User-oriented design and tangible interaction for kindergarten children

Marco, Javier; Cerezo, Eva; Baldasarri, Sandra; Mazzone, Emanuela; Read, Janet C.

doi:10.1145/1551788.1551825

Cited by 15 publications

(10 citation statements)

References 7 publications

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“…This extends prior work (e.g. Marco et al [15]) that associates the presence and position of virtual characters with that of tangible tokens. Specifically, it moves beyond these past efforts in its consideration of how a puzzle piece metaphor can be leveraged to create richer and more sophisticated mappings and relationships between and among the virtual contents and physical tokens.…”

Section: The Digital Dream Labsupporting

confidence: 83%

“…Most fundamentally, it needed to express the link between manipulations of the puzzle pieces and the on-screen content. Unsurprisingly, the studies showed that this was best achieved via a tight coupling of the physical and virtual contents (as noted in [15]). However, the studies also stressed the value of visibility of the underlying working principles of the system.…”

Section: Iterative Design and Formative User Studiesmentioning

confidence: 98%

“…Specifically, although the benefits of tangible interaction for very young children (five and below) are conceptually clear, the details of how to design for this demographic have received less attention [15]. For instance, young children are reported to experience fundamental difficulties performing physical interactions (such as fine object manipulations) [14] and also confusion regarding what actions can be meaningfully sensed by tangible systems (e.g.…”

Section: Introductionmentioning

confidence: 99%

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The digital dream lab

Deshmane

et al. 2013

Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction

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Tangible interaction links digital data with physical forms to support embodied use. Puzzle pieces, which their inherent physical syntax of connectable elements, provide a powerful and expressive metaphor on which to construct such tangible systems. Prior work has explored this potential in the domain of edutainment systems for children aimed at tasks such as learning logic, programming or organizational skills. Although this work is promising, it has largely focused on relatively advanced concepts and children of ages 7-12 years. The work presented in this paper adopts the same perspective but focuses on young children (5 and under) and a simpler range of concepts relating to the clustering and manipulation of data. To achieve this it presents the design (including results from a series of six formative field studies) and implementation of the Digital Dream Lab tabletop puzzle block system. This system, intended for installation in a museum, engages young children (aged 4-5) to explore simple programmatic concepts and the link between the physical and virtual world. The paper closes with design recommendations of future work targeting this goal, setting and age group.

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Section: The Digital Dream Labsupporting

confidence: 83%

Section: Iterative Design and Formative User Studiesmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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The digital dream lab

Deshmane

et al. 2013

Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction

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“…Here research seeks to explore the idea generation process [20] or to consider how PD can be used with specific user groups or specific design challenges [32]. User groups that have been shown to be able to participate in design activities include very young children [17] and teenagers [19].…”

Section: Pd With Childrenmentioning

confidence: 99%

Giving ideas an equal chance

Read

Fitton

Horton

2014

Proceedings of the 2014 Conference on Interaction Design and Children

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Participatory Design (PD) in various guises is a popular approach with the Interaction Design and Children (IDC) community. In studying it as a method very little work has considered the fundamentals of participation, namely how children choose to participate and how their ideas are included and represented. This paper highlights ethical concerns about PD with children within the context of information needed to consent. In helping children understand participation in PD, a central aspect is the necessity to help children understand how their design ideas are used which itself challenges researchers to seek a fair and equitable process that is describable and defensible. The TRAck (tracking, representing and acknowledging) Method, is described as an initial process that could meet this need. This is evaluated, in two forms, in a PD study with 84 children. The TRAck Method encouraged careful scrutiny of designs and allowed the researchers to distil useful design ideas although these were maybe not the most imaginative. There is a trade off between the limitations of applying such a process to PD against the benefits of ensuring fullinformed involvement of children.

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“…Here research seeks to identify methods by which ideas can be generated, as in the mixing ideas approach found in (Guha et al, 2004) or to explore the idea generation process (Mazzone, Read, & Beale, 2008b) or to consider how PD can be used with specific user groups or specific design challenges. User groups that have been shown to be able to participate in design activities include very young children (Marco, Cerezo, Baldasarri, Mazzone, & Read, 2009) as well as teenagers (Mazzone, Read, & Beale, 2008a). Products for which participatory design has been shown to work have primarily been functional products including web sites (Read et al, 2002) and digital libraries (Theng et al, 2000).…”

Section: Related Workmentioning

confidence: 99%

Children Designing Serious Games

Read¹,

Sim²,

Gregory³

et al. 2013

EAI Trans GBL

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It has long been a tradition in interaction design to involve users in order to better capture user needs and preferences. The involvement of children as informants and design partners is well documented for interaction design but its use in serious games design is much less reported. Where children are contributing to the design of learning materials their knowledge may be incomplete. This paper reports on the organisation of, and the deliverables from, a participatory design activity with children in which they were charged with designing a game for children in another continent. The study found that children predominantly focussed on the learning aspects of the serious game during their design activities but they were also able to consider some of the game aspects. They demonstrated understanding of instruction but were less aware of some of the other aspects of learning including feedback on understanding. Involving children in the design of the serious game lead to some nice insights that were included in the game that was subsequently built and shipped. Taking Müller's third place in HCI as inspiration, the paper concludes with some reflection for how to involve children in serious game design.

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User-oriented design and tangible interaction for kindergarten children

Cited by 15 publications

References 7 publications

The digital dream lab

The digital dream lab

Giving ideas an equal chance

Children Designing Serious Games

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