Little Chef: A Mergence of Kinesthetic and Digital Play

Little Chef: A Mergence of Kinesthetic and Digital Play
Sia Carling
Division of Industrial Design
National University of Singapore
4 Architecture Drive
Singapore 117566
[email protected]
ABSTRACT
In this paper, we present a tangible user interface that uses
conductive tools to interact with touch-screen interactive
application, we called ‘Little Chef ’. Little Chef consists of a set
of five physical cookwares toys and a software application. Each
tool comes in different shapes and sizes that require different sets
of fine motor skills and gestures for manipulation. Encouraging
the child to develop specific kinesthetic fine motor skills
subconsciously while playing and engages them with the highly
visual and audio feedback from digital cooking application.
We will also briefly explain evaluations of Little Chef prototypes,
technical development and its future application.
Hans Tan
Division of Industrial Design
National University of Singapore
4 Architecture Drive
Singapore 117566
[email protected]
interfaces, shows the growing popularity in using digital media as
an educational tool for young children. Studies and workshops
have also shown children aged 3 and above exhibiting benefits
from cognitive development and educational content in this
interactive play medium through repetition of idea, images and
sound [14,17].
Despite the gain, there is always argument about its beneficial
values to a child. It is important for us to look into the child’s
growth development milestones while designing play for children
[8,12]. Even though the invention of touch interactive technology
which is governed by standard forms of surface gesture
interaction such as swipe, tap and pinch encourages children to
manipulate games through simple intuitive motions without much
coaching, it has also lessened the child’s need to use fine motor
skills during play [3].
Today, our young generation can be easily pacified by touch
interactive technology, they function almost like a babysitter
without the need of a human presence [1,17]. We explored into
the field of tangible technology as a platform to humanize and
bridge the gap between computer-based activities and tangible
play with physical objects and event [5,11,18], while remaining
pertinent in today’s play culture and contribute to children’s
growth development.
Categories and Subject Descriptors
H.5.2 [User Interfaces]: Interaction styles
General Terms
Little Chef tools capitalize the natural play behavior of children
with physical toys to develop kinesthetic fine motor skills which
are being overlooked in today’s modern handheld devices. Hence,
creating new possibilities to develop different growth
developments in children through the interaction with technology.
Design, Human Factor, Experimentation
2. RELATED WORKS
Keywords
The creation of conductive materials and sensors opens up
possibilities of marrying physical and virtual play together.
Creating new ways of interaction for tangible interfaces.
Kinesthetic play, touch interactive technology, fine motor skills,
tangible user interface
1. INTRODUCTION
Today’s play culture is very much dominated by touch interactive
technology in modern hand-held devices such as smartphones and
tablets. According to a market analysis by Joan Ganz Cooney
Center 2012, iTunes App for children had risen tremendously
especially in the toddler/preschool category [13]. The shift from
motionless toys to the highly interactive, engaging play on digital
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For instance, Crayola DigiTools and Pencil by FiftyThree [4]
provides an application of different digital art effects that allows
us to express our creativity on a digital platform without a mess
through physical tools. They explored into surface gesture
interactions with the software application to mimic real life
experience.
The advancement in technology also enables physical toys to
integrate digital interaction into the play process while preserving
their original forms. The nature of this play enables us to play
with and without the existence of digital medium as the physical
forms do not need to come in contact with the digital platform.
Life of George by Lego [15] and Disney AppMAte [7] preserved
its beneficial values in its physical and functional form while
adapting to the digital world to enhance the play experience. They
used both digital interface and technology in the touch-screen
handheld device as an instruction menu to create challenges and
simulation throughout the game.
highly crucial in developing skills in their later stage of learning
such as writing and drawing [2,3,6].
3. PROTOTYPES AND TESTINGS
3.1 Pilot Test (Proof of concept)
A simple study was conducted between aged 4-5. This study was
made to test the effectiveness to achieve kinesthetic fine motor
skills with touch-screen handheld devices, the intuitiveness of the
physical tools and the level of engagement of Little Chef system
with the children.
Simple wooden cookware toys (fig.1) such as knife and spatula
wrapped with conductive material were made and a simulation
software application with simple graphical instructions (arrows,
lines and dots) to direct and guide them throughout the game.
Figure 1. Prototype 1 for Pilot Test
Observations:
•
•
•
•
•
Children were able to pick up the system easily without
much coaching.
Compared to the child with the set of physical tools and
the software application, the child with only software
application, tend to be quieter and are likely to go into
trance-liked state.
Children have the tendency to use finger to manipulate
when the prototypes are not reacting well with the
application.
Children used one tool throughout the whole
application, interacting anywhere on the screen as long
as they react with software application.
Children create their own set of recipes through their
own imagination after relating the tools based on their
own knowledge/ creativity.
