Presentation at ECGBL2018, "In this position paper we share our view on learning sport specific movements using interactive technology. We build upon our experience with playful and embodied technology for HCI, and link our views to related work from a sport-related and non-sport related view. Aiming to bring these together in new future research on learning sport specific movement, this brings us to address our view on five main points in this paper. One, as the most obvious, the end-user should give input as often as fitting. Two, within this new domain there are different types of contributions focusing on technology, interaction, and context, where each brings its own benefits. Three, to make use of the power of entertainment computing (e.g., gamification) entails more than just “adding points as rewards”. Four, one can view new technology in relation to the trainer, ranging from a tool in the hands of the active trainer to a 24/7 available independent “stand-in” for a trainer (being configured and controlled by the trainer); this relation should be taken into account in design and research. Five, technology can of course solve problems (while leaving the core of sports training unchanged), but in order to really transform the domain and fundamentally change sports training practice we need to consider that “potential for change” is different from “actually achieving a useful system in-context”; how technology fits the real world and what it actually benefits is not known beforehand. We conclude the paper with an outlook on our research and design activities in the near future, through educational projects as well as research projects." (Reidsma & van Delden 2018, ECGBL proceedings)

1. TOWARDS AN
INTERACTIVE-MOVEMENT-LEARNING MOVEMENT
A POSITION PAPER BY
DENNIS REIDSMA, ROBBY VAN DELDEN
HUMAN MEDIA INTERACTION, UNIVERSITEIT TWENTE

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WE DESIGN AND RESEARCH INTERACTIVE EMBODIED PLAY SYSTEMS

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THERE IS OPPORTUNITY FOR INTERACTIVE (SPORT) MOVEMENT LEARNING
…. AND MANY MORE: CLIMBING, ARCHERY, RUGBY, BASEBALL…
PLAY LÜ (201X) (CDN)
WWW.PLAY-LU.COM/CONTACT
LUMO PLAY (CDN)
(FORMER PO-MOTION)
LUMOINTERACTIVE.COM
ACTIVE FLOOR (DK)
ACTIVEFLOOR.COM
YALP SUTU (NL)
WWW.YALP.NL/INTERACTIEF/SUTU/
VERTIGO (DE)
WWW.VERTIGO-SYSTEMS.DE
SMART GOALS (NL)
DE GRAAF (2009)
WWW.SMARTGOALS.NL
PING PONG PLUS,
ISHII ET AL. (1999)
PING PONG PLUS,
LUDVIGSEN ET AL. (2010)

4.  Inclusive user involvement, iterative with an active role for context expert
 Start from tool for the trainer, spectrum of object – replacement
 Games > “pointification”, embedding mechanics to train skills
 True transformation of domain, new situation with unpredictable elements
 Cross domain: technology + interaction + context
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INTERACTIVE-MOVEMENT-LEARNING MOVEMENT
POSITION POINTS

5.  looking at the bigger picture
 continually testing early prototypes
 variations of envisioned systems in real life
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GET REAL USER INVOLVEMENT (1/5)
EARLY REALITY CHECK OF ASSUMPTIONS,

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CASE 1 – UKULEARNIT, LEARNING PLAYING MUSIC
BY BACHELOR CREATE STUDENTS: GIJS VAN RHIJN, RENSKE BLAAS, JESPER PROVOOST, EVERT GULIKER, KEVIN INDRAWIJAYA

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CASE 1 – UKULEARNIT, LEARNING PLAYING MUSIC
 GET REAL USER INVOLVEMENT

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11.  Look at the bigger picture, problem redefined
 Continual test early prototypes
 Make variations of envisioned systems,
+ Try it in real life, get formative feedback
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RECAP GET REAL USER INVOLVEMENT (1/5)
EARLY REALITY CHECK OF ASSUMPTIONS,
Ukulearnit

12.  24/7 autonomous system vs tool (spectrum)
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A TOOL’S PERSPECTIVE (2/5)
GETTING MORE OUT OF THE PROFESSIONAL
Southpark 21x1 © Comedy Central

