Researcher:
Beşevli, Ceylan

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Ceylan

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Beşevli

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Beşevli, Ceylan

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2018 - 201932020 - 20224

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    Exploring projection based mixed reality with tangibles for nonsymbolic preschool math education
    (Assoc Computing Machinery, 2019) N/A; N/A; Department of Psychology; Department of Media and Visual Arts; Department of Electrical and Electronics Engineering; Salman, Elif; Beşevli, Ceylan; Göksun, Tilbe; Özcan, Oğuzhan; Ürey, Hakan; Master Student; Researcher; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; Department of Electrical and Electronics Engineering; Graduate School of Sciences and Engineering; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Engineering; N/A; N/A; 47278; 12532; 8579
    A child's early math development can stem from interactions with the physical world. Accordingly, current tangible interaction studies focus on preschool children's formal (symbolic) mathematics, i.e. number knowledge. However, recent developmental studies stress the importance of nonsymbolic number representation in math learning, i.e. understanding quantity relations without counting(more/less). To our knowledge, there are no tangible systems based on this math concept. We developed an initial tangible based mixed-reality(MR) setup with a small tabletop projector and depth camera. Our goal was observing children's interaction with the setup to guide our further design process towards developing nonsymbolic math trainings. In this paper we present our observations from sessions with four 3-to-5 year old children and discuss their meaning for future work. Initial clues show that our MR setup leads to exploratory and mindful interactions, which might be generalizable to other tangible MR systems for child education and could inspire interaction design studies.
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    Children in 2077: designing children's technologies in the age of transhumanism
    (ACM SIGCHI, 2020) Buruk, Oğuz; Baykal, Gökçe Elif; Acar, Selçuk; Akduman, Güler; Baytaş, Mehmet Aydın; Best, Joe; Kocaballı, A. Baki; Laato, Samuli; Mota, Cássia; Papangelis, Konstantinos; Raftopoulos, Marigo; Ramchurn, Richard; Sádaba, Juan; Thibault, Mattia; Wolff, Annika; Department of Media and Visual Arts; Department of Psychology; Department of Media and Visual Arts; N/A; N/A; N/A; Özcan, Oğuzhan; Göksun, Tilbe; Coşkun, Aykut; Beşevli, Ceylan; Genç, Hüseyin Uğur; Yıldız, Mert; Faculty Member; Faculty Member; Faculty Member; Researcher; PhD Student; PhD Student; Department of Psychology; Department of Media and Visual Arts; Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); N/A; N/A; N/A; N/A; N/A; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 12532; 47278; 165306; N/A; N/A; N/A
    What for and how will we design children's technologies in the transhumanism age, and what stance will we take as designers? This paper aims to answer this question with 13 fictional abstracts from sixteen authors of different countries, institutions and disciplines. Transhumanist thinking envisions enhancing human body and mind by blending human biology with technological augmentations. Fundamentally, it seeks to improve the human species, yet the impacts of such movement are unknown and the implications on children's lives and technologies were not explored deeply. In an age, where technologies such as under-skin chips or brain-machine interfaces can clearly be defined as transhumanist, our aim is to reveal probable pitfalls and benefits of those technologies on children's lives by using the power of design fiction. Thus, main contribution of this paper is to create diverse presentation of provocative research ideas that will foster the discussion on the transhumanist technologies impacting the lives of children in the future.
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    Investigating the effects of legacy bias: user elicited gestures from the end users perspective
    (Assoc Computing Machinery, 2018) N/A; Department of Psychology; N/A; Department of Media and Visual Arts; Beşevli, Ceylan; Erkaya, Merve; Buruk, Oğuz Turan; Özcan, Oğuzhan; Researcher; Undergraduate Student; PhD Student; Faculty Member; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 12532
    User elicitation studies are commonly used for designing gestures by putting the users in the designers' seat. One of the most encountered phenomenon during these studies is legacy bias. It refers to users' tendency to transfer gestures from the existing technologies to their designs. The literature presents varying views on the topic; some studies asserted that legacy bias should be diminished, whereas other stated that it should be preserved. Yet, to the best of our knowledge, none of the elicitation studies tested their designs with the end users. In our study, 36 participants compared two gesture sets with and without legacy. Initial findings showed that legacy gesture set had higher scores. However, the interviews uncovered that some non-legacy gestures were also favored due to their practicality and affordances. We contribute to the legacy bias literature by providing new insights from the end users' perspective.
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    Gestural interaction in the kitchen: insights into designing an interactive display controlled by hand specific on-skin gestures
    (Routledge Journals, Taylor & Francis Ltd, 2022) N/A; N/A; Department of Media and Visual Arts; Department of Psychology; Department of Computer Engineering; Department of Media and Visual Arts; Beşevli, Ceylan; Genç, Hüseyin Uğur; Coşkun, Aykut; Göksun, Tilbe; Yemez, Yücel; Özcan, Oğuzhan; Researcher; PhD Student; Faculty Member; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Computer Engineering; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Engineering; College of Social Sciences and Humanities; N/A; N/A; 165306; 47278; 107907; 12532
