Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy

Yamada‐Rice, Dylan

doi:10.1177/2043610618764228

Cited by 7 publications

(7 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…"The creative product design for children must depend on the planning; such as, the interaction between children and things for making understanding to the results from this procedure (Yamada-Rice, D., 2018). "…”

Section: Discussionmentioning

confidence: 99%

Creative Procedure of Bin Products for Children

Egwutvongsa

Setvisat

2021

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

This research had the objective to design children’s bins and make a comparison of the new and old bin patterns. The group sampling consisted of 652 participants composed of the students and personnel in a school in Khlong Kum District, Bangkok, Thailand. For this case, multistage random sampling was used with 234 participants, and the research tools were composed of five-point Likert scale questionnaires that were measured with Cronbach’s alpha coefficient with a level of 0.91, independent t-test and multiple regression analysis. From the above information, it was found that the influencing factors to the children’s bin’s design involved the beauty (0.32), specific attributes, (0.24), morale (0.16), ergonomics (0.10), safety (0.07), application (0.07), and the materials (0.05). In addition, when testing the model, it was found that the new bin product patterns had the most satisfaction level ( =4.55; S.D.=0.30), followed by the original bin product patterns that had a moderate satisfaction level ( =3.08; S.D.=0.52). Finally, when comparing the differences of the satisfaction level by using the t-test statistics, it was found that the children’s satisfaction to the new bin patterns were at a higher level than the original ones with a statistical significance level of .05. Received: 3 July 2021 / Accepted: 16 August 2021 / Published: 5 September 2021

show abstract

Section: Discussionmentioning

confidence: 99%

Creative Procedure of Bin Products for Children

Egwutvongsa

Setvisat

2021

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

show abstract

“…The visit to LEGO House involved a guided tour by Patrick Otley, toy designer and product development lead at LEGO, and a meeting with Amos Blanton who was involved in the development of LEGO House in his role as Research Manager. These informal discussions offered insights into LEGO House in terms of the designers' intentions and the potential for productive exchanges between researchers and designers [33]. Whilst The LEGO Group is a commercial business, the company's non-profit LEGO Foundation has demonstrated a longstanding interest in forming research partnerships in order to develop, support and share evidence on play and learning.…”

Section: Methodsmentioning

confidence: 99%

“…[23]. The movement away from screen-based digital interaction now brings other modes to the fore [33]. For instance, in City Architect the gestural placement of physical, three-dimensional constructions is the prompt for two-dimensional digital animations and sound effects.…”

Section: City Architectmentioning

confidence: 99%

Multimodal Technologies in LEGO House: A Social Semiotic Perspective

Cowan¹

2018

MTI

View full text Add to dashboard Cite

Children’s playworlds are a complex interweaving of modes, with the border areas between the digital and non-digital often becoming increasingly blurred. Growing in popularity and prevalence, multimodal technologies blending digital and non-digital elements present novel opportunities for designers of toys and play-spaces as well as being of interest to researchers of young children’s contemporary play and learning. Opened in Denmark in September 2017, LEGO House defines itself as the ‘Home of the Brick’, a public attraction aiming to support play, creativity and learning through multiple interactive LEGO experiences spanning digital and non-digital forms. Offering a rich context for considering multimodal perspectives on contemporary play, this article reports on a range of multimodal technologies featured in LEGO House, including digital cameras, scanners, and interactive tables used in combination with traditional LEGO bricks. Three LEGO House experiences are considered from a multimodal social semiotic perspective, focusing on the affordances of multimodal technologies for play, and the process of transduction across modes, in order to explore the liminal border-areas where digital and non-digital play are increasingly mixed. This article proposes that LEGO House presents an innovative ‘third space’ that creates opportunities for playful interaction with multimodal technologies. LEGO House can be seen as part of a growing recognition of the power of play, both in its own right and in relation to learning, acknowledging that meaning-making happens in informal times and places that are not positioned as direct acts of teaching. Furthermore, it is suggested that multimodal technologies embedded into the play-space expand opportunities for learning in new ways, whilst highlighting that movement between digital and non-digital forms always entails both gains and losses: A matter which needs to be explored. Highlighting the opportunities for meaning-making in informal, play-based settings such as LEGO House therefore has the potential to recognise and give value to playful meaning-making with multimodal technologies which may otherwise be taken for granted or go unnoticed. In this way, experiences such as those found in LEGO House can contribute towards conceptualisations of learning which support children to develop the playfully creative skills and knowledge required for the digital age.

show abstract

“…This is achieved through a combination of communicative modes that are tracked to a user’s movement (described below in relation to the work of Bailey and Bailenson (2017)). In interactive VR content the user is also both author and audience, and with child-audiences specifically this immersion builds on an already established connection between play and narrative (Yamada-Rice, 2018a), and between socio-dramatic play and children’s literacy practices (Christie and Roskos, 2009; Marsh, 2014; Roskos and Christie, 2011). This article extends this work, showing how VR takes interaction in story worlds to a new level and allows for a co-existence of a pre-established story.…”

Section: Interactive Storytelling For Childrenmentioning

confidence: 99%

Children’s interactive storytelling in Virtual Reality

Yamada‐Rice

2021

Multimodality & Society

Self Cite

View full text Add to dashboard Cite

This article reports on one stage of a project that considered twenty 8–12-years-olds use of Virtual Reality (VR) for entertainment. The entire project considered this in relation to interaction and engagement, health and safety and how VR play fitted into children’s everyday home lives. The specific focus of this article is solely on children’s interaction and engagement with a range of VR content on both a low-end and high-end head mounted display (HMD). The data were analysed using novel multimodal methods that included stop-motion animation and graphic narratives to develop multimodal means for analysis within the context of VR. The data highlighted core design elements in VR content that promoted or inhibited children’s storytelling in virtual worlds. These are visual style, movement and sound which are described in relation to three core points of the user’s journey through the virtual story; (1) entering the virtual environment, (2) being in the virtual story world, and (3) affecting the story through interactive objects. The findings offer research-based design implications for the improvement of virtual content for children, specifically in relation to creating content that promotes creativity and storytelling, thereby extending the benefits that have previously been highlighted in the field of interactive storytelling with other digital media.

show abstract

Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy

Cited by 7 publications

References 33 publications

Creative Procedure of Bin Products for Children

Creative Procedure of Bin Products for Children

Multimodal Technologies in LEGO House: A Social Semiotic Perspective

Children’s interactive storytelling in Virtual Reality

Contact Info

Product

Resources

About