Comparing TUIs and GUIs for Primary School Programming

New ways to interact with technology are gaining ground over the familiar Graphical User Interfaces (GUI). The Tangible User Interfaces (TUI) are one example of this. However, while it may seem intuitive that such interfaces should evoke rather positive responses from users – e.g. feelings associated with pleasure – little has been studied in this sense. In this challenge of understanding the feelings that GUI and TUI have the potential to evoke, we present our findings from a research that involved more than a hundred people. The research question that guided our endeavors was: What are the relations between the feelings of joy, motivation and comfort when using TUI and GUI? We analyze the results and discuss some hypotheses to explain the behavior observed.

The aim of the study is to investigate how Graphical User Interfaces (GUI) and Tangible User Interfaces (TUI) affect the creative design process in design education through cognitive load. A simple design problem was introduced to 30 design students in two groups. One group was provided with a TUI that was operationalized through a Desktop Augmented Reality Environment (AR) the other group was provided with a GUI that was operationalized through a Desktop Virtual Reality Environment (VR). After using the two systems the cognitive load of each interface was measure through the NASA TLX tool. Theories from cognitive psychology, information sciences, and design cognition were combined to provide an explanatory mechanism of how these media types affect the design process. The results indicate that epistemic action in TUI's such as AR interfaces reduces cognitive load thereby reducing fixation in the design process and enhancing the creative design process.

NFC-based Tangible User Interface for Information Curation and Its Application to Analogy Game

There is a lot of interest in employing tangible user interfaces (TUIs) to enhance teaching programming, but there is conflicting evidence for their advantages since implementing them in educational settings offers more difficulties than traditional learning. This paper examines the effect of using TUIs in learning and compares it to traditional learning methods. The study measures the difference in learning rate on university students majoring in computer science. The study was conducted on 20 university students aged 17 to 22 who participated in a 45-minute learning activity. The activity used a Tangible User Interface (TUI) and paper notes from a textbook. Pre-test and post-test results were collected as part of the study's between-groups design, and the TUI group outperformed the traditional learning group in terms of learning gains. The TUI group had an increase of 25.4% in their scores following the three learning sessions and a 1.5% decrease when the retention was measured two weeks later. The traditional paper learning group had increase of 9.1% in scores and a decrease of 7.2% in retention.

Generative artificial intelligence (AI) encompasses advanced computational models that can generate coherent and high-quality content when prompted such as text, images, videos, tunes and codes, by leveraging the patterns and structures present in the data they have been trained with. Popular examples of commercial tools using such models are ChatGPT (text-to-text), Midjourney (text-to-image) and Vizcom (image-to-image). Current use cases are largely developed for general or professional use purposes, which are not suitable for child users due to unregulated content, lack of child-friendly use cases or age-appropriate interaction modalities. Therefore, we propose tangible user interfaces (TUIs) as a potentially suitable approach that bridges the physical and digital world by utilising physical interaction to engage with computers. Interaction with TUIs involves physically manipulating technologically augmented objects to control the digital output. Compared to graphical user interface (GUI) which relies on indirect manipulation via “windows, icons, menus, pointer” (WIMP), TUIs provide direct manipulation, hence are more straightforward. For these reasons, TUIs are considered developmentally appropriate for preschool children, who seek concrete interactions due to still-emerging abstract thinking and fine motor skills. This paper presents a case study, a six-week design project carried out in an undergraduate industrial design programme, during which students were expected to design tangibles to create child-friendly digital content. Throughout the project, students developed TUIs for prompting generative AI to create interactive experiences that are developmentally appropriate and engaging for preschool children. The outputs were conceptual designs that made use of TUIs for media generation such as composing songs, writing stories, creating artwork and virtual environments. In this paper, we present the educational frame and sample conceptual design outputs. We discuss potential design strategies to consider while developing child-friendly human-AI interactions, such as customisation scenarios, parental roles, and balancing physical and digital interactions. Our work contributes to the user-centred development of future technologies that offer meaningful, engaging and safe experiences for children.

