What's Up - an tangible interface for you to learn
What’sUp is aimed at supporting exploratory learning and independence of children living with autism. It provides a way for children with autism better exploit their natural drive for exploration in the process of growing independence by learning without their teacher’s accompany at all times. Interactive learning become a playful, enjoyable experience. Learning distractions becoming learning attractions What’sUp provides a way for teachers at special schools to let children with autism better exploit their natural drive for exploration in the process of growing independence by learning without their teacher interfering at all times. For the teacher What’sUp means a new way of passing information to children without the need of constantly repeating answers and instructions related to the same questions and situations. Pursuing the knowing of the doing - Pause for a moment to play in the next Helping the children to remember their current activity throughout the day. Direct tangible interaction holds a great cognitive learning potential for children with autism. Crafting a user experience that links the exploratory energy and tangible interaction of the child with “magical” experience of the environment “talking back” turned out to be a very powerful learning experience for the children during experience prototyping. Some of them actually had a hard time letting go of the bracelet and started to look for other objects and places with “a story to tell”. Designing for children with autism there was no way around tangible experience prototypes and constantly involving the teachers in playing out scenarios and interpreting the reactions of the child. One of our main inspirations from experience prototyping the concept was to observe the “shift of modes” during the children's interaction. They went from energetic explorations and excited interaction to suddenly pausing and listen to the audio-comment - this pattern would repeat for several times until the child moves on and looks for the next thing to interact with. In terms of technology, we rapidly sketched several technological possibilities. However, we chose low-cost technology such as RFID as our solution to help create beautiful learning experiences on a limited budget.
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What's Up - an tangible interface for you to learn
- 1. What’s up CIID 2011 Yufan Wang Hao-Ting Chang Martin Tai Lyhne Jensen
- 2. Description s WHATUP Is an assistive device aimed at helping mentally challenged children to explore their physical and social environment. It engages their natural drive for tangible exploration to learn and have fun.
- 3. Focus is not normalizing medical condition Designable moment 1 Reframe and repurpose existing abilities Work on the social challenges Danish Disabillity Sport Information Center Roskilde
- 4. Inclusive social behavior Designable moment 2 Sydbyskolen Special school in næstved
- 5. Designable moment 3 No engaging and easy accessible narrative about the children Sydbyskolen Special school in næstved
- 6. Explorative energy is a driver for fun Designable moment 4 Explorative energy = fun Fensmarkskolen Special school in Copenhagen
- 7. Concept Development -Sketch WEAR A HAND TO CLAP WITH PEOPLE AROUND YOU TO “BREAK THE ICE” AND PASS INFORMATION
- 8. Concept Development - Prototype
- 9. User Testing Hands are the strongest way for them to learn. A natural tool for exploration
- 10. Concept Development -Sketch A MOBILE WRISTBAND TO ALWAYS REMIND YOU OF YOUR CURRENT ACTIVITY, NO MATTER WHERE YOU ARE AT THE SCHOOL
- 11. Concept Development - Prototype
- 12. The Interaction with the watch is not very playful if it User Testing is only about checking your current schedule The Interaction with the watch is not very playful if it is only about checking your current schedule
- 13. Concept Development -Sketch INTERACTING WITH YOUR DAILY ACTIVITIES AS PIECES IN A PUZZLE GAME - TO MAKE IT MORE FUN AND ENGAGINGTO MANAGE YOU EVERYDAY
- 14. Concept Development - Prototype
- 15. User Testing Collecting the puzzle becomes more about the shape and color of the pieces than the actual activities they represent
- 16. Value Proposition 1 2 3 A new opportunity for the child to share it’s experiences and achievements with people around it, including teachers at the institutions and the parents at home. A tacit optional “icebreaker” for the child to engage in social contact and interaction with people physically present around it. A playful interactive opportunity for the child to explore and learn about the near environment around it in a more independent way where the energy of new exploration = fun.
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- 25. TAK! CIID 2011 Hao-Ting Chang h.chang@edu.ciid.dk Yufan Wang w.yufan@edu.ciid.dk Martin Tai Lyhne Jensen lyhnemail@gmail.com
Notes de l'éditeur
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- Focus is not normalizing medical condition\nReframe and repurpose existing abilities\nWork on the social challenges\n\n\nWe don’t focus on “normalizing” the medical condition, of the child, but aim more at identifying and repurpose it’s existing abillities to provide new engaging opportunities \nto work on the social challenges that follows it’s condition\n An assistive device should be something to assist - but not always in a medical way - it could also assist in a social way supporting a learning and exploration process of living with your disabillity.\n \n That assist you and your surroundings on enabling behavior. \n\n
- Inclusive social behavior (evt. by physical object)\n(Tangible obejct is tool for social engagement / icebreaking) - because external object\n(Social inclusive behavior by interaction with physical object) - opposed to direct social contact (fx eyes)\n\n
- Text documentation not engaging\nHard to access. \nCrowded information space. No clear/simple engaging narrative about the child.\n\n(Visual language + schedule)\n
- Explorative energy is a driver for fun\nExplorative energy = fun\n\n
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- Process / testing\nRemove a layer () + don’t wan’t to occupy hands. Because hands are the strongest way for them to learn. A natural tool for exploration - especially for the mentally challenged children. All their learning builds on a tangible and visual culture of exploration. Too valuable.\nMaybe video to show explorative behavior / energy\n\n
- Explain core idea of the concept\nIf the child does not know what it is doing you can ask:\nWhat time is it. \n
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- The bracelet as a physical object does not give any feedback.\nThe bracelet might have a potential as a more anonymous object, that can simply assist when needed. \nThere is a potential of adding more playfullness to the bracelet to make it an object of more significance to the child. \nTo make it something that it would be interested in carrying and interact with daily.\n\nThe fidelity of the prototype too low. \n\n\n\n\n\n\n
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