Physical games or digital games? Comparing support for mental projection in tangible and virtual representations of a problem-solving task

Esteves, A; Van Den Hoven, E; Oakley, I

Physical games or digital games? Comparing support for mental projection in tangible and virtual representations of a problem-solving task

Esteves, A Van Den Hoven, E

Oakley, I

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Publication Type:: Conference Proceeding
Citation:: TEI 2013 - Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction, 2013, pp. 167 - 174
Issue Date:: 2013-05-03

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Field	Value	Language
dc.contributor.author	Esteves, A	en_US
dc.contributor.author	Van Den Hoven, E https://orcid.org/0000-0002-0888-1426	en_US
dc.contributor.author	Oakley, I	en_US
dc.date.issued	2013-05-03	en_US
dc.identifier.citation	TEI 2013 - Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction, 2013, pp. 167 - 174	en_US
dc.identifier.isbn	9781450318983	en_US
dc.identifier.uri	http://hdl.handle.net/10453/26898
dc.description.abstract	This paper explores how different interfaces to a problemsolving task affect how users perform it. Specifically, it focuses on a customized version of the game of Four-in-arow and compares play on a physical, tangible game board with that conducted in mouse and touch-screen driven virtual versions. This is achieved through a repeated measures study involving a total of 36 participants and which explicitly assesses aspects of cognitive work through measures of time task, subjective workload, the projection of mental constructs onto external structures and the occurrence of explanatory epistemic actions. The results highlight the relevance of projection and epistemic action to this problem-solving task and suggest that the different interface forms afford instantiation of these activities in different ways. The tangible version of the system supports the most rapid execution of these actions and future work on this topic should explore the unique advantages of tangible interfaces in supporting epistemic actions. Copyright 2013 ACM.	en_US
dc.relation.ispartof	TEI 2013 - Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction	en_US
dc.relation.isbasedon	10.1145/2460625.2460651	en_US
dc.title	Physical games or digital games? Comparing support for mental projection in tangible and virtual representations of a problem-solving task	en_US
dc.type	Conference Proceeding
utslib.for	120304 Digital and Interaction Design	en_US
dc.location.activity	Barcelona, Spain	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

This paper explores how different interfaces to a problemsolving task affect how users perform it. Specifically, it focuses on a customized version of the game of Four-in-arow and compares play on a physical, tangible game board with that conducted in mouse and touch-screen driven virtual versions. This is achieved through a repeated measures study involving a total of 36 participants and which explicitly assesses aspects of cognitive work through measures of time task, subjective workload, the projection of mental constructs onto external structures and the occurrence of explanatory epistemic actions. The results highlight the relevance of projection and epistemic action to this problem-solving task and suggest that the different interface forms afford instantiation of these activities in different ways. The tangible version of the system supports the most rapid execution of these actions and future work on this topic should explore the unique advantages of tangible interfaces in supporting epistemic actions. Copyright 2013 ACM.

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http://hdl.handle.net/10453/26898