Intermediate-Level Knowledge in Child-Computer Interaction

Barendregt, Wolmet; Torgersson, Olof; Eriksson, Eva; Börjesson, Peter

doi:10.1145/3078072.3079719

Cited by 34 publications

(42 citation statements)

References 65 publications

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“…knowledge [2] that can help practitioners in taking design decisions (and defining research questions) to support specific kinds of play and learning experiences in AR/MR technologies for children. A visual description of this initial framework is illustrated in Figure 10.…”

Section: An Initial Conceptual Framework For Ar/mr Design For Childrenmentioning

confidence: 99%

A conceptual framework to compare two paradigms of augmented and mixed reality experiences

Malinverni

Valero

Schaper

et al. 2018

Proceedings of the 17th ACM Conference on Interaction Design and Children

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Augmented and Mixed Reality mobile technologies are becoming an emerging trend in the development of play and learning experiences for children. This tendency requires a deeper understanding of their specificities to adequately inform design. To this end, we ran a study with 36 elementary school children to compare two AR/MR interaction paradigms for mobile technologies: (1) the consolidated "Window-on-the-World" (WoW), and (2) the emerging "World-as-Support" (WaS). By analyzing children's understanding and use of space while playing an AR/MR mystery game, and analyzing the collaboration that emerges among them, we show that the two paradigms scaffold children's attention differently during the experience and elicit different forms of collaboration. We conclude by presenting a conceptual framework to distinguish the strengths, weaknesses, and potential of the two AR/MR paradigms, as well as the comparison between marker-based and marker-less technical solutions. This study aims at helping practitioners in taking design decisions for AR/MR technologies for children.

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Section: An Initial Conceptual Framework For Ar/mr Design For Childrenmentioning

confidence: 99%

A conceptual framework to compare two paradigms of augmented and mixed reality experiences

Malinverni

Valero

Schaper

et al. 2018

Proceedings of the 17th ACM Conference on Interaction Design and Children

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“…These contributions are entitled as intermediate-level knowledge [5], and can be understood as a "middle territory" between design instances (i.e., specific robot designs) and theories that can be used to define specific design features (e.g., distributed cognition theory, used to design usable interfaces [8]). Corresponding to the discussions that are currently held in the fields of humancomputer interaction (HCI) [7] and child-computer interaction (CCI) [6], we argue that researchers in the HRI field should explore the concept of intermediate-level knowledge as a framework for understanding what HRI design epistemology (i.e., the study of knowledge creation) is and what it can be. This paper critically discusses the epistemological and methodological role of design in HRI by (1) critically analyzing how designerly work has been, and currently is, reported and validated in HRI; (2)…”

Section: Human-robot Interaction Designmentioning

confidence: 99%

Designerly Ways of Knowing in HRI

Lupetti

Zaga

Cila

2021

Proceedings of the 2021 ACM/IEEE International Conference on Human-Robot Interaction

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Interest in design methods and tools has been steadily growing in HRI. Yet, design is not acknowledged as a discipline with specific epistemology and methodology. Designerly HRI work is validated through user studies which, we argue, provide a limited account of the knowledge design produces. This paper aims to broaden current understanding of designerly HRI work and its contributions by unpacking what designerly knowledge is and how to produce it. Through a critical analysis of current HRI design literature, we identify a lack of work dedicated to understanding the conceptual implications of robotic artifacts. These, in fact, are implicit carriers of crucial HRI knowledge that can challenge established assumptions about how a robot should look, act, and be like. We conclude by discussing a set of practices desirable to legitimize designerly HRI work, and calling for further research addressing the conceptual implications designerly HRI work.

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“…We invite academic and practitioner submissions interested in the creation of Intermediate Level Knowledge to advance the field of CCI to participate in this workshop. Submissions should be in the form of a 2-4 page position paper following the SIGCHI Extended Abstracts template 1 The optimal number of participants is around 15. Selection will be based on the relevance of the position papers with regards to the theme and key issues of the workshop.…”

Section: Pre-workhop Plansmentioning

confidence: 99%

“…In 2017 several of the organizers of this workshop performed an analysis of all papers at IDC from 2003 to 2016, showing that 40 percent of those papers presented the design of an artifact accompanied by an evaluation [1]. We will refer to such papers as artifact-centered papers.…”

Section: Introductionmentioning

confidence: 99%