Responsive Make and Play: Youth Making Physically and Digitally Interactive and Wearable Game Controllers

Richard, Gabriela T.; Kafai, Yasmin B.

doi:10.1007/978-981-287-546-4_4

Cited by 10 publications

(8 citation statements)

References 18 publications

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“…Unlike uni-directional designs that only interact by triggering events on the screen or use screen designs to control patches on the game board, these bi-directional designs have the capacity for a two-way interaction [36]. Further expansions could include mobile applications that take into account GPS data.…”

Section: Hi-lo Tech Game Designs and Toolsmentioning

confidence: 94%

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Hi-Lo tech games

Kafai

Vasudevan

2015

Proceedings of the 14th International Conference on Interaction Design and Children

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Most research on game making activities for learning has focused on programming screen-based designs. Only recently has research begun to include the design of tangible interfaces; connecting on-screen programming with hands-on crafting. In this paper, we examine the potential of a workshop that combines the high and low of technology with game design in which teams of high school youth crafted, coded and collaborated on their own augmented board games to highlight intersections between learning programming and making, and creating across digital and tangible modalities. We focused our analysis of students' projects, interactions, and reflections on how young designers conceptualized the integration of screen and board game elements, realized computational concepts and practices in their board game designs and augmentations, and reflected on their game design experience connecting crafting and coding. In the discussion, we review how the expansion of game making activities can create new opportunities for interaction design and research.

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Section: Hi-lo Tech Game Designs and Toolsmentioning

confidence: 94%

“…The serious gaming movement has promoted games as models for richer, more meaningful, complex and collaborative learning environments [12,36]. While most efforts have focused on the benefits of instructionist gaming, i.e., students' playing games for learning (cf.…”

Section: Introductionmentioning

confidence: 99%

Hi-Lo tech games

Kafai

Vasudevan

2015

Proceedings of the 14th International Conference on Interaction Design and Children

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“…The researchers found that the activities and tools helped implicitly scaffold team generation and role responsibilities with the group [19]. This updated curriculum was structured similarly, including the number of hours (16)(17)(18), which would occur over 3 days at 5-6 hours each day (see table 2). The paper circuit activity served to both reinforce how sensors, actuators, power sources and loads connect, and teach them how conductive inks and threads act like live wires without insulation (i.e., cannot cross traces without shorting the circuit).…”

Section: Curricular Design and Activitymentioning

confidence: 99%

Blended making

Richard

Giri

McKinley

et al. 2018

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

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Past efforts have demonstrated efficacy in broadening maker learning and participation by leveraging the material affordances and implicit presumptions associated with content creation tools. Past work has found that the purposeful integration of activities that blend multiple toolkits to create integrated designs [17;19;20] can both broaden the understanding of these affordances and demonstrate equitable and inclusive outcomes for adolescent youth. We illustrate early stage findings from an interaction analysis of the micro-and meso-level learning and collaborative processes that children and early adolescent learners engaged in throughout purposefully arranged multiinterface design projects to understand their agency and engagement over time and across activities.

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“…The move into wearables expands constructionist gaming even further away from stationary into mobile designs when controller devices can be worn and interacted with on the body as costumes [17]. Our work builds on Millner's research [10] where youth invent and design tangible interfaces which have included projects like designing touch pads and joysticks for Scratch games [9] and game boards augmented with digital dice and displays [18] and even responsive designs [14]. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.…”

Section: Introductionmentioning

confidence: 99%

Make, wear, play

Vasudevan

Kafai

Lei

2015

Proceedings of the 14th International Conference on Interaction Design and Children

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Most approaches to constructionist gaming-students making their own games for learning -have focused on screen designs. Hybrid crafting approaches that integrate crafts with digital components can extend game making beyond the screen and provide new opportunities for creative expression and learning. In this paper, we report on a workshop with middle school youth (ages 11-13 years) who were using MaKey MaKey, textiles and other conductive materials to sew and glue together wearable game controllers to play their own remixed flappy bird games in Scratch. We examined students' approaches to computing and crafting their onscreen and offscreen designs using Papert's concept of syntonicity that emphasizes resonance across multiple dimensions with children's interests. Finally, we discuss in which ways constructionist gaming can benefit from extending their designs into the physical world.

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Responsive Make and Play: Youth Making Physically and Digitally Interactive and Wearable Game Controllers

Cited by 10 publications

References 18 publications

Hi-Lo tech games

Hi-Lo tech games

Blended making

Make, wear, play

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