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Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts最新文献

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Smart buckets: an interactive interface enabling sensory integration 智能桶:一个交互式界面，使感官整合
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3397828
Oriana Arnone, Valerio Colombo, Giulia Cosentino, Fabiano Riccardi, E. Beccaluva, F. Garzotto
{"title":"Smart buckets: an interactive interface enabling sensory integration","authors":"Oriana Arnone, Valerio Colombo, Giulia Cosentino, Fabiano Riccardi, E. Beccaluva, F. Garzotto","doi":"10.1145/3397617.3397828","DOIUrl":"https://doi.org/10.1145/3397617.3397828","url":null,"abstract":"In literature a lot has been done to investigate the possible advantages of integrating the virtual and physical world, combining the benefits of both and improving the overall user experience. Plenty of tangible user interfaces were designed, to facilitate the development of cognitive skills, motor skills, social skills, or more concrete notions such as STEM concepts for children. Also, thanks to the flexibility provided by digital systems, it is recently growing a sub-research field that specifically addressed people with a cognitive disability. In this scenario, immersive multi-sensory environments are gaining more and more interest as a support tool for learning and therapeutic methods. In this paper, we present Smart Buckets, an interactive interface integrated into \"Magika\", a multi-sensory system; the result of co-design with therapists specialized in the treatment and education of children with a cognitive disability. The paper illustrates the multi-step co-design process used to produce this idea as a tailored support for their therapeutic activities. Finally, it highlights the importance of adding a new customizable tangible interaction combined within the multi-sensory experience of Magika system.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"16 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":"130177672","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: 0
Social making: teaching children to design solutions for the global goals 社会创造:教孩子们为全球目标设计解决方案
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3397834
Manikutty Gayathri, N. Akshay, M. ShrutiC., Radhika Shetty, V. MukilM., R. R. Bhavani
{"title":"Social making: teaching children to design solutions for the global goals","authors":"Manikutty Gayathri, N. Akshay, M. ShrutiC., Radhika Shetty, V. MukilM., R. R. Bhavani","doi":"10.1145/3397617.3397834","DOIUrl":"https://doi.org/10.1145/3397617.3397834","url":null,"abstract":"The Sustainable Development Goals of the United Nations (UN SDGs) are a bid to transform the world by addressing the urgent environmental, economic, social, and political challenges facing our world at large. Education for children on global goals can be achieved if schools are provided with learning resources and technological tools to educate their students through increased engagement and active participation. This work-in-progress article describes a constructionist workshop in a low-income school using the BBC Microbit and hands-on problem-solving activities addressing sustainable development goals. We share our insights on how the children designed meaningful solutions during a Makeathon to tackle problems faced in their communities, that are also globally relevant.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"6 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":"127851401","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: 3
Community garden: designing for connectedness in online museum exhibits 社区花园:在线博物馆展览的连通性设计
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3402034
Jordan Graves, Brian Magerko
{"title":"Community garden: designing for connectedness in online museum exhibits","authors":"Jordan Graves, Brian Magerko","doi":"10.1145/3397617.3402034","DOIUrl":"https://doi.org/10.1145/3397617.3402034","url":null,"abstract":"We present Community Garden, an interactive museum exhibit designed to promote connectedness both at the museum and online. To interact with the exhibit, participants draw and share flower petals which are displayed on a communal field, blooming with flowers of other participants. The exhibit's drawing interface is accessed online, allowing for live participation and inclusion of people who cannot physically visit the museum. This paper describes some of the design principles that shaped the development of the exhibit prototype, as well as the technology that allows the exhibit to function, requirements for demonstrating, and future plans to evaluate the exhibit.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"93 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":"123511405","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: 0
Designing a tool for promoting fluid-intake behavior: a qualitative study with pediatric patients 设计一个促进液体摄入行为的工具:一项针对儿科患者的定性研究
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3397829
Ji Youn Shin, Rebecca Vue, Amanda Mazzoli, Jacob Kedroske, B. Holtz, S. Choi