Figure 3. Prototype 2 with fine motor skills
We look into different types of cookware that encourage fine
motor skills while manipulating them. Prototypes were made to
explore their forms and sizes, followed by a user testing. We
observed that children are able to manipulate tools that are mimic
from real-world cookware easily. From this test, we also evaluate
that our system needs to come with a set of tools in order to
achieve a range of fine motor skills and at the same time, to tie in
well with the chef role-play.
From the user testing above, we continue to develop our system
and refine the physical tools based on the observations we made.
4. LITTLE CHEF SYSTEM
Little Chef consists of two sections: a set of custom made physical
tools with built-in conductive points and an self-modifying code
application for hand-held devices that react immediately and
correspondingly with their movements.
Figure 4. Little Chef Prototype
4.1 Physical Tools
Figure 2. Pilot test on Little Chef system
This test showed that this approach is well received by the
children. They showed interests in playing and intrigued by the
feedbacks from the digital platform through manipulation of
physical tools. Excitement and enthusiasm were shown, not just
physically but emotionally as the child started to cheer throughout
the whole play process. However, further refinements need to be
made in order to bring beneficial fine motor skills back to our
target audience with this approach.
3.2 Prototyping for Fine Motor Skills
The shift from motionless toys to the highly interactive leads to
the underdevelopment of children’s small muscles of fingers,
hand and wrist to manipulate and coordinate materials which are
Consists of physical cookware toys such as knife, spatula, tongs,
salt and pepper grinder, and pestle and mortar (fig.4). Having the
tools to resemble real-world cookware, helps the child to explore
how things works in the real world but also, the intuitiveness of
each tools triggers the child to play in the right postures to achieve
the correct fine motor skill. They serve as the main platform for
children to physically interact with, thus preserving play’s
functional value and regaining the kinesthetic growth element that
is lacking in today’s play culture.
4.1.1 Fine Motor Skills Achieved with Physical Tools
Other than achieving finger isolation development from taping
and swiping motion, Little Chef’s tools emphasize on fine motor
skills such as hand arches, wrist stability and pincer grasp skills
that are highly important in learning writing and drawing skills
[2,3,6] (fig.5). Each tool encourages different sets of hand arches,
wrist stability and power grasp skills with its physical properties
such as forms and gestures. Cognitive skills such as bilateral and
stereognostic sense are also developed sub-consciously through
this implementation.
4.1.2 Material Selection
Touch-screen handheld devices allow us to direct the device
through simple finger (dielectric) motions with capacitive sensing
technology [10,16].
iPad mini to be placed
(video)
Our prototypes developed from wood to plastic in order for them
to be safe to be played on touch-screen handheld devices.
Conductive fiber tips are being used at this stage of prototyping as
it enables tools such as knife (slicing) and tongs (gripping) to
glide smoothly across the screen. It also works well with
touchscreens as it conforms to the screen like a human finger [10]
and cushions the impact between the interaction of the tools and
screen.
Figure 6. One of the Ingredient List in Little Chef Application
This approach further highlights the value of kinesthetic play as it
plays the dominant role in our play of having non-electronic tools
manipulating a highly dynamic digital platform. Prolonging the
lifespan of these physical tools despite of young children’s
disruptive play behavior.
Cookware
Kinesthetic movement
Chop !
Slice !
Fry !
Fine motor skills achieved
Hand
Arch
Hand
Arch
Grip!
Hand
Arch
Wrist
Stability
4.3 Technical Development
4.3.1 Tool Recognition
We tapped into the multi-touch points technology in the touchscreen handheld devices within our system [9]. Each tool has its
customized arrangement of contact points (fig.7), which not only
requires the child to use the specific physical tools in their
designated scenarios, but also, prevent the child from using their
fingers to play. Software application will only react after
recognizing the right tool being used hence, children will not be
able to use the similar tool throughout the game.
Contact Points
of Each Tools
Different graphic indicator
for each tools
Wrist
Stability
Wrist
Stability
Pincer
Grasp
differnt sets of high level of controlling hand
arches during the squuezing action
Twist !
Hand
Arch
Wrist
Stability
Bilateral
- high level of wrist rotating movement to activate digital interface
- needs two hands to manipulate (one hand to secure; another to control)
Bash !
Rotate !
Hand
Arch
Wrist
Stability
Bilateral
- high level of wrist stability to map with graphics in circular motion
- need of two hands to manipulate (one hand to secure; another to control)
Figure 5. Fine Motor Skills Achieved in Little Chef
4.2 Software Application
A software application reacts correspondingly when comes in
contact with these conductive physical tools, it serves as an
enhancement tool with its highly dynamic visual and audio
feedbacks stimulating dopamine release by increasing the
challenge of play experience. As we aim to promote fine motor
skills in this implementation, standard forms of surface gesture
interaction with finger were minimized throughout the game.
Other than that, Little Chef offers a list of ingredients, giving
children the freedom to create their own recipes based on their
own personal liking. Not restricting but accommodating with their
needs and wants in imaginary play.
