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Constructing with movement: kinematics
Abstract
This paper describes Kinematics: a novel construction toy for children consisting of both active (shape-changing or rotating) and passive building blocks. In comparison to similar systems, the active components of Kinematics do not require programming or recording. This allows children to focus on reassembly and direct observation of the resulting movement from simple changes made to a constructed structure. The gameplay of Kinematics is similar to classic construction games; by re-combining different elements, one can assemble increasingly complex structures. The shape-changing/rotating feature of the active blocks results in movement of the whole structure. The geometric shapes of these blocks are cubes, cuboids, cylinders, and triangular prisms. Plug-and-socket connectors (TRRS jacks) hold the blocks together and are the pivot points for rotating. They also provide data and power lines. Through simply rotating a single element, or putting it in a different position within the structure, the child can directly and intuitively manipulate the resulting movement. We propose Kinematics as a playful, intuitive, and haptic way of learning about motion in the physical world.
... The field has explored the potential of making objects physically dynamic. Both Topobo [30] and Kinematics [26] present playful toolkit, which allows the users to explore movement and physical change. Topobo [30] is a construction toolkit, consisting of a set of both passive and motorized building blocks, which have the ability to playback physical motion in 3D space. ...
... The elements can ben snapped together to construct dynamic biomorphic forms, which can be animated by pushing, pulling, and twisting the elements, and observe the motion repeatedly play back the motion. Kinematics [26] is a construction toy, which consist of both active and passive building blocks. Each block holds a specific functionality, e.g. ...
... Topobo is a system that supports children in exploring various physics concepts with manufactured primitives based on kinetic memory [26]. Similarly, Kinematics [22] allows children to assemble increasingly complex structures by recombing different predefined elements. This kit allows the children to learn via iterating and reassembling the constructed structure. ...
... Many researchers have explored different types of configurable robots for purposes such as smart machines capable of locomotion and transformation [20], educational tool kits that children can use to learn about programming [33], and simple toys [22]. These kits allow construction of robots using different materials like predefined plastic shapes [26], user manufactured plastic shapes [1], laser cut shapes [34] and a combination of craft and LEGO [28]. ...
Building from our previous work we explore HandiMate, a robotics kit which enables users to construct and animate their toys using everyday craft materials [32]. The kit contains eight joint modules , a tablet interface and a glove controller. Unlike popular kits, HandiMate does not rely on manufactured parts to construct the toy. Rather this open ended platform engages users to pursue interest driven activities using everyday objects, such as cardboard, construction paper, and spoons. These crafted parts are then fastened together using Velcro to the joint modules and animated using the glove as the controller. In this paper, we discuss the results from two user studies which were designed to understand the affinity of HandiMate among children. The first study reveals that children rated the HandiMate kit as gender-neutral, appealing equally to both female and male students. The second study discusses the benefits of engaging children in engineering design with HandiMate, which has been observed to bring out children's tacit physics-based engineering knowledge and facilitate learning.
... Since digital augmentation pursues direct and tangible manipulation over physical entities, digitally augmented play can support this authoring of interaction rules by taking a tangible approach-using the physical entity's reconfiguration, for example. In prior works, the design of tangible construction kits was an excellent example of adopting this tangible approach, allowing children to learn basic programming and work with sensors and actuators (Kazemitabaar et al., 2017;Oschuetz et al., 2010). Also, this is in line with one of the design directions derived at the end of previous chapter, authoring of interaction as traditional constructive behaviors. ...
The recent emergence of digital technology offers new opportunities for children to show a surge of interest and engagement in digital play with the aid of interactive playthings embedded with electronic circuits and computing capabilities. However, the critical challenge, which is still not clear yet, is the need to explore whether and how this new play media can play a productive and positive role in inducing experiential outcomes of children’s play in physical, social, and imaginative aspects.