    The kitchen is one of the busiest and messiest hubs of a home, where the hands are usually spoiled with food. In this setting, gestural interaction can offer several advantages: efficient, intuitive, and touch-free orchestration of interactive devices. Yet, research scarcely investigates the user's perspective on gesture-based systems in the kitchen and lacks designs developed through a user-centred process. With the contribution of 234 participants, we conducted formative studies that investigated users' expectations, perceived benefits, and concerns of gesture-based control in the kitchen. These studies guided our conceptual design '2HandTouch', an information display controlled by Hand Specific On-Skin Gestures (HSoS). Then, we evaluated the user experience of this design through a summative user study. We introduced four perceived benefits of HSoS use in the kitchen that has not been visible in such detail. These are i) hygiene, (ii) time management, (iii) imminent control, and (iv) an uninterrupted cooking practice. We also provided broader implications of our work for designing gesture-controlled devices in the kitchen context.
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    PublicationOpen Access
    Designing physical objects for young children's magnitude understanding: a TUI research through design journey
    (Association for Computing Machinery (ACM), 2022) Department of Psychology; Department of Media and Visual Arts; N/A; Göksun, Tilbe; Özcan, Oğuzhan; Beşevli, Ceylan; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 47278; 12532; N/A
    Magnitude understanding, an understudied topic in Child-Computer Interaction, entails making nonsymbolic ?more-less comparisons that influence young children's later math and academic achievements. To support this ability, designing tangible user interfaces (TUIs) demands considering many facets, ranging from elements within the physical world to the digital design components. This multifaceted activity brings many design decisions often not reflected in research. Therefore, we present this reflection via our research through design process in developing a vital design element, the physical form. We share our (i) physical object design criteria elicitation for magnitude understanding, (ii) hands-on making process, and (iii) preliminary studies with children engaging with objects. With our insights obtained through these steps, we project how this physical object-initiated research inspires the TUI in the upcoming steps and present design takeaways for CCI researchers.
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    PublicationOpen Access
    MaR-T: designing a projection-based mixed reality system for nonsymbolic math development of preschoolers: guided by theories of cognition and learning
    (Association for Computing Machinery (ACM), 2019) Department of Psychology; Department of Electrical and Electronics Engineering; Göksun, Tilbe; Ürey, Hakan; Salman, Elif; Özcan, Oğuzhan; Beşevli, Ceylan; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Electrical and Electronics Engineering; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Social Sciences and Humanities; College of Engineering; Graduate School of Sciences and Engineering; 47278; 8579; N/A; 12532; N/A
    Recent developmental studies state that nonsymbolic number representation (i.e., more-less comparisons) is important for math development, and children's judgment about such non-numerical magnitudes can be affected by sensory properties (i.e., volume, space). Yet, to our knowledge, there are no tangible based systems for training this math concept. Building on theories of cognition and learning, we developed MaR-T, a projector-camera setup. This paper is a step towards investigating the effects of projection-based mixed-reality (MR) system with tangibles on nonsymbolic number representation of 3-to 5-year-old children. We present our user studies with a total of 14 participants, conducted to observe their interaction with the setup and the possible effects of our design on learning. The results indicate that MaR-T can provide active, engaging, and social learning, and our insights can inspire other interaction design and education studies.
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    PublicationOpen Access
    An inquiry into the TUI design space for parent-child math engagement at home
    (Association for Computing Machinery (ACM), 2022) Department of Psychology; Department of Media and Visual Arts; Beşevli, Ceylan; Göksun, Tilbe; Özcan, Oğuzhan; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Social Sciences and Humanities; N/A; 47278; 12532
    Preschoolers' early-math development is vital for their later math and academic achievement. Tangible user interfaces (TUI) may support early math as they feature physical objects imperative to math development and multimedia to support engagement. As a potentially meaningful context for TUIs, developmental studies highlight the need to support the home math environment (HME) that covers math-related interactions among parents and children. Therefore, we focus on HME as a design space that has not been investigated in TUI literature. We conducted an observational study involving physical-object based math activities and semi-structured interviews with 13 parent-child dyads. Our findings revealed the multifaceted nature of the HME, where children's agency is valued and providing lasting materials is challenging. Also, we realized that parents juggled their child's demands and the object-based physical activity at once. By reflecting on these findings, we propose design directions for supporting the home-math environment with TUIs.