Advertisement

Sandtime: A Tangible Interaction Featured Gaming Installation to Encourage Social Interaction Among Children

  • Chulin YangEmail author
  • Stephen Jia Wang
Conference paper
Part of the Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering book series (LNICST, volume 196)

Abstract

From the study of social-interaction enhanced gaming design, aimed at providing a public environment which supports tangible & social interactions among children, we designed Sandtime. Sandtime is a public installation designed to encourage such interaction. Using the Tangible Interaction Design approach, this gaming installation features collaborative play and social interactions under public context, where children can collaboratively interact with the virtual in-screen characters by manipulating physical objects. This design is based on the study of how interactive gaming facilities can help to ease anxiety and enhance social interactions among children. In this paper, we want to continue this line of research by exploring further the elements that can enhance such interaction experience. This paper focuses specifically on sensory play and how it can help to facilitate social interaction.

Keywords

Sensory play Tangible interaction Social anxiety 

References

  1. 1.
    Sensory Integration activities to help kids with fear and anxiety. http://www.examiner.com/article/sensory-integration-activities-to-help-kids-with-fear-and-anxiety
  2. 2.
    Ginsburg, G.S., La Greca, A.M., Silverman, W.K.: Social anxiety in children with anxiety disorders: relation with social and emotional functioning. J. Abnorm. Child Psychol. 26(3), 175–185 (1998)CrossRefGoogle Scholar
  3. 3.
    Yang, C., Wang, S.J.: Seesaw: an interactive display to facilitate social interaction. Procedia Technology 20, 104–110 (2015)CrossRefGoogle Scholar
  4. 4.
    Marco, J., Cerezo, E., Baldassarri, S.: Bringing tabletop technology to all: evaluating a tangible farm game with kindergarten and special needs children. Pers. Ubiquit. Comput. 17(8), 1577–1591 (2013)CrossRefGoogle Scholar
  5. 5.
    Dsouza, A., Barretto, M., Raman, V.: Uncommon sense: interactive sensory toys that encourage social interaction among children with autism. In: Workshop paper presented at IDC, p. 12 (2010)Google Scholar
  6. 6.
    Hengeveld, B., Voort, R., van Balkom, H., Hummels, C., de Moor, J.: Designing for diversity: developing complex adaptive tangible products. In: Proceedings of the 1st international conference on Tangible and embedded interaction, pp. 155–158. ACM (2007)Google Scholar
  7. 7.
    Wang, S.J.: Fields Interaction Design (FID): The Answer to Ubiquitous Computing Supported Environments in the Post-Information Age. Homa & Sekey Books, Paramus (2013)Google Scholar
  8. 8.
    Hornecker, E.: A design theme for tangible interaction: embodied facilitation. In: Gellersen, H., Schmidt, K., Beaudouin-Lafon, M., Mackay, W. (eds.) ECSCW 2005. Springer, Dordrecht (2005)Google Scholar
  9. 9.
    Gasgoyne, S.: Sensory Play: Play in the Eyfs, vol. 1. Andrews UK Limited (2012)Google Scholar
  10. 10.
  11. 11.
    Dunn, W.: The impact of sensory processing abilities on the daily lives of young children and their families: a conceptual model. Infants Young Child. 9(4), 23–35 (1997)CrossRefGoogle Scholar
  12. 12.
    Jean Ayres, A., Robbins, J.: Sensory Integration and the Child: Understanding Hidden Sensory Challenges: Western Psychological Services (2005)Google Scholar
  13. 13.
    Inal, Y., Cagiltay, K.: Flow experiences of children in an interactive social game environment. Br. J. Educ. Technol. 38(3), 455–464 (2007)CrossRefGoogle Scholar

Copyright information

© ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2017

Authors and Affiliations

  1. 1.Department of Design, Faculty of Art Design and ArchitectureMonash UniversityMelbourneAustralia

Personalised recommendations