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The electronics-centered approach to physical computing presents challenges when designers build tangible interactive systems due to its inherent emphasis on circuitry and electronic components. To explore an alternative physical computing approach we have developed a computer vision (CV) based system that uses a webcam, computer, and printed fiducial markers to create functional tangible interfaces. Through a series of design studios, we probed how designers build tangible interfaces with this CV-driven approach. In this paper, we apply the annotated portfolio method to reflect on the fifteen outcomes from these studios. We observed that CV markers offer versatile materiality for tangible interactions, afford the use of democratic materials for interface construction, and engage designers in embodied debugging with their own vision as a proxy for CV. By sharing our insights, we inform other designers and educators who seek alternative ways to facilitate physical computing and tangible interaction design. 

Fostering data literacy has largely been the domain of formal educational systems and export-oriented tools. Informal educational approaches, such as games or family activities, may overcome barriers to engaging with data by fostering data literacy through casual engagement. This work in progress explores how informal learning through creation and play with interactive data representations (physicalizations) can foster increased literacy and engagement with data. We outline a series of DIY paper charts using AR markers and everyday materials to help children interact and explore data through the creative process of making.