Introducing the Smart City to Children with a Tangible Interaction Table

Abstract

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Children’s Participation in the Design of Smart Solutions: A Literature Review

“…Clarinval et al proposed a workshop split into two sessions, each lasting 100 min, retracing the same steps performed by Simonofski et al with a different duration [2]. The first two steps take place over the first 100-min session, while the second session is fully dedicated to the third step.…”

“…The first two steps take place over the first 100-min session, while the second session is fully dedicated to the third step. According to the revised version of the workshop, one of the major issues was insufficient depth in reflections around the city model, which is limited by its low interactivity [2]. When placing buildings on the model, children cannot ground their discussions on information concerning the expected impact of that placement.…”

“…The smart city concept refers to "the search and identification of intelligent solutions which allow cities to enhance the quality of the services provided to citizens" [1,2]. Many authors give more central importance to information and communication technology (ICT) stating that smart cities are grounded on the ICT usage [3] and rely on an intelligent network of physical objects with computing capabilities, a.k.a., smart objects [4].…”

“…While smart solutions are frequently mentioned in the news and political discourses [2], what they are and how they are designed are unclear for people without a technical background [2,8]. Recent research recognises the need to enable citizens to assume an active role in their design, e.g., [9,10].…”

“…When discussing citizen participation, it is often assumed that citizens are adults. However, children are an essential subgroup of the citizenry and should be sensitized to smart solutions and their design [2,19,20]. Children's involvement in smart design brings several benefits, such as competence-development, especially concerning computational thinking and programming [21], preparation for adult participation, and formation of children communities [22].…”