Figure 7. Contact Points of Cookware and Their Interfaces
4.3.2 Gesture Recognition
It is important to make sure that children use the right tool in the
correct manner so as to achieve the different set of fine motor
skills in our system. Some of the tools such as knife, pestle and
mortar requires more than one gesture. With gesture recognition
being adopted in the software application, children now have to
manipulate the tools correctly in order to get visual feedback from
the digital platform.
[3] Calder, T. ORT/L. Help Your Preschool Child Develop Fine
Motor Skills. Super Duper Handy Handouts, 2006.
http://www.superduperinc.com/handouts/pdf/121_FineMotor
Skills.pdf
5. PLAY TEST
[4] Campbell, M. Review: FiftyThree’s Pencil Bluetooth Stylus.
2013, from Apple Insider article:
http://appleinsider.com/articles/13/12/09/review-fiftythreespencil-bluetooth-stylus-
We showcased Little Chef prototype (fig.4) at ArtScience
Museum, Singapore during their Sunday Showcase event, to
children aged 3 & above. Little Chef received great attention and
was well-liked by the children during the event. Other than testing
on the game flow, we also observed that children aged 3-5 were
more intrigued by the corresponding feedbacks from the digital
interface, while children aged 5 & above are more eager to
compete for better points as their cooking skills are being graded
by Little Chef application. With the technical developments we
made, Little Chef had subconsciously promotes other growth
developments while tapping onto touch interactive technology
such as visual motor coordination, precision mapping and
encourages social and emotional development through roleplaying.
[5] Chipman, G., Druin, A., Beer, D., Fails, J., Guha, M., &
Simms, S. (2006). A case study of tangible flags: a
collaborative technology to enhance field trips. Paper
presented at the 5th International Conference for Interactive
Design and Children (IDC), Tampere, Finland.
[6] Dodge, J. School-OT:
http://school-ot.com/fine%20motor%20activities.html
[7] Duncan, G. Disney Appmates Bring Toys to the iPad’s
Touchscreen. 2011, from Digital Trends article:
http://www.digitaltrends.com/gaming/disney-appmatesbring-toys-to-the-ipads[8] Fromberg, D.P., & Bergen, D. Play from Birth to Twelve.
Routledge. 2006.
[9] Gemmell, M. iPad Mutli-Touch. 2010.
http://mattgemmell.com/ipad-multi-touch/
[10] iFaraday. What is Capacitive Touch Screen.
http://www.ifaraday.com/about.html
Figure 7. User Testing with Little Chef (fig.4)
6. CONCLUSION
[11] Parton, B.S., Hancock, R., & DuBusdeValempre, A.D.
(2010). Tangible manipulative and digital content: the
transparent link that benefits young deaf children. Paper
presented at the 9th International Conference for Interactive
Design and Children (IDC), Barcelona, Spain.
[12] Pitamic, M. Child’s Play. United Kingdom: New Holland,
2008.
Little Chef system introduces a new approach to tangible user
interface where it is not merely entertaining and fun. We inject
kinesthetic play back into the today’s highly digital play culture,
whilst retaining its relevancy of learning through play. Explore
potential technologies of touch-screen devices to bring the
mergence of tangible qualities with technology to acquire a higher
beneficial value for children’s growth development. We are also
keen to look into other possible role-play scenarios for children of
different age group such as baking and gardening through this
system, so as to achieve necessary growth development according
to their milestone together with the digital platform in the near
future.
[13] Shuler, C., Levine, Z., & Ree, J. iLearn II: An Analysis of the
Education Category of Apple’s App Store. The Joan Ganz
Cooney Center at Sesame Workshop, 2012.
http://www.joanganzcooneycenter.org/wpcontent/uploads/2012/01/ilearnii.pdf
At the date of this paper, the design of Little Chef is still
undergoing development. We will continue to work closely with
children for feedbacks to refine the digital interface and
application, along with the technical aspects of each physical tool
according to their needs.
[16] Wilson, T.V., Chandler, N., Fenlon, W., & Johnson, B. How
the iPhone Works. 2007, from How Stuff Works:
http://electronics.howstuffworks.com/iphone1.htm
7. REFERENCES
[1] Anker, J. Your iPad is not a babysitter. 2013, from HLNtv
article: http://www.hlntv.com/article/2012/09/21/your-ipadnot-babysitter-our-mobile-society
[2] Buckner, M.K. MS, OTR. Therapy Street for kids.
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[14] The Future of Children. Children and Electronic Media.
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[15] Tucker, H. Review: Lego Life of George. 2013, from techAU
article: http://techau.com.au/review-lego-life-of-george/
[17] Worthen, B. What Happens When Toddlers Zone Out with an
iPad. May 22, 2012, from The Wall Street Journal article:
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[18] Schneider, B., Jermann, P., Zufferey, G., & Dillenbourg, P.
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