Paper to Parameters: Designing Tangible Simulation Input Tia Shelley University of Illinois at Chicago tshell2@uic.edu Leilah Lyons University of Illinois at Chicago llyons@uic.edu Jingmin Shi University of Illinois at Chicago jshi7@uic.edu Emily Minor University of Illinois at Chicago eminor@uic.edu Moira Zellner University of Illinois at Chicago mzellner@uic.edu ABSTRACT We present a new low-cost paper-based user interface strategy (Paper-to-Parameters) for making interaction with simulations of complex systems pragmatic within an Environmental Science curriculum. Students specify initial simulation conditions by sticking pieces of paper to a wall, and can experiment with the simulation by repositioning the pieces of paper. Computer vision recognizes the paper-based symbols and converts them into parameters used by the simulation. This tangible input approach contrasts with current slider- and programming- based approaches for interacting with simulations. We hypothesize that the affordances of this interaction strategy better supports manipulations of spatial simulation parameters. We report here on the initial prototype of the system, and present plans for future work studying its impact on spatially-rooted understandings Author Keywords K-12 education, agent-based models, complex systems, computer vision, tangible user interfaces ACM Classification Keywords H.5.2 [Information Interfaces and Presentation]: User Interfaces, Input Devices and Strategies, Interaction Styles, K.3.0 [Computers and Education] General General Terms Design, Human Factors INTRODUCTION Educational bodies like the National Academies have been encouraging the utilization of educational tools, like simulations, to aid students in understanding scientific systems. One simulation type, Agent-Based Modeling (ABM), is frequently used to explore, hypothesize, and test the interaction of policy and scientific processes in integrated human-natural systems [1010]. The spatial properties of human-natural systems, like the location and connectivity of “green infrastructure” in an urban setting, strongly influence phenomena like flooding and animal population persistence and genetic diversity [44]. Thus, if students are to use ABMs to learn about human-natural systems, they need to be able to perceive and interact with the spatial characteristics of the systems. Figure 1. Left: Paper-to-Parameters input to EcoCollage simulation. Right: ARToolKit bounding on input Our Paper-to-Parameters input strategy allows students to directly interact with the spatial characteristics of a simulation by manipulating the placement of paper stickers. The stickers are in fact fiducial symbols recognized via computer vision (see Figure 1), and then converted into variables used as input to a complex system simulation. It thus combines elements of Augmented Reality (AR) and tangible user interfaces to create a new way for learners to interact with ABMs. The system as a whole is called EcoCollage. RELATED WORK Our work builds on three strands of computing research: ABMs, augmented reality, and tangible user interfaces in education. Agent-based simulations have a long history of incorporation in K-12 science curricula, like the NetLogo- based Connected Chemistry [33] curricula. However, they typically require a 1:1 or 2:1 child:computer ratio and some understanding of computer programming, which can reduce the adoption of such simulations by schools. Some prior work has been done with computer vision in the classroom, although not as an input strategy for simulations. One research group that designed an Augmented Reality (AR) toolkit to teach children about material sciences determined that, from a usability perspective, AR was appropriate for all age groups, since it does not require advanced motor skills [88]. Much of the published work on Tangible User Interfaces (TUIs) presents exploratory designs, but one prior study found that when children solved a two-dimensional problem (a jigsaw puzzle) with tangibles they actually used different (and better) solution strategies than when they used a touch screen to solve the same problem [11]. The students took advantage of the physical affordances of the tangible pieces Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. UbiComp’10, September 26–29, 2010, Copenhagen, Denmark. Copyright 2010 ACM 978-1-4503-0283-8/10/09...$10.00. 431