发布求助
文献互助 智能选刊 最新文献

Proceedings of the 2017 Conference on Interaction Design and Children最新文献

筛选
英文 中文
Digital Natives and Cardboard Cubes: Co-Creating a Physical Play(ful) Ideation Tool with Preschool Children 数字原住民和纸板立方体:与学龄前儿童共同创造一个物理游戏(充分)创意工具
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084322
K. Heljakka, P. Ihamäki
{"title":"Digital Natives and Cardboard Cubes: Co-Creating a Physical Play(ful) Ideation Tool with Preschool Children","authors":"K. Heljakka, P. Ihamäki","doi":"10.1145/3078072.3084322","DOIUrl":"https://doi.org/10.1145/3078072.3084322","url":null,"abstract":"This presentation highlights a study on the interactive design and implications of a playful co-creation tool, Comicubes, which combines a two-dimensional blank cardboard canvas with a three-dimensional, open-ended toy medium: the cube. In our study, we tested the concept's functionality as an ideation tool suitable for different target and age groups, as well as its potential as a creative physical platform that encourages design thinking, allows for playful manipulation, and invites interaction. In workshops designed for preschool-aged children, participants were asked to create a plaything of their choice by applying various art supplies to blank cardboard cubes. The workshop findings indicate that the children in our test group, as digital natives, were able to use the Comicubes platform to co-design and create a physical plaything and develop associated play patterns and open-ended (toy) or rule-based (game) ideas for its use.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"1 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":"129308018","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: 7
Toward Understanding Children's Perspectives on Using 3D Printing Technologies in their Everyday Lives 了解孩子们在日常生活中使用3D打印技术的观点
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079735
Brenna McNally, Leyla Norooz, Alazandra Shorter, E. Golub
{"title":"Toward Understanding Children's Perspectives on Using 3D Printing Technologies in their Everyday Lives","authors":"Brenna McNally, Leyla Norooz, Alazandra Shorter, E. Golub","doi":"10.1145/3078072.3079735","DOIUrl":"https://doi.org/10.1145/3078072.3079735","url":null,"abstract":"Children are currently using 3D printers in schools, libraries, and maker-oriented spaces. As in-home use of 3D printing becomes more common, children's access to this technology will increase. Research has investigated challenges and educational opportunities around children's use of 3D printers, and has speculated on their desires. So far, little research has investigated how children perceive the opportunities of 3D printing in their everyday lives. This exploratory work presents results from a series of three Cooperative Inquiry design sessions that investigated children's anticipated everyday uses of 3D printing and how 3D printing technologies may need to adapt to meet this envisioned future. We found that children welcomed the idea of 3D printing in their everyday lives, envisioning diverse uses spanning utilitarian needs, promoting social good, encouraging play, and providing rapid interventions. We discuss the implications of these outcomes for future designers of 3D printing and modeling technologies.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"18 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":"114538618","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: 12
Children's Views on Identification and Intention Communication of Self-driving Vehicles 儿童对自动驾驶汽车识别与意向传达的看法
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084300
V. Charisi, Azra Habibovic, Jonas Andersson, Jamy J. Li, V. Evers
{"title":"Children's Views on Identification and Intention Communication of Self-driving Vehicles","authors":"V. Charisi, Azra Habibovic, Jonas Andersson, Jamy J. Li, V. Evers","doi":"10.1145/3078072.3084300","DOIUrl":"https://doi.org/10.1145/3078072.3084300","url":null,"abstract":"One of the major reasons behind traffic accidents is misinterpretation among road users. Self-driving vehicles are expected to reduce these accidents, given that they are designed with all road users in mind. Recently, research on the design of vehicle-pedestrian communication has emerged, but to our knowledge, there is no research published that investigates the design of interfaces for intent communication towards child pedestrians. This paper reports the initial steps towards the examination of children's views and understandings about the appearance and intention communication of self-driving vehicles. It adopts a design inclusive methodological approach for the development of a prototype for the communication of two basic intentions: \"I am going to stop\" and \"I am going to proceed\". The initial results indicate children's need to be aware about the autonomy of the vehicle and the use of their previous experience with traffic signs for the interpretation of communicative signs of the vehicle.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"23 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":"126731436","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: 49
Drawn into Science Through Authentic Virtual Practice 通过真实的虚拟实践融入科学
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079751
J. Kolodner, Tamer Said, Kenneth Wright, A. Pallant
