Homework 1B - Analyzing TUIs through different frameworks

For this assignment we were asked to look at a TUI (Tangible User Interface) presented in a paper, then analyze it through two frameworks, also presented in papers.

I chose to look at Tangible Message Bubbles, presented by Kimiko Ryokai, Kayes Raffle and Andy Brooks. Tangible Message Bubbles is an interface which consists of a number of tools designed to let children electronically communicate with other people in manner much more intuitive (especially for children) than using a keyboard and mouse. The tools consist of containers (an accordion-shaped one and a balloon-shaped one), which are set to capture audio and video recordings of the child when the child places their face at a whole in the container. After they have recorded something, the child can play the recording back by squeezing the container. The speed at which they squeeze the container controls the playback speed, while shaking the container modulates the child's voice in the recording.

When the child is happy with the result, they can transfer the recording to a touchscreen board (called a message board) simply by having the container near the touchscreen. The recording is represented as a bubble on the surface of the message board. Several bubbles can then be sorted and dragged over an icon, symbolically chosen to represent a person in that child's life. The message would then be sent.


Token and Container Paradigm

The first framework I looked at was Token and Container (TAC) paradigm, presented by Orit Shaer, Nancy Leland, Eduardo H. Calvillo-Gamez and Robert J.K. Jacob. The idea behind this paradigm is that tokens (real-world objects of some kind) represent digital information, or a way to manipulate digital information, and their use is dictated and demonstrated through constraints. The set of information being manipulated is the variable, and it's manipulation is achieved through some sort of action.

In the case of Tangible Message Bubbles, the tokens would be different parts of the containers used to record and manipulate the recordings. Specifically, the opening for recording, the bellows of the accordion, and the walls of the balloon. The objects then hold the recording and allow the child to record and manipulate new recordings. While more manipulation can be done on the message board, this seems like more of a GUI, and less within the realm of TUIs. Insomuch as it's part of the system, however, the message bubble and icons representing people would be tokens.

Interestingly, I think that the containers act as their own constraints, as well. The use of both the accordion and the balloon is dictated by their specific shapes. The openings in both object records to the object itself, and bellows and walls manipulate information stored in the object itself. The massage board, however, also acts as a constraint for the containers, though, since information is transfered to it through proximity. Then, finally, the surface of the message board and placement of the bubbles and icons is another constraint.

The only variable manipulated in this is interface is the recording, but it can be manipulated through several actions:

1. Putting one's face to the opening used to record - records new recording
2. Squeezing the object - plays back the recording in various ways
3. Putting the container in proximity to the message board - transfers recording to message board
4. Moving the message bubbles over an icon - sends the recording

Reality-Based Interaction

This paradigm, presented by Robert J.K. Jacob, Orit Shaer, Audrey Girouard, Leanne M. Hirshfield, Michael S. Horn, Erin Treacy Solovey and Jamie Zigelbaum looks at four different aspect important to "the real world" and emphasizes the importance of including them in TUIs. These four aspects are naive physics, or a persons perception of how objects interact in the real world, body awareness and skills, or an awareness of how one's body moves and the ability to do so, environment awarveness and skills, or awareness of the world around you and the ability to move around in it, and social awareness and skills, or the ability to interact with others in different ways.

Based on this paradigm, Tangible Message Bubbles incorporates naive physics by connecting the amount of pressure and force applied to the containers, to the speed of playback, as well as shaking the container to vibrations in the recording. This is a lot more intuitive then pressing a button with an abstract symbol, or going through a menu to find an affect. It also incorporates body awareness, by using a child's physical ability to squeeze object to allow them to play their recording, as well as record by simply talking into the object. This, again, is more intuitive then finding a play or record button. The environmental awareness comes from the ability to transfer data between objects through proximity, and the intuition of recording by simply talking into the object. Lastly, the social awareness is inherent to the whole idea. The goal is to ease a child ability to digitally communicate with family and friends, so the idea of making a recording is quite social. Kids are just excited about talking to their friends and loved ones.

One of the tradeoffs is that having one object do several functions isn't entirely intuitive for children, and the precision of manipulation is limited. The developers intend on limiting the functions of one object and it should be kept in mind, however, that it's for children, who don't need a highly precise tool to send a message to their grandmother.