Proceedings of the 2017 Conference on Interaction Design and Children最新文献_第5页

Exploring and Evaluating Sound for Helping Children Self-Regulate with a Brain-Computer Application 脑机应用对儿童自我调节声音的探索与评价

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084299

Elgin-Skye McLaren, A. Antle

引用次数: 9

Emotion Recognition via Face Tracking with RealSense(TM) 3D Camera for Children with Autism 使用RealSense(TM) 3D相机进行面部追踪的情绪识别，用于自闭症儿童

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084321

T. Tang, Pinata Winoto, Guanxing Chen

引用次数: 8

Abandoned but Not Forgotten: Providing Access While Protecting Foster Youth from Online Risks 被抛弃但不被遗忘:在提供访问的同时保护寄养青少年免受网络风险

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3079724

Karla A. Badillo-Urquiola, S. Harpin, P. Wisniewski

{"title":"Abandoned but Not Forgotten: Providing Access While Protecting Foster Youth from Online Risks","authors":"Karla A. Badillo-Urquiola, S. Harpin, P. Wisniewski","doi":"10.1145/3078072.3079724","DOIUrl":"https://doi.org/10.1145/3078072.3079724","url":null,"abstract":"Teens in the foster care system often have histories that involve severe trauma, such as physical and sexual abuse, substance use, incarceration, and early pregnancy. While studies have investigated foster teens' engagement with high-risk behaviors offline, there is a dearth of information regarding foster teens and their engagement in online activities that may facilitate increased risk behaviors. Moreover, the extent to which technology acts as a positive versus negative influence on foster youth is unclear. We synthesize the current literature on foster youth and online safety to illustrate: 1) the tensions between providing access to networked technologies versus keeping foster youth safe from risks, 2) the lack of empirical research or technology-based interventions to ensure the online safety of foster youth, and 3) the importance of pursuing future research to design solutions that can alleviate some of these tensions. Our goal is to inform researchers, designers, and educators on the importance of keeping in mind the needs of particularly vulnerable populations, such as teens within the foster care system, when designing interactive systems.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"28 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":"132773155","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: 25

Promoting CARE: Changes via Awareness, Recognition and Experience 促进关怀:通过意识、认可和经验来改变

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3105877

M. Landoni, A. Fedosov, E. Niforatos

引用次数: 3

Forest Friends Demo: A Game-Exhibit to Promote Computer Science Concepts in Informal Spaces 森林之友演示:在非正式空间推广计算机科学概念的游戏展览

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3091984

I. Sung, M. Berland

引用次数: 4

Session details: Peer & Robot Interactions (Full Paper Session) 会议详情:同伴与机器人互动(完整的论文会议)

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3248697

Michael Horn, B. Zaman

引用次数: 0

A Multi-User Tabletop Application to Train Children with Autism Social Attention Coordination Skills without Forcing Eye-Gaze Following 一个多用户桌面应用程序，以训练自闭症儿童的社会注意协调技能，而不强迫目光跟随

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084320

Pinata Winoto, T. Tang

{"title":"A Multi-User Tabletop Application to Train Children with Autism Social Attention Coordination Skills without Forcing Eye-Gaze Following","authors":"Pinata Winoto, T. Tang","doi":"10.1145/3078072.3084320","DOIUrl":"https://doi.org/10.1145/3078072.3084320","url":null,"abstract":"Social attention coordination skills are central to the overall joint attention development. Previous research for children with neurotypical developing (NT) and autism spectrum disorder (ASD) has largely focused on one pathway of coordinating visual attention via gaze following with a social partner. However given the much higher reluctance of individuals with ASD to make eye contact, other pathways of visual attention coordination might be more satisfying. Such a possible pathway might be the hand-eye coordination which was observed to lead to successful social attention coordination between physically active infants and their parents. Motivated by prior works on the benefits of tabletop-based applications for ASD children, in this paper, we unfold a multi-user tabletop pattern-matching game to train ASD children social attention coordination skills via hand-eye coupling, that is, manipulation of screen-objects (puzzles with different patterns) in goal-directed tasks is achieved by alternating eye-gaze between screen-objects in one's own private space and another one in a shared space.","PeriodicalId":377409,"journal":{"name":"Proceedings of the 2017 Conference on Interaction Design and Children","volume":"48 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":"125742609","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: 5

Designing Towards Maximum Motivation and Engagement in an Interactive Speech Therapy Game 在互动式言语治疗游戏中设计最大动机和参与

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084329

Jared Duval, Zachary Rubin, Elizabeth Goldman, Nick Antrilli, Yu Zhang, Su-hua Wang, S. Kurniawan

引用次数: 11

Investigating Children's Passwords using a Game-based Survey 使用基于游戏的调查调查儿童密码

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3084333

Dev Raj Lamichhane, J. Read

引用次数: 16

Crazy Like Us: Design for Vulnerable Populations 《像我们一样疯狂:为弱势群体设计

Proceedings of the 2017 Conference on Interaction Design and Children Pub Date : 2017-06-27 DOI: 10.1145/3078072.3078074

A. Antle

{"title":"Crazy Like Us: Design for Vulnerable Populations","authors":"A. Antle","doi":"10.1145/3078072.3078074","DOIUrl":"https://doi.org/10.1145/3078072.3078074","url":null,"abstract":"Most ethics boards classify children as a vulnerable population -- all children. The reason given for this is that children lack the necessary cognitive capacity to decide whether or not to participate in most research. It may be difficult for them to foresee the risks and potential benefits to their own well-being or to understand how the conditions of research may or may not be in their own best interests. Children who have special challenges, such as those with dyslexia, ADHD, developmental delays, or mental health issues, or children living in poverty, who may be illiterate or repressed, may have even less capacity to understand and give assent to participate in research. Working with and for children, which is the cornerstone of the child-computer interaction community, raises a number of ethical challenges. First, we must present our research to children in ways they can understand. Because if we don't do this then we exclude the children who could benefit the most from the work we do, because they cannot easily give assent or because they may be difficult to access or work with. This raises an even more important issue. We may think that children can benefit from participating in our research or from using the computational systems that result from our research. But is this true? How do we know if the children we study are benefiting from our research? Third, what happens after our research is over? What legacy do we leave behind when our research is complete?","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":"130056274","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