To this end, this dissertation put a focus on digital augmentation technology as a means to transparently augment playtime while preserving physical experiences of traditional real-world play and at the same time utilizing advantages of variable digital technology. The dissertation proposed digitally augmented play as a new design approach of digital play and assumed that the approach would provoke children to have real-world imagination and cultivate physical, social, and creative experiences accordingly. I started by understanding the concept and cases regarding children, play, toys, and technology through the review of precedent works. Then, I conducted an empirical study by interviewing with parents and exploiting experience proto- types to understand how children adopt and use plaything with digital augmentation technology. Based on the findings, I presented several directions, factors, and properties for designing sys- tems in conjunction with digital augmentation technology, which guided me to develop two different prototypical cases. The first case was a tabletop system providing audiovisual aug- mentation on abstract-shaped toys per the selected play modes. Another case was developed as a wearable toy system with which children can experience on-body sound augmentation by exploring, selecting, generating, and transmitting sounds. The results of user investigation on each case revealed the effect of digitally augmented play on the exhibition of physical, social, and imaginative behaviors.
The dissertation concluded by discussing implications and future possibilities of digitally augmented play through a comprehensive analysis of the findings. The obtained knowledge can help designers and engineers understand what specific design factors need attention while exploiting digital augmentation technology as an intervention for play and games. Furthermore, the verified effect of technology on children’s play in-forms parents and educators to make more informed decisions when incorporating playful and creative usage of new media to cultivate digital natives’ competencies.
... Both systems are used on top of a touchscreen such as a tabletop. Similar bricks, but without touchscreens, like the Modular Robotics Cubelets and Kinematics [37], directly embed functionalities allowing the creation of stand-alone robots. In this example, sensor and actuator bricks communicate to work together as a unit. ...
Touchscreens are the predominant medium for interactions with digital services; however, their current fixed form factor narrows the scope for rich physical interactions by limiting interaction possibilities to a single, planar surface. In this paper we introduce the concept of PickCells, a fully re-configurable device concept composed of cells, that breaks the mould of rigid screens and explores a modular system that affords rich sets of tangible interactions and novel across-device relationships. Through a series of co-design activities -- involving HCI experts and potential end-users of such systems -- we synthesised a design space aimed at inspiring future research, giving researchers and designers a framework in which to explore modular screen interactions. The design space we propose unifies existing works on modular touch surfaces under a general framework and broadens horizons by opening up unexplored spaces providing new interaction possibilities. In this paper, we present the PickCells concept, a design space of modular touch surfaces, and propose a toolkit for quick scenario prototyping.
... Several tools are available for building a kinetic mechanism with building blocks. Topobo [19], Cubement [3], Kinematics [16], and LINKKI [10] allow the user to create movement with a tangible kit. Our tool supports both the fabrication of custom assembly parts and the use of off-the-shelf mechanical parts for rapid fabrication. ...
Prototyping devices with kinetic mechanisms, such as automata and robots, has become common in physical computing projects. However, mechanism design in the early-concept exploration phase is challenging, due to the dynamic and unpredictable characteristics of mechanisms. We present Mechanism Perfboard, an augmented reality environment that supports linkage mechanism design and fabrication. It supports the concretization of ideas by generating the initial desired linkage mechanism from a real world movement. The projection of simulated movement within the environment enables iterative tests and modifications in real scale. Augmented information and accompanying tangible parts help users to fabricate mechanisms. Through a user study with 10 participants, we found that Mechanism Perfboard helped the participant to achieve their desired movement. The augmented environment enabled intuitive modification and fabrication with an understanding of mechanical movement. Based on the tool development and the user study, we discuss implications for mechanism prototyping with augmented reality and computational support.
... [4,44]) and many other inspiring playful interactive objects and concepts. Topobo [ [39] and Kinematics [30] present playful toolkits allowing users to explore movement and physical change through passive and augmented building blocks. Ninja Track [19] presents a different approach to shape-changing toys, whereas the shape change is used to switch between two states of play. ...
... The form factor is constructed from existing units. Topobo [5] and Kinematics [6] are constructive toys that include both active and passive units. Instead of software interfaces, their movements can be recorded and replayed by manipulating the tangible parts. ...
