abstract concepts related to musical sounds. Forty children learned to create musical sound sequences using an interactive sound making environment. Half the children used a version of the system that instantiated a body-based metaphor in the mapping layer connecting body movements to output sounds. The remaining children used a version of the same environment that did not instantiate a metaphor in the mapping layer. In general, children were able to more accurately demonstrate sound sequences in the embodied metaphor based system version. However, we observed that children often resorted to spatial rather than body-based metaphors and that the mapping must be easily discoverable as well as metaphorical to provide benefit.”
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Antle, Alissa N. (2007): The CTI framework: informing the design of tangible systems for children. In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction 2007. pp. 195-202. Available online
“New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.”
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Sep 3rd, 2010
Changes to this page (author)
22 Feb 2010: Enabled abstracts to be shown on Alissa N. Antle's author page.26 Jun 2009: Author was edited 26 Jun 2009: Author was edited
26 Jun 2009: Author was edited
09 May 2009: Author was edited
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06 May 2009: Author was added to the bibliography (approved by an editor)
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24 Jul 2007: Author was added to the bibliography
