Classroom collaboration in the design of tangible interfaces for storytelling
Classroom collaboration in the design of tangible interfaces for storytelling
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课堂协作设计讲故事的有形界面
DOI：
10.1145/365024.365322
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发表时间：
2001
期刊：
影响因子：
--
通讯作者：
C. O'Malley
中科院分区：
文献类型：
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作者：
D. Fraser;V. Bayon;Helen Neale;A. Ghali;S. Benford;S. Cobb;Rob Ingram;John R. Wilson;T. Pridmore;C. O'Malley
我们描述了KidPad协作绘图工具的有形接口的设计。我们的目标是支持故事的重演观众，并在真实的课堂环境中的整合。一个为期六个月的迭代设计过程，与学校的儿童和教师合作，产生了“魔毯”，这是一个使用压力垫和视频跟踪和条形码物理道具的界面，可以在KidPad中浏览一个故事。反思这一过程中，我们提出了四个指导方针，为有形的界面设计的教室。(1)使用物理尺寸和害羞的道具来鼓励合作。(2)注意不同的界面如何强调不同的操作。(3)请注意，对设计的表面更改可能会产生非常不同的物理交互。(4)专注于开放的低科技技术，而不是（过度）抛光的产品。
We describe the design of tangible interfaces to the KidPad collaborative drawing tool. Our aims are to support the re-enactment of stories to audiences, and integration within real classroom environments. A six-month iterative design process, working with children and teachers in school, has produced the “magic carpet”, an interface that uses pressure mats and video-tracked and barcoded physical props to navigate a story in KidPad. Reflecting on this process, we propose four guidelines for the design of tangible interfaces for the classroom. (1) Use physical size and shysical props to encourage collaboration. (2) Be aware of how different interfaces emphasize different actions. (3) Be aware that superficial changes to the design can produce very different physical interactions. (4) Focus on open low-tech technologies rather than (over) polished products.