The design of user interfaces (UIs) for assistive robot systems can be improved through the use of a set of design guidelines presented in this article. As an example, the article presents two different UI designs for an assistive manipulation robot system. We explore the design considerations from these two contrasting UIs. The first is referred to as the graphical user interface (GUI), which the user operates entirely through a touchscreen as a representation of the state of the art. The second is a type of novel UI referred to as the tangible user interface (TUI). The TUI makes use of devices in the real world, such as laser pointers and a projector–camera system that enables augmented reality. Each of these interfaces is designed to allow the system to be operated by an untrained user in an open environment such as a grocery store. Our goal is for these guidelines to aid researchers in the design of human–robot interaction for assistive robot systems, particularly when designing multiple interaction methods for direct comparison.

Reading is a skill, which is the ground of the most of processes of learning and it is necessary in order to stimulate children cognitive abilities such as mental agility, language, decision making, etc. However, reading is not considered an enjoyable activity by children. Thus, we propose NFCBook, a digital gamebook based on Tangible User Interfaces. The book embodies a literary work where the user is involved in the story deciding the main character's fate. The gamebook is executed on a mobile device (tablet, smartphone, and so on). The interaction style is founded on Tangible User Interfaces which allow the application to be controlled through gestures by touching the screen with the fingers or bringing smart objects close to mobile device. The sequence of this gamebook is as detailed below. First, children must look for common cards that incorporate NFC technology (in ticketing applications, payment cards and so forth). Then, users must configure the tangible interface or common cards (associating the objects with its digital information in the gamebook). And finally, children can start reading and playing with NFCBook.

This paper reports on a case study that investigated the potential of tangible displays as a means to communicate data-driven facts to lay people. We developed an interactive application that communicated health-related correlations on a set of Sifteo displays, and compared it to a traditional screen-based graphical interface conveying identical information. Our user experience and insight analysis study showed that the tangible interface allowed for more personal, reflective insights, whereas the graphical user interface was considered more efficient in time. These findings were confirmed during an in-the-wild observation study in a hospital waiting room. We therefore formulated a set of design implications for the future interaction design of casual, tangible visualizations on small screens.

This study investigated the impact of graphical user interface (GUI) design on the efficiency and effectiveness of map-based tasks on mobile devices, using time-based weather data as a case study. Three different GUI designs (button-type, circle-type, and slidebar) were tested in a between-subjects design, with 50 participants completing a set of map-based tasks on each GUI design. The results showed that GUI design significantly affected the effectiveness of map-based tasks. Participants performed better at tasks involving the search for the highest and lowest temperature amplitudes on the button-type GUI whereas the circle-type GUI showed lower effectiveness for tasks involving the search for day temperatures. Analysis of the visual attention distribution based on fixation count revealed that different GUI designs led to different patterns of visual attention. The study highlights the importance of considering GUI design in the development of mobile map applications, particularly for map-based tasks involving time-based data. The study shows that separating the date from the time navigation panel reduces necessary visual focus on the GUI itself and is a valuable insight for future GUI design.

BackgroundA prototype of a tangible user interface (TUI) for a fishing game, which is intended to be used by children with speech sound disorders (SSD), speech and language therapists (SLTs), and kindergarten teachers and assistants (KTAs) and parents alike, has been developed and tested.ObjectiveThe aim of this study was to answer the following question: How can TUIs be used as a tool to help in interventions for children with SSD?MethodsTo obtain feedback and to ensure that the prototype was being developed according to the needs of the identified target users, an exploratory test was prepared and carried out. During this test using an ethnographic approach, an observation grid, a semistructured questionnaire, and interviews were used to gather data. A total of 4 different types of stakeholders (sample size of 10) tested the prototype: 2 SLTs, 2 KTAs, and 6 children.ResultsThe analysis of quantitative and qualitative data revealed that the prototype addresses the existing needs of SLTs and KTAs, and it revealed that 5 out of 6 (83%) children enjoyed the activity. Results also revealed a high replay value, with all children saying they would play more.ConclusionsSerious games and tangible interaction for learning and problem solving serve both teachers and children, as children enjoy playing, and, through a playful approach, learning is facilitated. A clear pattern was observed: Children enjoyed playing, and numerous valid indicators showed the transposition of the traditional game into the TUI artefact was successful. The game is varied and rich enough to be attractive and fun. There is a clear need and interest in similar objects from SLTs and educators. However, the process should be even more iterative, with a multidisciplinary team, and all end users should be able to participate as co-designers.