We propose soft planar actuators enhanced by free-form fabrication that are suitable for making everyday objects move. The actuator consists of one or more inflatable pouches with an adhesive back. We have developed a machine for the fabrication of free-from pouches; squares, circles and ribbons are all possible. The deformation of the pouches can provide linear, rotational, and more complicated motion corresponding to the pouch's geometry. We also provide a both manual and programmable control system. In a user study, we organized a hands-on workshop of actuated origami for children. The results show that the combination of the actuator and classic materials can enhance rapid prototyping of animated objects.
... Many researchers have explored different types of configurable robots for purposes such as smart machines capable of locomotion and transformation [19], educational tool kits that children can use to learn about programming [26], and simple toys [20]. These kits allow construction of robots using different materials such as predefined plastic shapes [2,23], user defined plastic shapes [1], laser cut shapes [27] and a combination of craft and LEGO [24]. ...
The combination of technological progress and a growing interest in design has promoted the prevalence of DIY (Do It Yourself) and craft activities. We introduce HandiMate, a platform that makes it easier for people without technical ex-pertise to fabricate and animate electro-mechanical systems from everyday objects. Our goal is to encourage creativity, expressiveness and playfulness. The user can assemble his or her hand crafted creations with HandiMate's joint mod-ules and animate them via gestures. The joint modules are packaged with an actuator, a wireless communication device and a micro-controller. This modularization makes quick electro-mechanical prototyping, just a matter of pressing to-gether velcro. Animating these constructions is made in-tuitive and simple by a glove-based gestural controller. Our study conducted with children and adults demonstrates a high level of usability (system usability score -79.9). It also indicates that creative ideas emerge and are realized in a constructive and iterative manner in less than 90 minutes. This paper describes the design goals, framework, interac-tion methods, sample creations and evaluations of our frame-work.
... To fully exploit the use of building blocks as tangible user interfaces (TUIs) [12], Topobo [23] allows users to create 3D structures by assembling passive pieces with motor joints, and editing the structures' motions by direct input with kinetic motion as output. Kinematics [18] extends the Topobo concept by providing computational blocks to allow for editing movements without programming. Bosu [19] provides a toolkit for users to construct curve forms and structures. ...
This work describes a novel building block system for tangible interaction design, GaussBricks, which enables real-time constructive tangible interactions on portable displays. Given its simplicity, the mechanical design of the magnetic building blocks facilitates the construction of configurable forms. The form constructed by the magnetic building blocks, which are connected by the magnetic joints, allows users to stably manipulate with various elastic force feedback mechanisms. With an analog Hall-sensor grid mounted to its back, a portable display determines the geometrical configuration and detects various user interactions in real time. This work also introduce several methods to enable shape changing, multi-touch input, and display capabilities in the construction. The proposed building block system enriches how individuals interact with the portable displays physically.
... Many researchers have explored different types of configurable robots for several purposes, such as smart machines capable of doing tasks that people cannot do [31], as an educational tool kit that children can use to learn about programming [14] or kinetic movement [20], and simply as toys [17]. These configurable robots can be switch between varying forms and behavior autonomously or by user control. ...
PINOKY is a wireless ring-like device that can be externally attached to any plush toy as an accessory that animates the toy by moving its limbs. A user is thus able to instantly convert any plush toy into a soft robot. The user can control the toy remotely or input the movement desired by moving the plush toy and having the data recorded and played back. Unlike other methods for animating plush toys, PINOKY is non-intrusive, so alterations to the toy are not required. In a user study, 1) the roles of plush toys in the participants' daily lives were examined, 2) how participants played with plush toys without PINOKY was observed, 3) how they played with plush toys with PINOKY was observed, and their reactions to the device were surveyed. On the basis of the results, potential applications were conceptualized to illustrate the utility of PINOKY.
