A TUI-Based Storytelling for Promoting Inclusion in the Preschool Classroom
Technologies such as Tangible User Interfaces (TUIs) take advantage of the natural ability of children to tell stories, play and explain their personal and social behavior. TUI technologies can be designed to constitute scenarios of technology use for all and thus benefit inclusive schools. Challenges of designing such scenarios in the classroom include distraction of students, acceptance by teachers, and inclusion of students with disabilities. In this paper we focus on investigating the acceptance of a TUI environment, designed for the educational context of creating, sharing and telling stories collaboratively. We present a system as background for an evaluation of acceptance based on the Self Assessment Manikin model. Two groups of subjects participated in the evaluation: a group of HCI specialists, and a group of teachers working in an inclusive educational context. The pilot study with HCI specialists established a baseline showing that the system potentially has a high acceptance rate. The teachers reported in a subsequent study high levels of Pleasure and Arousal while we detected greater variance in the Dominance dimension. Although we do not see this variance as critical, it requires attention for the more complex modes of the system.
KeywordsTUI Storytelling Narrative SAM
This work was partially funded by CNPq (#162025/2014-9) and CAPES (01-P-1965/2012). We also thank the undergraduate students of the Human Factors in Computing Systems lecture of the first academic semester in 2014 at the University of Campinas (UNICAMP), the students and teachers of the Division of Infantile and Complementary Education (DEdIC) of Unicamp, the research group on Human-Digital Artifact Interaction (InterHAD) at UNICAMP, and the University of Quindío.
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