For more than thirty years, people have relied primarily on screen-based text and graphics to interact with computers. Whether the screen is placed on a desk, held in one's hand, worn on one's head, or embedded in the physical environment, the screen has cultivated a predominantly visual paradigm of human-computer interaction. In this chapter, we discuss a growing space of interfaces in which physical objects play a central role as both physical representations and controls for digital information. We present an interaction model and key characteristics for such "tangible user interfaces," and explore these characteristics in a number of interface examples. This discussion supports a newly integrated view of both recent and previous work, and points the way towards new kinds of computationally-mediated interfaces that more seamlessly weave together the physical and digital worlds.

How does designing for novel experiences with largely untried technologies get its inspiration? Here we report on a project whose goal was to promote learning through novel, playful visions of technologies. To this end, we experimented with a diversity of ambient and pervasive technologies to inspire and drive our design. Working as a large multi-disciplinary group of researchers and designers we developed novel and imaginative experiences for children. To crystallise our ideas we designed, implemented and experimented with a mixed reality adventure game, where children had to hunt an elusive, virtual creature called the Snark, in a large interactive environment. We describe our experiences, reflecting on the process of design inspiration in an area where so much remains unknown. Keywords Innovation, technology inspiration, novel user experiences, blue-sky research, physical/virtual integration, tangibles, conceptual development, wearables, middleware infrastructure, devices

This paper introduces a new framework for thinking about tangible interfaces in education, with specific focus on abstract problem domains. Manipulatives are physical objects specifically designed to foster learning. We offer a new classification of Manipulatives: “Froebel-inspired Manipulatives ” (FiMs) and “Montessori-inspired Manipulatives ” (MiMs). We argue that FiMs are design materials, fostering modeling of real-world structures. We show that our classification extends to computationally enhanced versions of manipulatives. We present Digital MiMs – computationally enhanced building blocks. We describe two prototypical members of the Digital MiMs class: FlowBlocks and SystemBlocks, physical, modular interactive systems that serve as generalpurpose modeling and simulation tools for dynamic behavior. We present findings from qualitative studies, and conclude that digital MiMs are accessible to young children, engaging, and encourage learning of abstract structures of dynamic behavior through an iterative process of hands-on modeling, simulating, and analogizing. Authors Keywords TUI, Digital manipulatives, Simulation, Education, Toys. ACM Classification H5.2. Information interfaces and presentation (e.g., HCI): User Interfaces. Figure 1: A “normal distribution ” simulation

We present a new approach for using physically constrained tokens to express, manipulate, and visualize parameterized database queries. This method extends tangible interfaces to enable interaction with large aggregates of information. We describe two interface prototypes that use physical tokens to represent database parameters. These tokens are manipulated upon physical constraints, which map compositions of tokens onto interpretations including database queries, views, and Boolean operations. We propose a framework for "token + consmint" interfaces, and evaluate one of our prototypes together with a comparable graphical interface in a preliminary user study.

The importance of play in young children’s lives cannot be minimized. From teddy bears to blocks, children’s experiences with the tools of play can impact their social, emotional, physical, and cognitive development. Today, the tools of play include desktop computers and computerenhanced physical environments. In this paper, we consider the merits of desktop and physical environments for young children (4-6 years old), by comparing the same contentinfused game in both contexts. Both quantitative and qualitative methods are used for data collection and analysis.

Tangible user interfaces (TUIs) provide physical form to digital information and computation, facilitating the direct manipulation of bits. Our goal in TUI development is to empower collaboration, learning, and design by using digital technology and at the same time taking advantage of human abilities to grasp and manipulate physical objects and materials. This paper discusses a model of TUI, key properties, genres, applications, and summarizes the contributions made by the Tangible Media Group and other researchers since the publication of the first Tangible Bits

This paper describes our progress in creating a device called a rototack. In its design, the rototack is an example of a computationally-enhanced craft item: a small, robust, inexpensive, and versatile – but also programmable – physical object for use in a variety of educational and home crafting projects. In particular, the tack is a source of rotational motion, suitable for turning light objects or for powering (e.g.) cams, gears, and linkages in complex, userdefined patterns. We describe the engineering decisions and trade-offs involved in creating our current prototype of the tack; discuss the central issues in creating a programming language and environment for the device; and sketch a variety of potential uses to which the tack might be put.

We present System Blocks, a physical interface that makes it easier for children to model and explore dynamic systems. A set of computationally enhanced blocks, made of wood and electronics, System Blocks can assist K-6 educators to teach the complex concepts of system dynamics and causalities. Learning to understand dynamic systems is an essential step in understanding the world around us. However, learning it at university, high school or even middle school level might be too late. By this age children have already developed their own models of how the world works. In this paper we will show how a set of physical objects can be used as a modeling and simulation tool, merging hands-on tinkering with computer simulation. Using blocks that behave as stocks, flows, variables and constants, our hope is that System Blocks will enable children younger than sixth grade to model, simulate and analyze systems that are meaningful to them.

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In this paper we introduce Super Cilia Skin, a multi-modal interactive membrane. We conceived Super Cilia Skin as a computationally enhanced membrane coupling tactilekinesthetic input with tactile and visual output. We present the design of our prototype, an array of individual actuators (cilia) that use changes in orientation to display images or physical gestures. We discuss ongoing research to develop tactile input capabilities and we present examples of how it can enrich interpersonal communication and children's learning.