Previous research has established that advances in spatial cognition predict STEAM success, and construction toys provide ample opportunities to foster spatial cognition. Despite various construction toy designs in the market, mostly brick-shaped building blocks are used in spatial cognition research. This group of toys is known to enhance mental rotation; however, mental rotation is not the only way to comprehend the environment three-dimensionally. More specifically, mental folding and perspective taking training have not received enough attention as they can also be enhanced with the construction toys, which are framed based on the 2×2 classification of spatial skills (intrinsic-static, intrinsic-dynamic, extrinsic-static, extrinsic-dynamic). To address these gaps, we compile evidence from both developmental psychology and toy design fields to show the central role played by mental folding and perspective taking skills as well as the importance of the variety in toy designs. The review was conducted systematically by searching peer reviewed design and psychology journals and conference proceedings. We suggest that, over and above their physical properties, construction toys offer affordances to elicit spatial language, gesture, and narrative among child-caregiver dyads. These interactions are essential for the development of spatial skills in both children and their caregivers. As developmental psychology and toy design fields are two domains that can contribute to the purpose of developing construction toys to boost spatial skills, we put forward six recommendations to bridge the current gaps between these fields. Consequently, new toy designs and empirical evidence regarding malleability of different spatial skills can contribute to the informal STEAM development.
Recently, the demand for designing mechanism-embedded artifacts has increased in personal digital fabrication. However, it is difficult for nonexperts without engineering knowledge to design and build a prototype with a kinetic mechanism. We present M.Sketch, a prototyping tool that helps nonexperts to design and build linkage-based kinetic mechanisms. It enables the user to easily configure the linkage-based mechanism with a simple interface applying a geometry drawing metaphor. The tool features computational support, including interactive visualization, top-down optimization, and connection to digital fabrication, to obtain and build the desired movement. In order to support science–art integrated science, technology, engineering, the arts, and mathematics (STEAM) education related to digital fabrication of interactive artifacts, we deployed M.Sketch in design workshops and student contests of walking robot design. The participants in the contests were able to successfully design and build walking robots with the Theo-Jansen mechanism using various support features of M.Sketch. Based on the development and deployment in science, technology, engineering, the arts, and mathematics educational domains, we figured out several implications, and further improvement points of prototyping tools supporting nonexperts in designing mechanism-embedded interactive artifacts.
This paper presents LINKKI, a kinetic construction toy based on a planar linkage mechanism with which users can design movements, make kinetic arts, and learn basic STEM subjects through hands-on play. Consisting of a modular box, bars and circles, and active/interactive modules, LINKKI simplifies the technical construction toy to such an extent as to look minimal but still retains the versatility of construction blocks as an educational tool and designer's prototyping tool.
The simplicity of LINKKI not only allows intuitive play, but also enables users to easily tweak and create custom parts for themselves, thus making it easy to incorporate raw material in addition to the existing parts for prototyping use. Paying attention to the aesthetic side, it is also intended to encourage a demographic with possibly less exposure to technical toys (casual users, young girls, etc.) to be engaged in motion design and STEM subjects. In this paper, I describe the features of a functioning LINKKI prototype and discuss the adaptability of the toy through diverse usage examples and a user study.
In this paper we describe the outcomes from a design exercise in which eight groups of designers designed and built hardware sketches in the form of playful shape-changing prototypes, generatively working with Rasmussen et al's [31] eight unique types of shape change. Seeing that shape-changing interfaces is a growing area in HCI design research and that authors often shy away from articulating the special qualities brought to a design by using changing shape to communicate information, we set out to explore shape changing interfaces through a series of sketching experiments through the support of Danish toy company. Eight design groups redesigned existing tumbling objects for children using electronic sensors and actuators guided only by the request to adhere to the client's design goal to inspire imagination and movement in users. The main contributions of the paper include indications for the further expansion of the design space of shape changing interfaces relating to the perception and understanding of behaviour, causality and the mechanics involved in shape change events, which we call "Imagined Physics." This concept is described along with additional insights into the qualities of shape changing interfaces coined in recent research in the field.