{"title":"Designing a tool for promoting fluid-intake behavior: a qualitative study with pediatric patients","authors":"Ji Youn Shin, Rebecca Vue, Amanda Mazzoli, Jacob Kedroske, B. Holtz, S. Choi","doi":"10.1145/3397617.3397829","DOIUrl":"https://doi.org/10.1145/3397617.3397829","url":null,"abstract":"Drinking a target goal of fluids is a critical self-care activity that children with chronic illnesses should do to maintain their health. Despite the ubiquity of fluid-consumption recommendations in managing health, hydration is an under-researched topic, both in pediatric healthcare and HCI. The goal of the current study is to support children in establishing a sustainable fluid intake routine, such that positive health behaviors and management strategies continue even after recovering from illness. By conducting semi-structured qualitative interviews with pediatric patients, we sought to understand the participants' fluid habits and perceptions of intervention ideas that could promote healthy fluid intake behavior. Our findings highlight an overall lack of motivation to drink fluids and the need for a supportive care tool that tracks fluid intake. Findings will guide the future development of a behavior change intervention to promote a routine practice of achieving daily fluid goals.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"48 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":"122474141","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: 0
Better together: designing for child-robot collaboration 更好地在一起:为孩子-机器人协作设计
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3398029
Deanna Kocher
{"title":"Better together: designing for child-robot collaboration","authors":"Deanna Kocher","doi":"10.1145/3397617.3398029","DOIUrl":"https://doi.org/10.1145/3397617.3398029","url":null,"abstract":"The goal of this research is to design a system that encourages a child and robot to collaborate and learn together. My research has two key hypotheses: 1) The expressive motion of an \"error-prone,\" non-humanoid robot can be algorithmically characterized to motivate a child to regularly assist it; 2) An \"error prone\" robot will provide social motivation for a child to learn and collaborate, which will demonstrably improve the learning outcomes of the child. These two hypotheses will be evaluated via user studies, child-robot interaction analysis, and child learning outcome assessments. Through these analyses, I intend to purposely cultivate the abilities of the robot, such that it can capitalize on the prosocial behavior of a child and minimize its own computational expenses. In so doing, robots can become better collaborators that are more accessible, educational, and cost effective.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"5 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":"115750086","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: 0
βWave: an EEG-based self-awareness curriculum β波:一个基于脑电图的自我意识课程
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3402033
M. Beheshti, Paulo Bilkstein
{"title":"βWave: an EEG-based self-awareness curriculum","authors":"M. Beheshti, Paulo Bilkstein","doi":"10.1145/3397617.3402033","DOIUrl":"https://doi.org/10.1145/3397617.3402033","url":null,"abstract":"At the junction between social emotional learning (SEL) and neuroscience research, there is a dynamic interplay where electroencephalography (EEG) Brain Computer Interface (BCI) technology can allow users to gain an understanding of their mental states. Students are often told to concentrate and pay attention, but they are not actively shown what is internally occurring when they lose focus. We present a curriculum that addresses this issue and that could be important for students' self-awareness. Self-awareness, a subcategory of SEL, can be used as a tool to unpack neuroscience topics for middle schoolers, who often deal with short attention spans. The objective of our design is to help students understand and reflect on how concentration affects brainwaves and how it can strengthen their neural connections. By enabling them to experience and visualize this mental state, middle schoolers can become self-aware of how their cognitive functions change throughout this critical stage of development.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"24 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":"125183411","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: 3
EdBoard: an educational breadboard
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3397832
Ruhan Yang, Cody Candler, E. Do
