Interactive Toy Characters as Interfaces for Children Erik Strommen – Interactive Toy Group Microsoft Corp. Reviewed By Jason Burke

6/18/2015Jason Burke Interactive Toy Characters Resemble familiar characters from children’s media Use social mimicry as an interface strategy Designed to build on children's social expectations in order to: Improve usability of technology Promote learning and development

6/18/2015Jason Burke Chapter Overview Summary of background theory and research Case studies Future directions Conclusions

6/18/2015Jason Burke Summary of Background Theory and Research Why move technology interactions closer to human interactions? Goal: relieve task demand burdens on the user by making use of the social understandings which users already possess Children develop social skills much more quickly than speech and motor abilities Why use physical characters? Size and presence Use of non-verbal input with spoken or visual output plays to the strengths of children

6/18/2015Jason Burke Summary of Background Theory and Research (Cont.) Why use popular media characters? Presumed intimacy establishes a positive disposition to the character Character’s known personality sets up rules for interaction What research still needs to be done? No reliable way to predict children’s actual responses to specific character interactions

6/18/2015Jason Burke Case Studies Microsoft’s Actimates group Three products Actimates Teletubbies Actimates Barney Actimates Arthur and D.W. Each product developed over months using at least 12 supporting research studies

6/18/2015Jason Burke Actimates Teletubbies Character description: peer character, limited speech, use music and sound effects User profile: ages 1-4, limited speech and cognitive capabilities Input: five sensors (hands, feet, and tummy) Output: speech (1-2 word phrases), non- verbal music, visual display on tummy

6/18/2015Jason Burke Actimates Teletubbies (Cont.) Functions: musical animations and games Design considerations All hands and feet perform same function to accommodate low user cognitive skills Fit the input method to the level of user expertise and frequency of use Lessons learned through research Tummy sensor not part of original design

6/18/2015Jason Burke Actimates Barney Character Description: gentle authority character, speech focused, singing and movement important User Profile: ages 2-5, limited speech and cognitive capabilities Input: five sensors (hands, feet, and eyes) Output: speech (brief phrases), verbal music, arm and head movement

6/18/2015Jason Burke Actimates Barney (Cont.) Functions: songs, games, and peek-a-boo Design considerations Use short phrases to not overwork users’ sequential memory Use direct questions -- more response-provoking than open questions Hands and feet perform different functions, however, no concept of left or right due to lack of visual feedback

6/18/2015Jason Burke Actimates Barney (Cont.) Lessons learned through research Children were able to quickly learn the sensor/function relationships Use of movement can be important to some functions (singing) but disruptive to others (games)

6/18/2015Jason Burke Actimates Arthur and D.W. Character Description: peer character, speech focused User Profile: ages 4-7, higher speech and cognitive capabilities, higher cooperative skills Input: seven sensors (hands, feet, ears, and wrist watch) Output: speech (brief phrases)

6/18/2015Jason Burke Actimates Arthur and D.W. (Cont.) Functions: hear character thoughts, play games, and tell time Design considerations Games and speech need to address the capabilities of the older audience Sensors can have more context-based control (as opposed to simply progressing content) Still no concept of left or right Lessons learned through research Children did not react well to the original design’s handling of failures in game playing

6/18/2015Jason Burke Interacting With Media Characters can also be used for sharing and enhancing media experiences All characters can communicate with media sources via RF technology All characters can use TV media Barney, Arthur, and D.W. can use PCs

6/18/2015Jason Burke Interacting With Television Enabled through special broadcasts and videos Research has shown that TV learning can be enhanced when accompanied by questions and comments from adults and peers Co-viewing interactions are scripted based upon the program content and the interactive character’s target audience Lessons learned through research Use different responses for sensor activation when sharing a TV experience than when the character is in freestanding mode

6/18/2015Jason Burke Interacting With the PC Enabled through software or certain web sites Child inputs affect program content and character behavior On-screen characters provide direction for computer control Physical character provides guidance or hints to aid the child’s actions

6/18/2015Jason Burke Interacting With the PC (Cont.) Lessons learned through research Integrating mouse/character interface control is difficult Children expect the characters’ sensor/function relationships to be the same as when in freestanding mode

6/18/2015Jason Burke The Future A more personalized character Better knowledge of the child Memory of previous interactions Dynamic interaction Learn new games and phrases based upon the way that the character is used

6/18/2015Jason Burke Conclusion Using physical characters as interfaces allows children to use technology by capitalizing on their relatively developed social skills Designing such characters for children should make use of careful testing and evaluation due to the limited understanding of children’s competency and expectations about social interactions