Tinker Box

Abstract

Tinker Boxes are physical manipulatives designed for digital interaction. Based on the concept of MiMs (Zuckerman, O., Arida, S., & Resnick, M. (2005)) which are “Montessori-inspired Manipulatives”. The boxes are low fidelity devices used to bridge the physical interaction with the digital world. They are aimed at children from 5 to 7yrs but can be extended to any age depending on the frontend software designed to fit the interaction. This iteration of the software looks at using it as a scaffolding tool to teach kids how to recreate or understand the making of a physical object, Lego toys in this instance. The plan to extend it to build other educational games and interactions to explore concrete and abstract concepts.

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Introduction

What can I tinker with next, the goal of Experiment 5 was to take a project from the past weeks and add to it in some meaningful way? This could be anything but “anything” is a very large canvas given 1.2 Weeks from concept to completion. I would like to say it was all clear from the start but it was murky on what this next step would look like. I tried to think about what I liked about the old project and what I did not it was quite clear the biggest pain point was the potentiometer breaking the interaction and dictating how far the kids could make the character chase each other before having to reverse and go backward to add more interaction.

This whole experiment would be to figure out how to use the Rotary Encoder, the initial idea was to change the whole first version of the box and add the rotary encoder to it, this would mean reverse engineering the hardware to fit in the new, it was not really worth it as the first version worked quite well as proof of concept and I wanted to keep it like that.

I then decided to use the RE[Rotary Encoder] to create a new kind of interaction but also examine critically what it is I was building, I used the case study assignment to dive deeper into what the interaction meant and how I could position the work in a meaningful way. In the paper “Extending Tangible Interfaces for Education: Digital Montessori-inspired Manipulatives”

Methodology

So what can I make interactive and make it meaningful to children? This was the question I kept asking myself, it’s easy to build an interaction but to have it meaningful and pedagogical is where the challenge is. I looked at my kids for inspiration, where I usually start, they are learning through play every single day but we seem to miss it.

I’m jumping ahead a bit because before I could even imagine what kind of interaction I wanted I needed to get the rotary encoder working and sending data, this may seem like a no-brainer for a coder, but for person new to the coding world of p5 and Arduino it was a critical first step else I have No Dice!

The base code for the project was a mix from the class code from Nick and Kate and also from Atkinson, multiwingspan.co.uk. I got the encoder sending a signal and then used the JSON library to parse the code so I could read it in p5.js. This is not the best way to do it I realized in retrospect and as I need to map different variables based on the length of the sprite animation I will be controlling. the better way to do it is to set a large range in Arduino and then map that range down to what I need based on each individual interaction. This is a bit technical in understanding but if you do venture into using my code it is something to keep in mind when you need to modify it to your needs.

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OK now that I had that and the button working I assembled all of the hardware even before I could get the software working, why would I do that, well basically because time was running out and once you write software, debugging and refining is a rabbit hole you can spend all of your time doing ill the cows come home, and I may never get to finish the physical hardware. I had this happen on other projects where the software take precedent and the hardware ends up being presented on a proto-board as there is no tie for refinement and fabrication.

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The circuit is pretty simple as you can see in this Fritz diagram below, it uses:

  • 1 Rotary encoder
  • 1 button
  • 1 Arduino Micro Original

That’s it, the circuit is also very clean so I could get to the main task of creating the interaction.

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Once the circuit was done, I built the housing and the soldered all the components on to the PCB board.

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Software

I now looked at all the possible interactions I could create, using this rotary dial.

The basic idea is Turing up or down a value, you can then map this value to anything you like, in my case I decided to use sprite animations.

Coming back to observing my son play with lego, he would iterate and create new creations, cars, safe’s, vending machines, the list was exhaustive, he would look through youtube videos to follow along or just iterate, he would then share these creations with us at home and take them to school to show his friends. The thing is they could see the completed work not the process of getting there or even the individual parts that made the whole, this sparked an idea based on other stop-motion projects I had seen, with my son’s permission I broke apart his creations brick by brick and shot them using an iPhone and a tripod, I then used that to create sprite sheets which were controlled by the Think boxes rotary encoder. It took a bit of time to figure out how the sprite sheets worked and what was possible but it worked and the end result was satisfying, I then used the button to change the sprite and show another sprite animation, in this way I could get the user to scroll through the different creations I had created animations for.

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The interaction was automatic, there were no instructions needed, people turned the knob and clicked the button, I had built on their past experience of what buttons and Knobs do, it was now just a matter f changing the software to create a pedagogical experience for the child.

Some ideas I came up with based on this interaction are:

  • Simple Machines: where the box could be turned on its side and the knob is replaced with a crank, lending itself to simple machines, like cranes, fishing poles, ratchets, pulleys etc
  • The process of folding and unfolding has numerous pedagogical uses, least of which is just the wonder of seeing what is inside something, like for instance the layers of the earth’s crust, making planets move and just rotating objects on a different axis.
  • This makes the MiM very versatile yet simple in its interaction, the triangles complete when the software fits the user and the interaction.

Feedback

Some of the feedback was I should use this as an educational tool for products building IKEA furniture, pitch it to the company to create stop-motion videos for showing the different steps.

There was also interest in seeing how two of these devices could change the interaction if they controlled different aspects of the same Object/Interaction.

Summary

I would like to explore this prototype further and build more tinker boxes, which network or are even wireless, I had an early idea of building a wireless interaction but Nick said it might be a delayed interaction because of using a server like pubNub, I will look to see if there is any way to directly interface with the Mac/pc without the use of a third party software.

References

Zuckerman, O., Arida, S., & Resnick, M. (2005). Extending tangible interfaces for education.
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems – CHI 05. doi:10.1145/1054972.1055093

Atkinson, M. (n.d.). MultiWingSpan. Retrieved from http://www.multiwingspan.co.uk/arduino.php?page=rotary2

GitHub code can be found here: https://github.com/imaginere/Experiment5DF