This paper presents ImmertableApp, an innovative multimodal interface based in tangible interaction in which audio edition is managed through physical controllers. The system is composed by two different main components: a tangible tabletop interface in which the sound parameters can be changed by the manipulation of physical controllers; and a graphic editor interface for setting the configuration of the controllers and their corresponding parameters through a tablet device. In this way ImmertableApp adds to a musical tangible interface the new possibilities of software interfaces: personalization for being adapted to different users, either experts or beginners and, so that it can be used as a didactic tool of different concepts related with sound synthesis. The system has been early assessed with experts in order to obtain feedback about its utility in different fields of music education. The results of the evaluation give the basis for interesting improvements in future versions.

Tangible user interfaces (TUIs) have great potential to provide visually impaired (VI) students with educational software that is both accessible and appealing. To ensure the usability of such software, the special needs of the target users should be considered throughout its design; hence, a user centered design (UCD) approach is required. The aim of this study was to conduct user research to elicit requirements for an assistive TUI-based educational software solution for VI students in Saudi Arabia. The local education context was explored through field observations and semi-structured interviews with special education teachers at an inclusive public elementary school that offered special education classes for VI students. Findings from the study have revealed that tangibles are an indispensable part of current teaching practices, established the teachers’ willingness to use TUI-based software solutions and uncovered a need for a fun and engaging software for VI students to practice and grasp mathematical concepts.

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The main course learning outcome in the Sensors and Transducers subject is the ability of students to present the sensing mechanism for some specific sensors. This sensing principle is physical or chemical in nature and cannot be seen with bare eyes. Different teaching techniques have been used; however, all the techniques did not favour the kinaesthetic domain. Hence, an interactive tool has been proposed to motivate students to be more participate in class and increase their understanding. The proposed tool was the Arduino board, which was connected to five different sensors: water level sensor, infra-red sensor module, proximity sensor, pH sensor, and thermocouple. A graphical user interface (GUI) was developed using Visual Studio software as a monitoring system to show the sensors’ outputs interactively. The tool can be re-developed by students from the circuit connection given in the menu of the monitoring system. The source code for the user-friendly Arduino board can be easily obtained from any related electronics website. The developed GUI can be installed by students on their laptops using the created setup file. Using the interactive tool, students can see in real-time the output of the sensors on the monitoring system by exposing them to their corresponding measurand. All sensors work as expected and the GUI correctly presents the data from the sensors. The setup file can also be installed and the tool can run successfully on the computer even without the Visual Studio software. The positive feedback from students and their performance also showed a positive trend. From the performance of the students, the developed tool has been proven to improve students’ understanding of the sensors learned.

The “Sensory Tree” system is an innovative Tangible User Interface (TUI) designed to help children improve sensory integration disorders through tactile interventions. By combining tactile, visual, auditory, and proprioceptive stimuli, it enhances multi-sensory coordination abilities. Unlike traditional sensory training, which often lacks interactivity, the Sensory Tree merges physical objects with virtual environments for a more engaging experience. This system captures children’s interest through diverse sensory experiences, using touch, vision, hearing, and motor coordination. Tactile stimulation involves different textures, visual stimulation utilizes color and shape changes, auditory stimulation enhances experiences with music and sounds, and proprioceptive input is provided through activities and games. This comprehensive design improves children’s sensory processing and adaptation to daily sensory information. The study evaluated 16 children with sensory integration issues using a mixed-methods approach, gathering both quantitative and qualitative data. Effectiveness was measured through task completion, task time, and error rates, alongside interviews with parents and therapists regarding children’s engagement. Results indicated significant improvements in sensory processing abilities and social interactions, with positive feedback on the system’s design and effectiveness, highlighting its value as a supplement to traditional therapies.