Proceedings of the 2014 conference on Interaction design and children最新文献

{"title":"Lowfidelity prototyping tablet applications for children","authors":"E. Bertou, S. Shahid","doi":"10.1145/2593968.2610466","DOIUrl":"https://doi.org/10.1145/2593968.2610466","url":null,"abstract":"Children are using computer technology at increasingly younger ages and have become a potential enduser group for tablet applications. The possibilities for incorporating this user group in the early design evaluation with prototyping are still being explored. We compared three lowfidelity prototyping approaches and concluded that one approach to lowfi prototyping was particularly more suitable for early design evaluation of tablet apps with 78 year olds.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116344619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"It helped me do my science.\": a case of designing social media technologies for children in science learning","authors":"Jason C. Yip, June Ahn, Tamara L. Clegg, Elizabeth M. Bonsignore, Daniel Pauw, M. Gubbels","doi":"10.1145/2593968.2593969","DOIUrl":"https://doi.org/10.1145/2593968.2593969","url":null,"abstract":"In this paper, we present the design evolution of two social media (SM) tools: Scientific INQuiry (SINQ), which transformed into ScienceKit. We detail our motivations for using SM tools in science learning and the design decisions we made over a 2year, designbased research project. Our designs grew from our experiences using SM tools in the field and codesigning these systems with children. Our longitudinal case study and design narrative contribute to our understanding of the design and use of SM tools to support children's scientific inquiry. Specifically, we detail (1) the affordances and constraints we gleaned from the design evolution of SINQ to ScienceKit, (2) the potential of SM to guide learning behaviors, and (3) the role of SM for children and the community of adults and peers who support them.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124833747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SmartHolder: sensing and raising families' awareness of tooth brushing habits","authors":"A. Caraban, Maria José Ferreira, Vítor Belim, Olga Lyra, E. Karapanos","doi":"10.1145/2593968.2610487","DOIUrl":"https://doi.org/10.1145/2593968.2610487","url":null,"abstract":"With an increasing emphasis on behavior change technologies, interest has grown over time also on the role of HCI in motivating healthy tooth brushing habits on children. In this paper we present the design and development of SmartHolder, a toothbrush holder that senses the frequency and duration of toothbrush practices and motivates healthy tooth brushing habits, through raising family members' awareness of each other's practices. Wed first present two preliminary studies about children's and adults' tooth brushing behaviors and how these are influenced by social interactions within the family. We conclude through a presentation of early conceptual designs as well as an initial working prototype of SmartHolder.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127407147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building an internet of school things ecosystem: a national collaborative experience","authors":"C. Joyce, Han Pham, D. Fraser, S. Payne, D. Crellin, Sean McDougall","doi":"10.1145/2593968.2610474","DOIUrl":"https://doi.org/10.1145/2593968.2610474","url":null,"abstract":"Over the course of the next 10 years, the Internet of Things (IoT) is set to have a transformational effect on the everyday technologies which surround us. Access to the data produced by these devices opens an interesting space to practice discovery based learning. This paper outlines a participatory design approach taken to develop an IoTbased ecosystem which was deployed in 8 schools across England. In particular, we describe how we designed and developed the system and reflect on some of the early experiences of students and teachers. We found that schools were willing to adopt the IoT technology within certain bounds and we outline best practices uncovered when introducing technologies to schools.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127514522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Session details: Thursday short papers","authors":"C. Frauenberger","doi":"10.1145/3247506","DOIUrl":"https://doi.org/10.1145/3247506","url":null,"abstract":"","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130566459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying the CHECk tool to participatory design sessions with children","authors":"M. Mechelen, G. Sim, B. Zaman, Peggy Gregory, K. Slegers, M. Horton","doi":"10.1145/2593968.2610465","DOIUrl":"https://doi.org/10.1145/2593968.2610465","url":null,"abstract":"To encourage ethical practices in participatory design with children the CHECk tool was created. This paper reports on an expert review of the CHECk tool and a validating case study. Four main challenges to the CHECk tool are identified: (1) how to inform children on the research and their role herein, (2) distinguishing between project values and designer or researcher's personal values, (3) accounting for the dynamic nature and social constructedness of values in design, and (4) the emergence of values in all stakeholders including child design partners. We advocate complementing CHECk with interactive storytelling and show how this narrative can be used to not only inform participation and achieve ethical symmetry, but also to negotiate values with child design partners.