Ana M. Villanueva, Hritik Kotak, Ziyi Liu, Rutvik Mehta, Kaiwen Li, Zhengzhe Zhu, Yeliana Torres, K. Ramani
{"title":"ARbits: Towards a DIY, AR-compatible electrical circuitry toolkit for children","authors":"Ana M. Villanueva, Hritik Kotak, Ziyi Liu, Rutvik Mehta, Kaiwen Li, Zhengzhe Zhu, Yeliana Torres, K. Ramani","doi":"10.1145/3397617.3397849","DOIUrl":"https://doi.org/10.1145/3397617.3397849","url":null,"abstract":"Augmented reality (AR) is a unique hands-on learning tool that can help students in a pervasively misunderstood area of STEM learning, electrical circuitry. AR technology can help with the construction and debugging of circuits, leading to independent learning and reduced assistance. In this paper, we introduce ARbits, a DIY, AR-compatible electrical circuitry toolkit for children. This toolkit exposes children to the concepts of circuitry at an early age, with components that are easy for little hands to handle. We anticipate that instructors at makerspaces can use our designs to fabricate multiple electrical components for children.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130679084","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}
Marianne Kinnula, N. Iivari, Sirkku Kotilainen, J. Okkonen, Sumita Sharma
{"title":"Researchers' toolbox for the future: designing the future of technology with and for children","authors":"Marianne Kinnula, N. Iivari, Sirkku Kotilainen, J. Okkonen, Sumita Sharma","doi":"10.1145/3397617.3398064","DOIUrl":"https://doi.org/10.1145/3397617.3398064","url":null,"abstract":"Within Child Computer Interaction (CCI), there is an emphasis on empowering children through co-design and co-creation of technology that shapes their learning, inside and outside the classroom, their wellbeing and lifestyles, and everyday experiences. However, the focus has primarily been on now or the near future, with limited work on designing children's future technological life worlds. This workshop takes a strategic approach towards \"designing for the future,\" this year's conference theme, by reflecting on the past, discussing current trends, and exploring the future. We will further build on critical and/or future-oriented methods such as critical design, speculative design, design fictions, and others. Together with researchers in CCI, in this workshop we will compile a methodological toolbox for the future of IDC; one that enables us to inquire, design, and critically examine children's technological futures together with them.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131057861","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}
Yan-Ming Chiou, T. Barnes, C. Mouza, Chien-Chung Shen
{"title":"Social robot teaches cybersecurity","authors":"Yan-Ming Chiou, T. Barnes, C. Mouza, Chien-Chung Shen","doi":"10.1145/3397617.3397824","DOIUrl":"https://doi.org/10.1145/3397617.3397824","url":null,"abstract":"Social robots have recently been gaining attention in the education field. Given their capabilities, researchers can use social robots in various ways that support human-robot interactions. In this paper, we present an interactive cybersecurity education program to teach children about foundation cybersecurity concepts using a social robot. To create child-robot interactions in cybersecurity education, we devised three processes. First, in collaboration with practicing teachers we developed an interactive story to support student engagement and learning of cybersecurity concepts. Second, we prototyped animations for the story on the social robot. Third, we use a mixed-methods approach to pilot test our cybersecurity education program. Our research highlights the potential of social robot use in education, both for child-robot interaction and K-12 cybersecurity education.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133046455","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":"Cyber security education for children through gamification: research plan and perspectives","authors":"Farzana Quayyum","doi":"10.1145/3397617.3398030","DOIUrl":"https://doi.org/10.1145/3397617.3398030","url":null,"abstract":"With the advancement of technology and the development of new tools, games, applications and social media sites, it is getting difficult every day to keep up with threats and vulnerabilities associated with these tools, apps or websites, especially for children. The goal of this research is to investigate and further develop new knowledge and tools that will be helpful and effective to teach the children about cyber security by performing various gamified actions in a playful, engaging and motivating manner. The methodology of this research would be both qualitative and quantitative, using interviews, questionnaires, focus group and observations. Initially, this project will define the theoretical and existing practices of cyber security awareness education for children. In the next phase, this research will design and implement interventions based on learning activities like workshops and collaborative tasks; followed by empirical test and evaluation of the proposed interventions.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128990493","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":"Child development and interaction design","authors":"J. Hourcade","doi":"10.1145/3397617.3401807","DOIUrl":"https://doi.org/10.1145/3397617.3401807","url":null,"abstract":"This course will cover child development frameworks from the \"classics\" that have had a significant impact on interaction design, such as Piaget, Vygotsky, and Papert, to more recent ideas, such as dynamic systems approaches. The materials presented will include concepts such as embodiment, emergence, and plasticity. Hourcade will examine how these frameworks can inform the design, implementation, and evaluation of technologies for children with the goal of promoting healthy development.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116944162","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}
Gabriela Pavarini, Sonia Alí, Leya George, Lasara Kariyawasam, Jessica Lorimer, Nastja Tomat, Keying Wang, Benjamin Wilcox, Aleksandra Yosifova, I. Singh
