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Similaire à BodyVis: A New Approach to Body Learning Through Wearable Sensing and Visualization
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BodyVis: A New Approach to Body Learning Through Wearable Sensing and Visualization
- 2. Children don’t understand how their bodies work
- 4. Position Structur e Function Let’s look at some misconceptions Óskarsdóttir, G. PhD Dissertation, 2006 Schmidt, C.K. Issues in Comprehensive Pediatric Nursing, 2001
- 5. Gatt, S. and Saliba, M. 3rd International Conference on Hands-On Science, 2006 Misconceptions of Heart
- 6. Gatt, S. and Saliba, M. 3rd International Conference on Hands-On Science, 2006 Misconceptions of Heart
- 7. Cuthbert, A. The School Science Review, 2000 Misconceptions of Breathing
- 8. Osborne, J. Wadsworth, P., and Black, P. Primary SPACE Research Report, 1992 Misconceptions of Digestion
- 9. 3D Models Existing Teaching Techniques
- 10. Coloring books Existing Teaching Techniques
- 12. Lam, N. and Ngo, S. Warning Signs How might children become engaged in body learning through wearable technology?
- 14. Prototype 1 Prototype 2.0
- 16. Cooperative Inquiry Druin, A. CHI’99 Druin, A. Behaviour and Information Technology, 2002 Fails, J., Guha, M.L., Druin, A. HCI’12 Guha, M.L et al. International Journal of Child-Computer Interaction, 2013
- 18. Technique: Bags of Stuff, Big Paper, Mixing Ideas Druin, A. CHI’99 Fails, J., Guha, M.L., Druin, A. HCI’12 Guha, M.L., et al. Communications of the ACM, 2005
- 21. Stomach Animation Screen shows food Screen shows acid and food breakdown
- 22. Stomach Animation Screen shows food Screen shows acid and food breakdown
- 23. Prototype 1 Prototype 2.0 Prototype 2.1
- 32. Heart and Lungs
- 33. Heart Rate: 60 bpm Breathing Rate: 15 bpm
- 34. Digestive System
- 35. Digestive System
- 37. Site 1 Site 2 Site 3
- 40. Jim, 8 yrs old Emma, 7 yrs old Kate, 8 yrs old Experimenting Questioning Mentoring Modes of Engagement
- 42. Jim, 8 yrs old Emma, 7 yrs old Kate, 8 yrs old Potential to engage, excite and pique children’s curiosity in body learning and STEM topics.
- 43. Future Work
- 45. Representation Prototype 1: Blood Flow Prototype 2.1: Air Flow
- 46. BodyVis Shared View BodyVis Jack Jill Lily Tim Classroom Settings
- 47. Audio & Haptic Feedback
- 48. Thanks! @LNorooz LeylaNorooz.com LeylaN@umd.edu Leyla Norooz PhD Student iSchool, Human- Computer Interaction @LNorooz Jon Froehlich Assistant Professor Computer Science @jonfroehlich makeability lab Human Computer Interaction Laboratory
Notes de l'éditeur
- In particular, there’s a lot of research behind children’s misunderstanding of their bodies Lots of work in X showing that high level message and then next slide is some examples Lots of research has been done in how children’s perception of their bodies Make sure you change the middle one
- Children have difficulty learning about the position, structure, and function of internal body parts. <Click> Often even adults, have difficulty understanding the inner workings of their body because it’s hidden under layers of skin, muscle, and tissue [Óskarsdóttir, G. 2006. The development of children’s ideas about the body: How these ideas change in a teaching environment. PhD Dissertation, University of Iceland, Faculty of Social Sciences. (2006)] [Schmidt, C.K. 2001. Development of Children’s Body Knowledge, Using Knowledge of the Lungs as An Exemplar. Issues in Comprehensive PEdiatric Nursing. 24, (2001)] [Vessey, J.A., Braithwaite, K.B. and Widemann, M. 1990. Teaching Children About Their Internal Bodies. Pediatric Nursing. 16, 1 (1990)]
- Children typically draw their heart in a playing card heart shape… They will also often misconstrue organ size, shape, position, and function. For example, <CLICK> the heart is typically drawn as a playing card “valentine” heart and <CLICK> the stomach is considered a breathing mechanism because it moves in and out with breath [Cuthbert, A. 2000. Do Children Have a Holistic View Of Their Internal Body Maps. AND Gatt, S. and Saliba, M. 2006. Young Children’s Ideas About the Heart. ]
- Whereas your heart really looks something like this. They will also often misconstrue organ size, shape, position, and function. For example, <CLICK> the heart is typically drawn as a playing card “valentine” heart and <CLICK> the stomach is considered a breathing mechanism because it moves in and out with breath [Cuthbert, A. 2000. Do Children Have a Holistic View Of Their Internal Body Maps. AND Gatt, S. and Saliba, M. 2006. Young Children’s Ideas About the Heart. ]
- Other studies have shown children sometimes believe that their stomach is a breathing mechanism, whereas it’s really your diaphram and lungs causing you to breathe. They will also often misconstrue organ size, shape, position, and function. For example, <CLICK> the heart is typically drawn as a playing card “valentine” heart and <CLICK> the stomach is considered a breathing mechanism because it moves in and out with breath [Cuthbert, A. 2000. Do Children Have a Holistic View Of Their Internal Body Maps. AND Gatt, S. and Saliba, M. 2006. Young Children’s Ideas About the Heart. ]
- Few children have a clear idea of how food passes through their body and waste is eliminated. Have some pics of what kids think it looks like [Osborne, J., Wadsworth, P. and Black, P. 1992. Primary SPACE Research Research Report: Processes of Life.]