{"title":"Drawn into Science Through Authentic Virtual Practice","authors":"J. Kolodner, Tamer Said, Kenneth Wright, A. Pallant","doi":"10.1145/3078072.3079751","DOIUrl":"https://doi.org/10.1145/3078072.3079751","url":null,"abstract":"Under what conditions do students engaged with a virtual world come away with enhanced appreciation for science, wonderment about the world, and nascent understanding of science practice? Other researchers have shown that virtual worlds and games can foster such development and highlight design characteristics that elicit engagement, motivation, and learning. Our study examines what contributes to the changed interests and dispositions of learners as they engage with such worlds. Such understanding, analyzed over a diverse array of students learning in a variety of virtual worlds, is a prerequisite for developing design guidelines for drawing in students no matter the resources, interests, and attitudes they bring and help them learn and develop.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"459 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":"124342006","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
Investigating the Effects of Interactive Features for Preschool Television Programming 互动特征对学前电视节目效果的影响研究
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079717
E. Carter, Jennifer Hyde, J. Hodgins
{"title":"Investigating the Effects of Interactive Features for Preschool Television Programming","authors":"E. Carter, Jennifer Hyde, J. Hodgins","doi":"10.1145/3078072.3079717","DOIUrl":"https://doi.org/10.1145/3078072.3079717","url":null,"abstract":"As children begin to watch more television programming on systems that allow for interaction, such as tablets and videogame systems, there are different opportunities to engage them. For example, the traditional pseudo-interactive features that cue young children's participation in television viewing (e.g., asking a question and pausing for two seconds to allow for an answer) can be restructured to include correct response timing by the program or eventually even feedback. We performed three studies to examine the effects of accurate program response times, repeating unanswered questions, and providing feedback on the children's likelihood of response. We find that three- to five-year-old children are more likely to verbally engage with programs that wait for their response and repeat unanswered questions. However, providing feedback did not affect response rates for children in this age range.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"1 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":"123161018","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: 4
Parent-Child Dialogue with eBooks 亲子对话与电子书
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079753
G. Revelle, Jennifer Bowman
{"title":"Parent-Child Dialogue with eBooks","authors":"G. Revelle, Jennifer Bowman","doi":"10.1145/3078072.3079753","DOIUrl":"https://doi.org/10.1145/3078072.3079753","url":null,"abstract":"Research shows that dialogic reading (adults and children engaging in conversation about the book they are reading) facilitates young children's language and vocabulary development and success in learning to read. A growing body of research suggests that parent-child dyads engage in less dialogic reading with e-books than with traditional paper books. Previous researchers have suggested this effect may be due to interactive features such as animations and games distracting children from the storyline, or that voice-over narration may compete with parent verbalization. The current study is the first to test this explanation directly, by comparing parent-child reading of a \"feature-free\" e-book with reading a paper book. Results showed that even \"plain\" e-books with severely limited interactive features led to less parent-child conversation about book content than reading with paper books. It is critical that these results inform parents, educators, developers, and the research community with regard to policy and practice for young children's media use.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"88 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":"114627102","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: 11
"Hey Google is it OK if I eat you?": Initial Explorations in Child-Agent Interaction “嘿，谷歌，我可以吃了你吗?”: Child-Agent交互初探
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084330
Stefania Druga, Randi Williams, C. Breazeal, M. Resnick
{"title":"\"Hey Google is it OK if I eat you?\": Initial Explorations in Child-Agent Interaction","authors":"Stefania Druga, Randi Williams, C. Breazeal, M. Resnick","doi":"10.1145/3078072.3084330","DOIUrl":"https://doi.org/10.1145/3078072.3084330","url":null,"abstract":"Autonomous technology is becoming more prevalent in our daily lives. We investigated how children perceive this technology by studying how 26 participants (3-10 years old) interact with Amazon Alexa, Google Home, Cozmo, and Julie Chatbot. We refer to them as \"agents\" in the context of this paper. After playing with the agents, children answered questions about trust, intelligence, social entity, personality, and engagement. We identify four themes in child-agent interaction: perceived intelligence, identity attribution, playfulness and understanding. Our findings show how different modalities of interaction may change the way children perceive their intelligence in comparison to the agents'. We also propose a series of design considerations for future child-agent interaction around voice and prosody, interactive engagement and facilitating understanding.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"320 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":"132451040","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: 235