{"title":"Gamifying bioethics: a case study of co-designing empirical tools with adolescents","authors":"Gabriela Pavarini, Sonia Alí, Leya George, Lasara Kariyawasam, Jessica Lorimer, Nastja Tomat, Keying Wang, Benjamin Wilcox, Aleksandra Yosifova, I. Singh","doi":"10.1145/3397617.3397823","DOIUrl":"https://doi.org/10.1145/3397617.3397823","url":null,"abstract":"Research in bioethics largely relies on interviews and surveys, which engage participants with scenarios that are distal in time and place to an actual situation. However, context and embodiment are relevant to moral decision-making. Due to the potential to immerse participants in a simulated environment, purpose-built games and scenarios might prove valuable as empirical tools. As a case study of gamifying bioethics, we describe the co-design and implementation of \"What Lies Ahead?\", a digital role-play scenario for research with adolescents. \"What Lies Ahead?\" engages young people with ethical issues related to predictive technologies in psychiatry. As preliminary evidence of the validity of this gamified approach, we report qualitative results suggesting that the role-play was immersive, and elicited authentic responses and reflective thinking in adolescent participants. Even though application of game-play mechanics is rare in bioethics, we find digital role-play to be a powerful tool that collects data through real-time, realistic scenarios.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115258670","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":"Synchronised shared spaces: design considerations for tablet technology","authors":"Devyn Glass, N. Yuill","doi":"10.1145/3397617.3397846","DOIUrl":"https://doi.org/10.1145/3397617.3397846","url":null,"abstract":"Collaboration is crucial for developing advanced social and cognitive skills, with synchrony as a key component. Autistic children can find social engagement and collaboration challenging, which can limit their involvement in behaviours that give rise to advanced socio-cognitive skills. Social Motor Synchrony (SMS), the tendency to harmonise one's movements with another has several social benefits and it may be different in autistic children. However, the scenarios studied so far lack universal design, which may have limited autistic participants' displays of SMS. This paper presents an initial investigation into how tablet technology can be adapted to support synchronous collaboration and will identify features that facilitate SMS. We compare pairs of autistic and pairs of neurotypical children to highlight the capabilities of autistic children to synchronise using specially designed technological environments. Synchrony occurred between autistic peers with dual tablets, often paired with shared affect and joint engagement.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134348605","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}
Vera Hijkoop, M. M. Bekker, H. Skovbjerg, Andreas Lieberoth, H. Jørgensen
{"title":"Designing playful, tangible self-report tools to give the child a voice","authors":"Vera Hijkoop, M. M. Bekker, H. Skovbjerg, Andreas Lieberoth, H. Jørgensen","doi":"10.1145/3397617.3397839","DOIUrl":"https://doi.org/10.1145/3397617.3397839","url":null,"abstract":"This paper describes the exploration of the development of tangible quantitative self-report tools for children to reliably measure the subjective effect of pedagogically framed play. In this work in progress the method and process of designing self-report tools with and for children aged 6 to 9 years is described. Empirical findings are contributed to the field of interaction design and children for measuring the subjective effect of pedagogically framed play from the perspective of the child, by exploring embodied tangible formats.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133083467","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":"Combining computational and science practices in K-12 education","authors":"Cassia Fernandez","doi":"10.1145/3397617.3398033","DOIUrl":"https://doi.org/10.1145/3397617.3398033","url":null,"abstract":"In science education, the use of computational tools brings many possibilities for collecting, manipulating, and visualizing data, opening new pathways for exploring and making sense of scientific phenomena. However, although new types of data can now be easily accessed and collected for educational purposes, there are still few tools designed for children to make sense of these data in diverse and personally meaningful ways. The present study aims to explore new possibilities for integrating computational and science practices in K-12 education, with a focus on data analysis and visualization, in order to make science learning more relevant, contextualized, and meaningful to students. To this end, we intend to (a) develop a data visualization tool that allows students to engage in new ways of exploring and making sense of data through a block-based programming environment, and (b) codesign with middle school science teachers curricular units that will integrate the tool with the investigation of specific scientific phenomena. Interviews with teachers and students and classroom observations will be analyzed to identify affordances and limitations of the tool, as well as relevant pedagogical strategies and design principles that can guide the development and improvement of similar tools and curricular units.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121896696","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}
XueYan Chen, Meghna Nayak, Tiffany C. Wong, Saba Kawas, J. Kientz
{"title":"Interaction design & children toolkit","authors":"XueYan Chen, Meghna Nayak, Tiffany C. Wong, Saba Kawas, J. Kientz","doi":"10.1145/3397617.3402031","DOIUrl":"https://doi.org/10.1145/3397617.3402031","url":null,"abstract":"Interaction Design & Children Toolkit is an online tool that aims to present research findings and practical insights from published IDC conference papers into actionable design tips and guidelines. The toolkit translates the research studies into a digestible format that can be easily accessed and used by industry practitioners of children's interactive technologies and applications. The toolkit arranges the translated research under qualities (dimensions) that the research aims to support in children, such as privacy and security, STEM learning, or executive function. Research findings under each dimension are organized in a way that aligns with the design process and project phases.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"80 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125886546","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}