Customizing Developmentally Situated Design (DSD) Cards

Baykal, Gökçe Elif; Göksun, Tilbe; Yantaç, Asım Evren

doi:10.1145/3173574.3174166

Cited by 10 publications

(4 citation statements)

References 21 publications

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“…Relevance did not stir major reflections and in fact it prompted few changes (4 for 27 ideas). These consisted in minor alterations in the combination of cards prompted by children (2), or in changing missions as suggested by the moderators (2). Reflections related to elaboration were many and mainly by children, as reported in the quantitative findings.…”

Section: Qualitative Resultsmentioning

confidence: 99%

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Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

Matera

Melonio

Rizvi

et al. 2020

Multimed Tools Appl

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Design of new technology with children has been widely investigated, and lately several workshops have been organised with children for designing novel IoT or smart objects, e.g., for smart cities or parks. Gradually, the research focus has shifted, from an analysis of the technology itself, which children help create, towards an analysis of children's possible gains in design workshops. However, in spite of several recent efforts, it is still unclear what happens when children participate in diverse parts of a design process, ranging from ideation to prototyping. This paper investigates it, focussing on children's gains in relation to their knowledge of design. A structured design workshop can help obtain such gains and analyse their achievements. Therefore this paper presents a structured design workshop with 27 children, aged from 11 to 14 years old, ideating, programming and prototyping smart objects for their town park. The workshops was structured and centred around a board-game with cards, so as to playfully make children reflect about design, and promote their awareness of what they were doing. Data were gathered in relation to children's reflections from different perspectives, during the workshop, and in relation to their awareness of design, after the workshop. The analysis of the gathered data suggests that the workshop positively affected children's reflections on design and awareness of design, giving indications for future work concerning critical design with children.The order of authors is alphabetical. All authors gave major contributions to the research. In particular, Gennari supervised the overall research design, and acted as moderator. Matera supervised the data processing, and acted as moderator. Melonio supervised the game design, and acted as moderator. Roumelioti developed the game design, and acted as technical facilitator. Rizvi managed the electronics and developed programming snippets for the programming and prototyping part, and acted as technical facilitator. All authors contributed to the paper writing, which was coordinated by Rosella Gennari.

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Section: Qualitative Resultsmentioning

confidence: 99%

“…Cards are used to engage non-experts in the design process and make it tangible, e.g., [2,5,6]. In recent years, researchers and practitioners have also adopted cards for designing smart objects, mainly for adults.…”

Section: Cards In Designmentioning

confidence: 99%

Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

Matera

Melonio

Rizvi

et al. 2020

Multimed Tools Appl

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“…Needs and Abilities of Pre-K Children, ages between 3 and 5 have cognitive, social, emotional, and social abilities that demand appropriate designs [8,59]. Instructions need to be step-by-step, equip additional support and repetition, and tasks need to be introduced one at a time.…”

Section: 26mentioning

confidence: 99%

MaR-T

Beşevli

Salman

Göksun

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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Recent developmental studies state that nonsymbolic number representation (i.e., more-less comparisons) is important for math development, and children's judgment about such non-numerical magnitudes can be affected by sensory properties (i.e., volume, space). Yet, to our knowledge, there are no tangible based systems for training this math concept. Building on theories of cognition and learning, we developed MaR-T, a projector-camera setup. This paper is a step towards investigating the effects of projection-based mixedreality (MR) system with tangibles on nonsymbolic number representation of 3-to 5-year-old children. We present our user studies with a total of 14 participants, conducted to observe their interaction with the setup and the possible effects of our design on learning. The results indicate that MaR-T can provide active, engaging, and social learning, and our insights can inspire other interaction design and education studies. CCS CONCEPTS• Human-centered computing~ Mixed/augmented reality • Human-centered computing~ User interface design • Social and professional topics~ Children

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“…With a few exceptions [7,32,6,73], the majority of the work in CCI has been conducted with children between the ages of 4-12. By the age of 4 typically children have developed the ability to speak in detailed sentences and can distinguish reality from fantasy; from the age of 12 onwards they possess the ability to reason abstractly and think in hypothetical terms, and thus are akin to adults in cognitive terms [58,70].…”

Section: Participatory Design With Children: CCImentioning

confidence: 99%

P for Politics D for Dialogue

Chisik

Mancini

2019

Proceedings of the Sixth International Conference on Animal-Computer Interaction

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Participatory Design strives to open up the decision-making process and empower all those who may be affected by design. This is opposed to Design as a non-participatory process, in which the power to make decisions is vested in the hands of one group to the possible detriment of others. In this paper we interrogate the nature, possibilities and limitations of Participatory Design through the perspective of Child Computer Interaction (CCI) and Animal Computer Interaction (ACI). Due to the cognitive and communication characteristics, and to the social and legal status of their participants, researchers in these communities have to contend with and challenge existing notions of participation and design. Thus, their theories and practices provide a lens through which the nature and goals of Participatory Design can be examined with a view to facilitating the development of more inclusive participatory models and practices. CCS CONCEPTS • Human-centered computing → Interaction design → Interaction design process and methods → Participatory design

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Customizing Developmentally Situated Design (DSD) Cards

Cited by 10 publications

References 21 publications

Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

MaR-T

P for Politics D for Dialogue

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