Proceedings of the 2017 Conference on Interaction Design and Children最新文献_第2页

StringForce: A Forced Collaborative Interaction Game for Special Education StringForce:一个特殊教育的强制协作互动游戏

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3091987

W. Barendregt, Peter Börjesson, E. Eriksson, O. Torgersson

引用次数: 9

Investigating an Intervention System to Increase User Engagements on an Educational Social Q&A 调查干预系统，以增加用户参与教育社会问答

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084325

Erik Choi, Chad Coleman, Tomasz Sienkiewicz, Karolina Wojcik

引用次数: 2

Children Designing Videos: Tools, Pedagogical Models, and Best Practices for Digital Storytelling and Media-Making in the Classroom 儿童设计视频:工具，教学模式，以及课堂上数字故事和媒体制作的最佳实践

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3091982

J. Multisilta, H. Niemi, E. Hamilton

引用次数: 5

Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment 混合现实学习环境中游戏中的代理、体现和影响

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079731

Danielle T. Keifert, Christine Lee, M. Dahn, R. Illum, David DeLiema, Noel Enyedy, Joshua A. Danish

引用次数: 17

Interactive fiction: Weaving together literacies of text and code 互动小说:将文本和代码的读写能力编织在一起

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084324

C. Proctor, Paulo Blikstein

引用次数: 8

Design Guidelines for Parent-School Technologies to Support the Ecology of Parental Engagement 支持家长参与生态的家长-学校技术设计指南

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079748

Marisol Wong-Villacrés, Upol Ehsan, Amber Solomon, Mercedes Pozo Buil, Betsy Disalvo

引用次数: 58

Scratch Nodes: Coding Outdoor Play Experiences to enhance Social-Physical Interaction Scratch节点:编码户外游戏体验以增强社会-身体互动

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084331

Tom Hitron, Itamar Apelblat, I. Wald, Eitan Moriano, Andrey Grishko, Idan David, Avihay Bar, Oren Zuckerman

引用次数: 20

Multisensory Participatory Design for Children with Special Educational Needs and Disabilities 特殊教育需要及残疾儿童的多感官参与设计

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084314

Nigel Robb, M. Leahy, Connie Sung, L. Goodman

引用次数: 9

Teaching Teachers and Making Makers: What the Maker Movement Can Teach the World about Accessibility and Design 教学教师和制造创客:创客运动可以教给世界关于可访问性和设计

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3078073

Joshua A. Miele

{"title":"Teaching Teachers and Making Makers: What the Maker Movement Can Teach the World about Accessibility and Design","authors":"Joshua A. Miele","doi":"10.1145/3078072.3078073","DOIUrl":"https://doi.org/10.1145/3078072.3078073","url":null,"abstract":"Although interactive technologies and the maker movement offer stunning prospects for the next 50 years of educational inclusion and accessibility for learners with visual disabilities, a surprising array of physical, digital, and cultural barriers continue to communicate lessons of exclusion and inequity. Accessibility is a fundamental aspect of digital and physical design which, when present, allows a user with a disability to have an effective and substantively equivalent experience to that of a user without a disability. Here we consider interaction barriers for people with visual disabilities, but the themes readily apply to other disability-specific challenges in universal design and inclusion. Consider any cross section of exciting instructional technologies, and chances are they are dominated by visual metaphors, graphical user interfaces, data visualizations, and interactive video. Systems that incorporate ostensibly non-visual, multi-modal interactives such as haptics and active manipulation do not necessarily expand access for blind and visually-impaired learners, as such tools are likely also to include key interface elements that are visual. The same may be said of mainstream information technologies accessibility is still temperamental and far from complete for such seemingly simple and ubiquitous resources as Google Suite, Facebook, and YouTube, let alone advanced immersive experiences such as Oculus Rift. The iconic tools of the maker movement and experiential learning -- 3D design, modeling, and printing -- while lauded and enthusiastically embraced by sighted designers of accessible instructional materials, remain largely unusable by independent blind makers.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121255791","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}

引用次数: 8

Analyzing Children's Contributions and Experiences in Co-design Activities: Synthesizing Productive Practices 分析儿童在共同设计活动中的贡献和经验:综合生产实践

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3081314

M. Mechelen, Marikken Høiseth, Gökçe Elif Baykal, F. Doorn, A. Vasalou, A. Schut

{"title":"Analyzing Children's Contributions and Experiences in Co-design Activities: Synthesizing Productive Practices","authors":"M. Mechelen, Marikken Høiseth, Gökçe Elif Baykal, F. Doorn, A. Vasalou, A. Schut","doi":"10.1145/3078072.3081314","DOIUrl":"https://doi.org/10.1145/3078072.3081314","url":null,"abstract":"Today, it has been broadly acknowledged in the CCI community that children are not only active learners and users of technology, but can also actively participate in the design process. However, it remains challenging to analyze children's experiences and creative contributions resulting from co-design activities (e.g. stories, paper prototypes, enacted ideas). Broadly speaking, a distinction can be made between researchers looking for inspiration in the form of useful design ideas, and researchers that take a more interpretative stance by looking beyond the surface level of children's ideas to better understand and empathize with them. This knowledge about children is often used to more accurately define the problem space at the early stages of design. Both perspectives to co-design can be seen as the opposite ends of the same continuum, and many researchers combine aspects of both depending on where they are in the design process (e.g. defining the design problem, prototyping stage). This workshop will explore different ways to analyze children's (0 to 18 years) experiences and contributions in co-design activities, the perceived benefits and challenges of these approaches, and will serve as a venue for synthesizing productive practices that will move the CCI community forward.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132614397","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}

引用次数: 10