A Boy And His Atom: The World's Smallest Movie

What people said

kens · 2016-06 · Recommendation

The linked video "A Boy And His Atom: The World's Smallest Movie" is entertaining. IBM made a stop-motion animated movie from individual atoms. [VIDEO]

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mncharity · 2025-03 · Reference

> So what next? LLM discussion of visualizations? I did guerrilla usability testing around teaching scale, which included this video[1] (stop-motion animation using CO molecules). Lots of people asked "What are those ripples?". IBM even had a supplementary webpage addressing this (which I no longer see, even on archive). People could easily ask this with me standing beside them, but not so much if viewing the content online. Which raised the UI question of how to encourage such. With LLMs, perhaps people will be able to ask questions of a visualization? What is that? Why is that? What about ...? I don't understand ... Does this mean ...? [1] IBM's A boy and his atom [VIDEO] Making of: [LINK]

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mncharity · 2022-09 · Reference

Using gaze tracking with a CYOA-structured video or book permits another aspect of oral storytelling - noticing and adapting to listener interest. Attention focused on some character gets more scenes with them. Or the opposite? For personalized science education, might one wander the richly interwoven tapestry of stories that is science, following one's interests? I've shown people IBM's stop-motion cartoon drawn with atoms, [VIDEO] , and they'd often ask about the ripples. IBM wrote supplementary content on them, perhaps because of such common interest. But when watching yt alone, its hard to engage, to follow up. Links in the description? Pop-up cards? With gaze tracking, one might notice the attention, and provide opportunity in that teachable moment. As if a mentor, tutor. Gaze tracking without extra hardware is still rough. And patents. But slowly it's becoming something to explore.

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