- Traditionally, human anatomy and physiology are taught using a mixture of techniques including three-dimensional models and dolls, coloring and activity books, stories, audio-visuals, and video games. Research has suggested using 3D aids when teaching anat. and physi. To accompany these activity books, stories, and games. Mention that this has limitations because it’s not responsive. “It’s a great tool, but it’s not responsive”
- Traditionally, human anatomy and physiology are taught using a mixture of techniques including three-dimensional models and dolls, coloring and activity books, stories, audio-visuals, and video games. Research has suggested using 3D aids when teaching anat. and physi. To accompany these activity books, stories, and games. It’s a great tool because you can understand shape and some position, but it’s not responsive and you can’t understand functionality by just looking at the pic. You’d have to read it.
- If I could make something that was resposive to the human body, how would I display that biodata? This made me wonder whether a wearable device that could sense someone’s biodata can be a suitable canvas to explore so we can make something responsive
- And then I thought maybe wearables could be a suitable canvas to explore this a bit. (This slide used to be: How can we use wearable technology to engage children in body learning?)
- before i began any development, i came up with a set of goals for each design iterated on this as i was prototyping and learning new things In ideation phase, asked ourselves: What design features would a shirt like this need to have? As we were building BodyVis we came up with several design goals ----- Meeting Notes (5/14/14 19:06) ----- kidsteam thoughts were along these lines (reinforced some and expanded others) goals or objectives ----- Meeting Notes (5/16/14 08:49) ----- before i began any development, i came up with a set of goals for each design iterated on this as i was prototyping and learning new things i had several goals (that i iterated on) in designing this shirt
- Children dont think like adults and have their own needs and preferences. These collaborations often lead to unexpected tech innovations CI with children was introduced by Druin as: a design method focused on the equal partnership of adults and children in brainstorming, designing, developing, and testing new technologies Say why you used it Brief description of kidsteam [Druin, A. 1999. Cooperative inquiry: developing new technologies for children with children. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (New York, New York, USA, May 1999) ] [Druin The role of children in the design of new technology] [Fails: Methods and techniques for involving children in the design of new technology for chidlren] [Guha: Working with young children as technology design partners ] Igcci – guha et al Foundation- Fails et al
- Big Paper: draw their design ideas on a table-sized paper Mixing Ideas: used to mix multiple ideas and iterate on a design [Fails: Methods and techniques for involving children in the design of new technology for chidlren] [Guha: Working with young children as technology design partners] Guha 2004 idc (mixing) Big paper Mixing ideas
- ----- Meeting Notes (5/15/14 11:13) ----- A lot of insight from these designs
- Used in a less playful way Children wanted sound in previous coop sessions ----- Meeting Notes (5/15/14 11:13) ----- functionality
- Was so detailed in each group that it got its own theme
- ----- Meeting Notes (5/15/14 11:13) ----- took these themes and ideas as well as my own design ideas
- Different: Size/material of organs Mobility More overlap of organs
- ----- Meeting Notes (5/13/14 14:12) ----- The visualization in the heart and the lungs looks something like this <click> ----- Meeting Notes (5/14/14 19:06) ----- talk about the purse ----- Meeting Notes (5/15/14 11:13) ----- maybe take out the bluetooth shield?
- Used fabric organs again to reduce weight
- Magnets are used to connect the organs to the shirt. Here’s a clip of what it looks like when removing the organs. Notice the spirals there…
- Front perspective of removing organs Can see the lights turns off when the organs are removed Also notice the highlighters on the shirt (next slide)
- This is where I give a demo of the heart and lungs ----- Meeting Notes (5/13/14 14:12) ----- The heart and the lungs are the two organs in this prototype that are live visualizations of the human body.
- Heart and lungs are automatically controlled using the bioharness Here’s an example of a heart rate of 60 beats per minute and a breathing rate of 15 breaths per minute (53:26 in YF)
- Give a live demo right after explaining that the digestive system starts with the snack time button. ----- Meeting Notes (5/14/14 19:06) ----- used a light phone
- Evaluated one case from each session
- I conducted 3 eval sessions 3 Boys and Girls clubs across MD to evaluate BodyVis These clubs in particular have an alliance with the STEM coalition with designated STEM room for activities similar to the one we were doing with them ----- Meeting Notes (5/14/14 19:06) ----- 2 researchers assisted me at these trials
- Same questionnaire as before See differences in their responses
- Saw each participant exhibiting different modes of engagement There were other modes I didn’t look at We saw a several different experiences that participants had with BodyVis Although we can’t generalize our results to all children, these studies show that BodyVis has the potential to… ----- Meeting Notes (5/14/14 19:06) ----- modes of engagement
- We saw a several different experiences that participants had with BodyVis Although we can’t generalize our results to all children, these studies show that BodyVis has the potential to… ----- Meeting Notes (5/14/14 19:06) ----- modes of engagement
- - Explore different representation of organs
- Scenario: Everyone has their own shirt. The kids can ----- Meeting Notes (5/13/14 18:51) ----- temporal data cross-body comparison ecosystem of tools to support body learuning (suite of tools)
- For organs that are hard to visualize, audio and video feedback
- ----- Meeting Notes (5/13/14 18:51) ----- list everyone who helped in thank you and questions