Shape change is increasingly used in physical user interfaces, both as input and output. Yet, the progress made and the key research questions for shape-changing interfaces are rarely analyzed systematically. We review a sample of existing work on shape-changing interfaces to address these shortcomings. We identify eight types of shape that are transformed in various ways to serve both functional and hedonic design purposes. Interaction with shape-changing interfaces is simple and rarely merges input and output. Three questions are discussed based on the review: (a) which design purposes may shape-changing interfaces be used for, (b) which parts of the design space are not well understood, and (c) why studying user experience with shape-changing interfaces is important.
We introduce the term shape resolution, which adds to the existing definitions of screen and touch resolution. We propose a framework, based on a geometric model (Non-Uniform Rational B-splines), which defines a metric for shape resolution in ten features. We illustrate it by comparing the current related work of shape changing devices. We then propose the concept of Morphees that are self-actuated flexible mobile devices adapting their shapes on their own to the context of use in order to offer better affordances. For instance, when a game is launched, the mobile device morphs into a console-like shape by curling two opposite edges to be better grasped with two hands. We then create preliminary prototypes of Morphees in order to explore six different building strategies using advanced shape changing materials (dielectric electro active polymers and shape memory alloys). By comparing the shape resolution of our prototypes, we generate insights to help designers toward creating high shape resolution Morphees.
Computer programming is often a stationary, solitary task; such tasks do not work well for most novices. This work describes the IPRO project that uses our 'Programming Standing Up' framework (PSU) to reframe programming as a mobile, social game. IPRO is a programming and simulation environment for iOS in which a learner programs a virtual robot to play soccer in a virtual space shared with her cohort. This work presents examples of secondary school students learning with IPRO. We then connect the examples to PSU design principles and evaluate those principles in terms of the examples.
Giffi is a computationally enhanced construction kit that enables children to build kinetic forms through purposeful play and discovery.
We introduce Topobo, a 3D constructive assembly system embedded with kinetic memory, the ability to record and playback physical motion. Unique among modeling systems is Topobo's coincident physical input and output behaviors. By snapping together a combination of Passive (static) and Active (motorized) components, people can quickly assemble dynamic biomorphic forms like animals and skeletons with Topobo,animate those forms by pushing, pulling, and twisting them, and observe the system repeatedly play back those motions. For example, a dog can be constructed and then taught to gesture and walk by twisting its body and legs. The dog will then repeat those movements and walk repeatedly.Our evaluation of Topobo in classrooms with children ages 5-13 suggests that children develop affective relationships with Topobo creations and that their experimentation with Topobo allows them to learn about movement and animal locomotion through comparisons of their creations to their own bodies. Eighth grade science students' abilities to quickly develop various types of walking robots suggests that a tangible interface can support understanding how balance, leverage and gravity affect moving structures because the interface itself responds to the forces of nature that constrain such systems.
In many educational settings, manipulative materials (such as Cuisenaire Rods and Pattern Blocks) play an important role in children's learning, enabling children to explore mathematical and scientific concepts (such as number and shape) through direct manipulation of physical objects. Our group at the MIT Media Lab has developed a new generation of "digital manipulatives"---computationallyenhanced versions of traditional children's toys. These new manipulatives enable children to explore a new set of concepts (in particular, "systems concepts" such as feedback and emergence) that have previously been considered "too advanced" for children to learn. In this paper, we discuss four of our digital manipulatives---computationallyaugmented versions of blocks, beads, balls, and badges. Keywords Education, learning, children, augmented reality INTRODUCTION Walk into any kindergarten, and you are likely to see a diverse collection of "manipulative materials." You might see a set of Cuisena...
Baukästen -Technisches Spielzeug vom Biedermeier bis zur Jahrtausendwende. VMA Verlag- Drei Lilien Edition
- U Leinweber
Leinweber U., Baukästen -Technisches Spielzeug vom
Biedermeier bis zur Jahrtausendwende. VMA Verlag-
Drei Lilien Edition, Wiesbaden, Germany (1999), 32-
35.