Using Co-Design to Examine How Children Conceptualize Intelligent Interfaces

Woodward, John B.; McFadden, Zari; Shiver, Nicole; Ben-hayon, Amir; Yip, Jason; Anthony, Lisa

doi:10.1145/3173574.3174149

Cited by 50 publications

(20 citation statements)

References 54 publications

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“…Additionally, voice agents that lack contextual information can be counterproductive and may not be a good fit for supporting lightly-structured activities. This finding indicates that it is important to young children that agents be aware of context and able to converse, which is consistent with previous recommendations for embodied conversational agents (Cassell 2001) and older children's expectations of intelligent user interfaces (Druga et al 2018, Woodward et al 2018. Systems with context awareness could take into account prior events in their speech (Leite et al 2017) and initiate speech at socially appropriate times.…”

Section: Design Recommendationssupporting

confidence: 88%

Play-based design

Pantoja¹

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Young children in the United States are widely using technology at ages 3 and 4, but to date there are no well documented participatory design methods for including this age group in the development of technologies. A few attempts at using methods designed for older children were unsuccessful. To address this gap in methods, this research developed Play-based Design, a novel participatory design method inspired by make-believe play in the style of Tools of the Mind, an evidence-based preschool curriculum. Play-based Design first sets the context for play and design through stories. It then enables children to plan play by selecting roles and contribute their ideas as they act and speak during make-believe play activities in which they interact with other children, voice agents, adult facilitators, and generic props. This research includes four sets of design sessions with 3-4 year old children. The first provided the design of StoryCarnival a web-based app to set up Tools of the Mind style play. The second set of design sessions led my research team through the development of voice agents to support Tools of the Mind style play as it happens. These two sets of sessions provided inspiration and insight for using StoryCarnival combined with voice agents to support design activities for technologies with physical and social components. The last two sets of sessions gave me an opportunity to understand whether Play-based Design could be applied to obtain design requirements from children for technology unrelated to make-believe play by focusing on obtaining ideas for Internet-of-Things applications in the home. The research presented in this dissertation required an interdisciplinary journey through child development theories, storytelling for children, graphic design, qualitative methods, software development, and related approaches from the literature. Participant observations, group discussions, and video analysis were used to collect and analyze data. Results from the last two v sets of design sessions focused on obtaining ideas for Internet-of-Things technologies to provide evidence that Play-based Design can enable 3-4 year old children to contribute their ideas to the design of technologies. More specifically, in this dissertation, I provide supporting evidence for my thesis statement: "When applied to participatory design sessions with young children, Playbased Design can: (1) allow young children to express their ideas through make-believe play, which is a developmentally appropriate activity; (2) enable children to act out design ideas or verbally express them by conversing with researchers or voice agents; (3) support fluid communication between adult researchers and children; and (4) inform the design of technologies that facilitate activities that have social and physical components (e.g. tangible user interfaces, voice agents, IoT)." vi PUBLIC ABSTRACT Young children in the United States are using computers that were not necessarily designed for them. Currently, some of the results of this premature acc...

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Section: Design Recommendationssupporting

confidence: 88%

Play-based design

Pantoja¹

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“…Cognitive-loadtheory oriented, constructionist, problem/discovery/inquirybased approaches-along with many others-have inspired a multitude of learning designs for computing education, with no silver bullet in sight yet [31], [85]. ML education initiatives in K-12 have relied on a similarly broad spectrum of pedagogical approaches, with their keywords ranging from project based learning, constructionism [10], [76], creativity [3], experiential learning theory [21], [88], co-design [115], and cognitive apprenticeship [88], to gamification [70] and active learning [10], [22], [87]. Attention has been paid to make education from kindergarten to high school age-appropriate [33] and cumulatively progressive [48].…”

Section: Allows Age-appropriate Shifts In Pedagogical Entry Points In Classroom Educationmentioning

confidence: 99%

Teaching Machine Learning in K–12 Classroom: Pedagogical and Technological Trajectories for Artificial Intelligence Education

et al. 2021

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Over the past decades, numerous practical applications of machine learning techniques have shown the potential of data-driven approaches in a large number of computing fields. Machine learning is increasingly included in computing curricula in higher education, and a quickly growing number of initiatives are expanding it in K-12 computing education, too. As machine learning enters K-12 computing education, understanding how intuition and agency in the context of such systems is developed becomes a key research area. But as schools and teachers are already struggling with integrating traditional computational thinking and traditional artificial intelligence into school curricula, understanding the challenges behind teaching machine learning in K-12 is an even more daunting challenge for computing education research. Despite the central position of machine learning in the field of modern computing, the computing education research body of literature contains remarkably few studies of how people learn to train, test, improve, and deploy machine learning systems. This is especially true of the K-12 curriculum space. This article charts the emerging trajectories in educational practice, theory, and technology related to teaching machine learning in K-12 education. The article situates the existing work in the context of computing education in general, and describes some differences that K-12 computing educators should take into account when facing this challenge. The article focuses on key aspects of the paradigm shift that will be required in order to successfully integrate machine learning into the broader K-12 computing curricula. A crucial step is abandoning the belief that rule-based "traditional" programming is a central aspect and building block in developing next generation computational thinking.

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“…By engaging in the pretense that an agent is alive and interacting with them, children develop, train, and make sense of their understanding of agency, parsing an agent's interaction in a social context. Therefore, conversing through and with CUIs about the future could surface children's tacit knowledge of the agency of a CUI, stimulate sense-making and wishes about future technologies [88], thereby supporting co-design these technologies [85]. CUIs could help children to make sense of a world that they will shape, by allowing them to play with the perceived agency of CUIs.…”

Section: Exploration: Co-designing Conversations With and For Children Through Cui Peerplaymentioning

confidence: 99%

Conversational Futures: Emancipating Conversational Interactions for Futures Worth Wanting

Lee

Noortman

Zaga

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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We present a vision for conversational user interfaces (CUIs) as probes for speculating with, rather than as objects to speculate about. Popular CUIs, e.g., Alexa, are changing the way we converse, narrate, and imagine the world(s) to come. Yet, current conversational interactions normatively may promote non-desirable ends, delivering a restricted range of request-response interactions with sexist and digital colonialist tendencies. Our critical design approach envisions alternatives by considering how future voices can reside in CUIs as enabling probes. We present novel explorations that illustrate the potential of CUIs as critical design material, by critiquing present norms and conversing with imaginary species. As micro-level interventions, we show that conversations with diverse futures through CUIs can persuade us to critically shape our discourse on macro-scale concerns of the present, e.g., sustainability. We refect on how conversational interactions with pluralistic, imagined futures can contribute to how being human stands to change. CCS CONCEPTS• Human-centered computing → HCI theory, concepts and models; Natural language interfaces.

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Using Co-Design to Examine How Children Conceptualize Intelligent Interfaces

Cited by 50 publications

References 54 publications

Play-based design

Play-based design

Teaching Machine Learning in K–12 Classroom: Pedagogical and Technological Trajectories for Artificial Intelligence Education

Conversational Futures: Emancipating Conversational Interactions for Futures Worth Wanting

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