{"title":"EdBoard: an educational breadboard","authors":"Ruhan Yang, Cody Candler, E. Do","doi":"10.1145/3397617.3397832","DOIUrl":"https://doi.org/10.1145/3397617.3397832","url":null,"abstract":"Breadboards are a common tool for designing, prototyping, and testing electronics; however, their black-box design and fine-motor-skill requirements make them difficult for children to use. While there are a variety of breadboard alternatives, we see the need for a platform that prepares children to use a traditional breadboard. In this paper, we discuss the design of EdBoard, a platform with a transparent design and magnetic connections that not only teaches circuitry principles but also works as glass-box scaffolding to prepare children to create circuitry with traditional breadboards. We then discuss our comparative study, which evaluates EdBoards and breadboards as learning tools for children. This is assessed through activity-completion time, the fine-motor-skill difficulties, and the confusion about the tools' functionalities.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"55 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":"129353312","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: 0
Designing experiments for children and robots 为儿童和机器人设计实验
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3397841
Graham Parsonage, M. Horton, J. Read
{"title":"Designing experiments for children and robots","authors":"Graham Parsonage, M. Horton, J. Read","doi":"10.1145/3397617.3397841","DOIUrl":"https://doi.org/10.1145/3397617.3397841","url":null,"abstract":"The way in which a robot is presented to children can have a profound effect on their perception of its capabilities. A Poppy Humanoid robot was introduced to 43 children (aged 7--9) either as a robot that needed programming or as a member of the team which needed to learn. The children were asked to write down three actions they believed that the robot could complete. Thematic analysis was then used to categorise the data. When the robot was not humanised, 71% of the suggestions were about completing a physical action or sequence of actions and 14% required the robot to exhibit intelligence or learning. When humanised, 39% of the actions were physical and 35% were categorised as intelligent. Introducing the robot as human captured emotional and appearance actions not otherwise present.","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":"132383317","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: 0
GROWBOT: a robotic system to help children grow plants GROWBOT:帮助儿童种植植物的机器人系统
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3402038
Deanna Kocher, Cuyler Crandall, Christine Yuan, K. Green
{"title":"GROWBOT: a robotic system to help children grow plants","authors":"Deanna Kocher, Cuyler Crandall, Christine Yuan, K. Green","doi":"10.1145/3397617.3402038","DOIUrl":"https://doi.org/10.1145/3397617.3402038","url":null,"abstract":"Growbot and Growall comprise an interactive robotic system that helps teach a child to care for a plant. While some children learn caregiving skills from pets, many children live in areas where pet ownership is impractical or not permitted. Plants are more accessible and can teach a similar skillset. But, unlike pets, plants are unable to draw attention themselves to get the care they need. Growbot, a mobile robot capable of moving a plant, enables plants to move in goal-directed ways to gain attention and communicate needs to a child caregiver. As the plant grows with the child's long-term care, the child is rewarded with Growall, an interactive, flowering, wall-mounted surface. As the plant grows, Growall becomes increasingly active to further motivate the child's caregiving. In this demonstration, we will show how Growbot interacts with a plant and communicates its needs to a caregiver.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"145 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120888179","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: 1
Buildagram Buildagram
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts Pub Date : 2020-06-21 DOI: 10.1145/3397617.3402037
Adelmo Eloy, D. Cruz, Kavindya Thennakoon, Wayne Grant
{"title":"Buildagram","authors":"Adelmo Eloy, D. Cruz, Kavindya Thennakoon, Wayne Grant","doi":"10.1145/3397617.3402037","DOIUrl":"https://doi.org/10.1145/3397617.3402037","url":null,"abstract":"A foundational skill in mathematics education, spatial reasoning describes the cognitive processes that enable learners to navigate between two- and three-dimensional perspectives. However, traditional approaches to developing spatial reasoning skills contribute to a view of math and creativity as mutually exclusive. Inspired by the tangram puzzle, Buildagram is a 3-D construction set that combines the creativity of free play with the structure of geometry, enabling learners to take two-dimensional shapes and transform them into boundless three-dimensional creations. The set consists of tangram construction pieces, projection cards, and digital tools, which create a learning environment devoted to spatial reasoning. By playing with multiple representations of angles and polygons in Buildagram, kids develop spatial abilities which strongly predict success in STEM fields. From user testing, we see that they also tend to develop positive feelings about math and geometry without sacrificing fun or creativity.","PeriodicalId":403336,"journal":{"name":"Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts","volume":"23 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120911715","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: 1
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