Figure 2 - uploaded by Deepak Akkil
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Agent non-verbal behaviour in response to visual attention of the child. (a) A frame from the sad animation. (b)-(e) head orientation of the bear changes based on the visual attention of the child (agent looks where the child is looking).
Source publication
Computing devices such as mobile phones and tablet computers are increasingly used to support early childhood learning. Currently, touching the screen is the most common interaction technique on such devices. To augment the current interaction experience, overcome posture-related issues with tablet usage and promote novel ways of engagement, we pro...
Context in source publication
Context 1
... agent used the gaze information to adapt its verbal and non-verbal behaviour. For example, when the child is distracted and does not look at the screen, the character becomes sad (see Figure 2a) and uses speech to attract attention by saying, "I become sad when you do not look at me." ...
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Citations
... Children's gaze has been studied as an input modality in a very specific group of children (no functional use of their arms and legs), for a low-interactivity tasks (typing, reading and drawing) [16] and examined as a gaze-aware agent beneficial for early childhood learners [17]. Gaze provides the potential of a promising interaction modality for children, offering interesting and engaging gameplay experiences. ...
Gaze interaction has become an affordable option in the development of innovative interaction methods for user input. Gaze holds great promise as an input modality, offering increased immersion and opportunities for combined interactions (e.g., gaze and mouse, touch). However, the use of gaze as an input modality to support children’s gameplay has not been examined to unveil those opportunities. To investigate the potential of gaze interaction to support children’s gameplay, we designed and developed a game that enables children to utilize gaze interaction as an input modality. Then, we performed a between subjects research design study with 28 children using mouse as an input mechanism and 29 children using their gaze (8-14 years old). During the study, we collected children’s attitudes (via self-reported questionnaire) and actual usage behavior (using facial video, physiological data and computer logs). The results show no significant difference on children’s attitudes regarding the ease of use and enjoyment of the two conditions, as well as on the scores achieved and number of sessions played. Usage data from children’s facial video and physiological data show that sadness and stress are significantly higher in the mouse condition, while joy, surprise, physiological arousal and emotional arousal are significantly higher in the gaze condition. In addition, our findings highlight the benefits of using multimodal data to reveal children’s behavior while playing the game, by complementing self-reported measures. As well, we uncover a need for more studies to examine gaze as an input mechanism.
This paper presents a systematic review of the literature on Tangible User Interfaces (TUIs) and interactions in young children’s education by identifying 155 studies published between 2001 and 2019. The review was based on a set of clear research questions addressing application domains, forms of tangible objects, TUI design and assessment. The results indicate that (i) the form of tangible object is closely related to the application domain, (ii) the manipulatives are the most dominant form of tangible object, (iii) the majority of studies addressed all three stages of TUI development (design, implementation and evaluation) and declared a small sample of young children as a major shortcoming, and (iv) additional empirical research is required to collect evidence that TUIs are truly beneficial for children’s acquisition of knowledge. This review also identifies gaps in the current work, thus providing suggestions for future research in TUIs application in educational context expected to be beneficial for researchers, curriculum designers and practitioners in early years’ education. To the authors’ knowledge, this is the first systematic review specific to TUIs’ studies in early years’ education and is an asset to the scientific community.