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130862281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Session details: Wednesday short papers","authors":"A. Zeising","doi":"10.1145/3247505","DOIUrl":"https://doi.org/10.1145/3247505","url":null,"abstract":"","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116582107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding and fostering children's storytelling during game narrative design","authors":"L. Benton, A. Vasalou, D. Gooch, Rilla Khaled","doi":"10.1145/2593968.2610477","DOIUrl":"https://doi.org/10.1145/2593968.2610477","url":null,"abstract":"Children typically have extensive expertise and experiences of computer games, which can enable them to make valuable contributions when involved in the design of games. Within this paper we discuss our approach to the involvement of children in the game design process, specifically to inform a game narrative. We describe two design workshops with children, which focused on the design of the narrative within a literacy game based on the Day of the Dead festival. We describe how the knowledge that resulted from these workshops furthered our understanding of children's storytelling schema and preferences for games as well as their approach to story creation and expression during the game design process. We also discuss how our findings informed an initial set of design principles for guiding narrative design within children's games as well as recommendations for including storytelling design activities within the technology design process.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125088253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relations between play and learning in digital environments: the significance of motives and demands","authors":"M. Fleer","doi":"10.1145/2593968.2597650","DOIUrl":"https://doi.org/10.1145/2593968.2597650","url":null,"abstract":"Although a great deal has been written about children's play, less attention has been directed to the relations between play and learning in digital environment (e.g. Falloon, 2013; Kennewell and Morgan, 2006). What we do know is that much of the research into play and learning in the early years has been conceptualized from a maturational point of view (e.g. Roopnarine, 2011) and this view of development appears to also underpin the design process in digital contexts (e.g Giest, 2012; Parette, Quesenberry and Blum, 2010), even though other perspectives are being introduced (e.g. Iversen and Brodesen, 2008). What has dominated the longstanding theories of play has been a theory of development that focuses on predetermined stages or milestones. Central to this conceptualization of development has been the age of the child. That is, age determines what kind of play might be expected or what might develop. In this reading, age determines when and how children play (e.g. object play, solitary play, parallel play, fantasy play, see Pellegrini, 2011 for an overview). Much of this thinking tends to consider play and development as universal, intrinsic to the child, biologically deterministic, and unfolding in predictable ways. But what has been absent from these theories of development is how play and learning are related within digital environments. It is argued in this presentation that theories of play and development that are conceptualised in relation to milestones are not helpful for understanding how new settings such as digitally interactive environments afford new ways of playing and learning. What we know is that the virtual play of young children appears to invite a new kind of play (e.g. AlbinClark, Howard and Anderson, 2011; Marsh, 2010; Singer and Singer, 2005), creating new demands upon children, and developing new motives that need to be better understood. What is not known is how digital contexts actually create these demands on children's play and learning in everyday preschool settings and what this affords for children's development. To capture the demands and motives for play and learning in these simultaneously virtual and concrete settings, I draw upon culturalhistorical theory as first introduced by Vygotsky.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127710052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards a constructively aligned approach to teaching interaction design & children","authors":"E. Eriksson, O. Torgersson","doi":"10.1145/2593968.2610485","DOIUrl":"https://doi.org/10.1145/2593968.2610485","url":null,"abstract":"This paper proposes the principles of constructive alignment as foundation for course design within Interaction Design and Children (IDC). While the field has existed for over a decade, there is still no settled curriculum for teaching it. The paper demonstrates how intended learning outcomes in combination with related work and research on teaching IDC can be used to develop a course in IDC, and exemplify this with a brief description of the development of a recently completed course. The contribution of this paper is to support anyone who intends to start teaching in this area, to stimulate discussion in the community, and contribute to an emerging curriculum for Interaction Design and Children.","PeriodicalId":260552,"journal":{"name":"Proceedings of the 2014 conference on Interaction design and children","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131993565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}