A TUI-Based Storytelling for Promoting Inclusion in the Preschool Classroom Preliminary Results on Acceptance Julián Esteban Gutiérrez Posada ( ✉ ) , Heiko H. Hornung, Maria Cecília Martins, and Maria Cecília Calani Baranauskas Institute of Computing and NIED, University of Campinas (UNICAMP), Av. Albert Einstein, 1251, Campinas, SP 13083-970, Brazil {jugutier,heiko,cecilia}@ic.unicamp.br, cmartins@unicamp.br Abstract. Technologies such as Tangible User Interfaces (TUIs) take advantage of the natural ability of children to tell stories, play and explain their personal and social behavior. TUI technologies can be designed to constitute scenarios of technology use for all and thus benefit inclusive schools. Challenges of designing such scenarios in the classroom include distraction of students, acceptance by teachers, and inclusion of students with disabilities. In this paper we focus on investigating the acceptance of a TUI environment, designed for the educational context of creating, sharing and telling stories collaboratively. We present a system as background for an evaluation of acceptance based on the Self Assess‐ ment Manikin model. Two groups of subjects participated in the evaluation: a group of HCI specialists, and a group of teachers working in an inclusive educa‐ tional context. The pilot study with HCI specialists established a baseline showing that the system potentially has a high acceptance rate. The teachers reported in a subsequent study high levels of Pleasure and Arousal while we detected greater variance in the Dominance dimension. Although we do not see this variance as critical, it requires attention for the more complex modes of the system. Keywords: TUI · Storytelling · Narrative · SAM 1 Introduction Using Information and Communication Technology (ICT) in the classroom can be beneficial for education due to motivational factors [5]. Tangible User Interfaces (TUIs), which “augment the real physical world by coupling digital information to everyday physical objects and environments” [8], have shown an even stronger effect on engage‐ ment and motivation than traditional GUI-based systems, and thus have the potential to promote learning [11]. Challenges of using ICT in the classroom include distraction of students, acceptance by teachers, and inclusion of students with special needs. Regarding distraction, an advantage of a special-purpose TUI over general purpose ICT such as laptops, tablets or © Springer International Publishing Switzerland 2015 M. Antona and C. Stephanidis (Eds.): UAHCI 2015, Part III, LNCS 9177, pp. 89–100, 2015. DOI: 10.1007/978-3-319-20684-4_9