Embodied metaphors in tangible interaction design
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children’s learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it