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USE CASE 2 – INTERACTIVE LED FLOOR FOR REHABILITATION
VAN DELDEN ET AL. 2016A, THANKS TO SILKE TER STAL & JOEP JANSSEN

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GAME-BASED, NOT JUST POINTS
 Movie from Silke ter Stal (bsc thesis) removed

15. Make what is needed for the professional
+ suite-of-games approach
+ personalization
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RECAP A TOOL’S PERSPECTIVE (2/5)
GETTING MORE OUT OF THE PROFESSIONAL
Interactive rehabilitation floor
van Delden 2016a

16.  Are you actually training the skill or the game?
 Relates to hard fun vs easy fun (cf Berthouze 2013)
 Is it really motivating the right thing?
It is like putting chocolate on Belgian sprouts
Using sprouts instead of the broccoli of Anastasia Salter, PhD
paraphrasing personal communication with Lars Elbaek
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GAMES ARE MORE THAN POINTS (3/5)

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MOVIE-REMOVED

18.  Train the skill not the game.
 Relates to hard fun vs easy fun (cf Berthouze 2013)
 Encourage the right thing
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RECAP GAMES ARE MORE THAN POINTS (3/5)
Different ways of playing a Wii game
wikimedia.org

19. TRUE TRANSFORMATION (4/5)
 How will the existing context change when a new technology is put in?
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https://commons.wikimedia.org/wiki/File:Baldomero_Toledo_checks_VAR_-_Seattle_Sounders_vs._Sporting_Kansas_City.jpg
Free to use picture:
https://commons.wikimedia.org/wiki/File:Baldomero_Toledo_checks_VAR_-_Seattle_Sounders_vs._Sporting_Kansas_City.jpg

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USE CASE 3 - INTERACTIVE PLAYGROUND
Picture van Delden et al 2017, CHI
made by photographer Hetty de Vries
Pictures used in Moreno 2016,
entertainment computing and
Van Delden 2017 CHI

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movie of players playing powerups ITP version

22. The existing context will change in unexpected ways.
Put the professional in the driving seat, or at least let them help in navigation
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RECAP TRUE TRANSFORMATION (4/5)
https://commons.wikimedia.org/wiki/File:Baldomero_Toledo_checks_VAR_-_Seattle_Sounders_vs._Sporting_Kansas_City.jpg

23.  Technology
 Interaction
 Context
Tip beyond presentation & paper:
“Disciplinarities: intra, cross, multi, inter, trans” (blog by Alexander Jensenius 2012)
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CROSS-DOMAIN RESEARCH (5/5)

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USE CASE 3- ITP REPEATED
3 TYPES OF RESEARCH(ERS)
?
?
?
CONTEXT
INTERACTION
TECHNOLOGY
FOTO BY
GIJS VAN OUWERKERK
PICTURES USED WITH PERMISSION BY AUTHORS
LEFT VAN DELDEN ET AL AMI 2014 ,RIGHT MORENO ET AL 2016 (ENTERTAINMENT COMPUTING, 16)

25. Recognize and combine the different views and strengths of these orientations
Technology, Interaction, Context
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RECAP CROSS-DOMAIN RESEARCH (5/5)

26.  Smart Sports Exercises
 Multidisciplinary Volleyball project
 A technology group, interaction group,
sports context group
 Real users, incorporating it into
education having professionals as well
 A tool to help trainers
 Starting from exercise
transforming it into game > just points
 Transforming training in context
with guidance of the professional
+ old insights :
Steering behavior, suite-of-games,
personalized, balancing…
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SO…..
OUR NEAR FUTURE
POINTS IN PRACTICE

27. thanks to all the collaboration partners, students, and inspirators
PSsst…
we are hiring (soon) for the project
Post-doctoral position- .8-1.0 fte ~2 years
Interaction Technology for Smart Sports Exercises in Volleyball
at HMI Utwente, r.w.vandelden@utwente.nl
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THANK YOU FOR LISTENING