Blending Methods: Developing Participatory Design Sessions for Autistic Children 混合方法:为自闭症儿童开发参与式设计课程
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079727
C. Frauenberger, Julia Makhaeva, Katta Spiel
{"title":"Blending Methods: Developing Participatory Design Sessions for Autistic Children","authors":"C. Frauenberger, Julia Makhaeva, Katta Spiel","doi":"10.1145/3078072.3079727","DOIUrl":"https://doi.org/10.1145/3078072.3079727","url":null,"abstract":"Over the past two years, we have engaged autistic children in a participatory design (PD) process to create their own, individual smart object. In this paper, we reflect on our methodological choices and how these came about. Describing the design process with one of our participants as a case, we show how we developed participatory activities by combining, blending, re-interpreting and adapting techniques and tools from a pool of methods on the basis of the characteristics of the child, our own skills as designers and the history and context of our collaboration. Reflecting on this practice retrospectively, we seek to make two contributions: firstly, we distill a repertoire of methodological building blocks which draw on our experience of co-designing with autistic children. Secondly, we present a visual tool that captures the process by which we combined, blended and interpreted these building blocks into coherent design activities with a view to provide systematic guidance for future work. While the work presented here is set within the context of designing with autistic children, we argue that the underlying approach can be applicable and useful in a wider co-design context.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"40 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":"133420158","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: 73
The Haptic Bridge: Towards a Theory for Haptic-Supported Learning 触觉桥梁:触觉支持学习的理论
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079755
R. Davis, Melisa Orta Martinez, Oliver S. Schneider, Karon E Maclean, A. Okamura, Paulo Blikstein
{"title":"The Haptic Bridge: Towards a Theory for Haptic-Supported Learning","authors":"R. Davis, Melisa Orta Martinez, Oliver S. Schneider, Karon E Maclean, A. Okamura, Paulo Blikstein","doi":"10.1145/3078072.3079755","DOIUrl":"https://doi.org/10.1145/3078072.3079755","url":null,"abstract":"Haptic force feedback systems are unique in their ability to dynamically render physical representations. Although haptic devices have shown promise for supporting learning, prior work mainly describes results of haptic-supported learning without identifying underlying learning mechanisms. To this end, we designed a haptic-supported learning environment and analyzed four students who used it to make connections between two different mathematical representations of sine and cosine: the unit circle, and their graph on the Cartesian plane. We highlight moments where students made connections between the representations, and identify how the haptic feedback supported these moments of insight. We use this evidence in support of a proposed theoretical and design framework for educational haptics. This framework captures four types of haptic representations, and focuses on one -- the haptic bridge -- that effectively scaffolds sense-making with multiple representations.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"8 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":"133635395","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: 20
TunePad: Computational Thinking Through Sound Composition TunePad:通过声音组成的计算思维
Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084313
Jamie Gorson, Nikita Patel, Elham Beheshti, Brian Magerko, Michael S. Horn
{"title":"TunePad: Computational Thinking Through Sound Composition","authors":"Jamie Gorson, Nikita Patel, Elham Beheshti, Brian Magerko, Michael S. Horn","doi":"10.1145/3078072.3084313","DOIUrl":"https://doi.org/10.1145/3078072.3084313","url":null,"abstract":"Computational thinking skills will be important for the next generation of students. However, there is a disparity in the populations joining the field. Integrating computational thinking into artistic fields has shown to increase participation in computer science. In this paper, we present our initial design prototype for TunePad, a sound composition tablet application controlled by a block-based programming environment. TunePad is designed to introduce learners to computational thinking and to prepare them for text-based coding environments. From our preliminary testing, with children ages 7-14, we observed that our design actively engages learners and communicates how the programming blocks control the sounds being played. This testing is a prelude to more formal studies as we continue to improve the design and interface of TunePad. With this work, we intend to engage students in computational thinking who may not have otherwise been exposed, giving the opportunity to more people to enter the computer science field.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"126 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":"115176847","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: 23
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信