Tangible interaction in parent-child collaboration

Sadka, Ofir; Erel, Hadas; Grishko, Andrey; Zuckerman, Oren

doi:10.1145/3202185.3202746

Cited by 24 publications

(6 citation statements)

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“…Therefore, introduction of refection is most efective through a tangible change that defnes the quality of the work day.The process of engaging users with multimodal interactions brings about increased awareness and consciousness to support refective moments which can be seen here through the visual and acoustic efects of ticking of the tasks. This prototype also conforms with other self refection prototypes such as [25,34] that bring about awareness through refection in the contexts of mental well being and parent-child interactions respectively.…”

Section: Takeaways and Future Worksupporting

confidence: 77%

Rainmaker: A Tangible Work-Companion for the Personal Office Space

Shalawadi¹,

Alnayef

Berkel

et al. 2021

Proceedings of the 23rd International Conference on Mobile Human-Computer Interaction

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Routines are an important element of day-to-day work life, supporting people in structuring their day around required tasks. Efectively managing these routines is, however, experienced as challenging by many -an issue further amplifed by the current work from home lockdown measures. In this paper we present Rainmaker, a tangible device to support people in their working life in the context of their own homes. We evaluate and iterate on our prototype through two qualitative studies, spanning respectively three days (N = 11) and 15 days (N = 2). Our results highlight the perceived advantages of the use of a primarily physical rather than digital tool for work support, allowing users to stay focused on their tasks and refect on their work achievements. We present lessons for future work in This work is licensed under a Creative Commons Attribution International 4.0 License.

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Section: Takeaways and Future Worksupporting

confidence: 77%

Rainmaker: A Tangible Work-Companion for the Personal Office Space

Shalawadi¹,

Alnayef

Berkel

et al. 2021

Proceedings of the 23rd International Conference on Mobile Human-Computer Interaction

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“…From an outside perspective, some of these roles may seem to position the child as having limited ownership of their project. Nevertheless, we agree with Sadka and Zimmerman [37] and Sadka et al [38] that the roles that caregivers enacted are based on their awareness and/or knowledge of their children, as well as well as their own understanding (or not) of the concepts and skills needed to advance the project.…”

Section: Discussionsupporting

confidence: 82%

Insights from Engineering a Community-Family Partnership Project

Simpson,

Maltese,

Yang

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Her research interests include (1) examining individual's identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities. Before joining BU, she completed a post-doctoral fellowship at Indiana University-Bloomington. She earned a Ph.D. in mathematics education from Clemson University.

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“…As children became more familiar with the coding kits, caregivers enacted roles that provided their children with more freedom to explore independently (e.g., spectator) and with suggestions and questions to guide their play (e.g., scaffolder). As such, we agree with [8] and [24] that the roles that caregivers enact are grounded in their awareness and/or knowledge of their children.…”

Section: Related Worksupporting

confidence: 84%