Publication statistics

Pub. period:2000-2011
Pub. count:27
Number of co-authors:57



Co-authors

Number of publications with 3 favourite co-authors:

Allison Druin:7
Benjamin B. Bederson:5
Keith B. Perry:4

 

 

Productive colleagues

Juan Pablo Hourcade's 3 most productive colleagues in number of publications:

Ben Shneiderman:225
Steve Benford:121
Panos Markopoulos:81
 
 
 

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Juan Pablo Hourcade

Personal Homepage:
homepage.cs.uiowa.edu/~hourcade/

 

Publications by Juan Pablo Hourcade (bibliography)

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2011
 
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Hourcade, Juan Pablo and Bullock-Rest, Natasha E. (2011): HCI for peace: a call for constructive action. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 443-452. Available online

Peace is an important value for the human-computer interaction research community, yet it has not resulted in the development of a research sub-community or even a research agenda. In this paper we seek to address this void by first motivating the need for computing research on promoting peace and preventing war. We then review evidence on the factors that affect the likelihood that armed conflict will occur, as well as the aspects involved when individuals make moral decisions on whether or not to support a war. Based on this review, we propose a research agenda, citing research examples from the human-computer interaction literature and discussing new ideas.

© All rights reserved Hourcade and Bullock-Rest and/or their publisher

 
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Salivia, Guarionex and Hourcade, Juan Pablo (2011): Identification of pointing difficulties of two individuals with Parkinson's disease via a sub-movement analysis. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 137-140. Available online

We present a study of the sub-movement characteristics of two individuals with Parkinson's disease completing pointing tasks. We describe the performance of the two individuals and we compare it with that of young children and older able-body adults. The analysis suggests that we need new strategies that incorporate an individual assessment of difficulties, and provide personalized methods of assistance.

© All rights reserved Salivia and Hourcade and/or their publisher

 
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Hourcade, Juan Pablo, Bullock-Rest, Natasha E., Friedman, Batya, Nelson, Mark, Shneiderman, Ben and Zaphiris, Panayiotis (2011): HCI for peace: from idealism to concrete steps. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 613-616. Available online

This panel will contribute diverse perspectives on the use of computer technology to promote peace and prevent armed conflict. These perspectives include: the use of social media to promote democracy and citizen participation, the role of computers in helping people communicate across division lines in zones of conflict, how persuasive technology can promote peace, and how interaction design can play a role in post-conflict reconciliation.

© All rights reserved Hourcade et al. and/or their publisher

 
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Read, Janet C., Hourcade, Juan Pablo, Markopoulos, Panos and Druin, Allison (2011): Child computer interaction invited SIG: IDC remixed, CCI remapped. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 689-691. Available online

Over the past fifteen years, the discipline of Child Computer Interaction has been steadily growing. As the community matures and as methods and processes are refined, and become situated, there is an urgent need to start to develop a theory around CCI that can be used with some confidence by the research community. The CCI Community SIG at CHI is supporting this process by looking at the influences on the community. In a lively debate that will include presentations and discussion, this SIG will bring the community together in a discussion that will impact on the way the community proceeds.

© All rights reserved Read et al. and/or their publisher

2010
 
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Hourcade, Juan Pablo, Nguyen, Christopher M., Perry, Keith B. and Denburg, Natalie L. (2010): Pointassist for older adults: analyzing sub-movement characteristics to aid in pointing tasks. In: Proceedings of ACM CHI 2010 Conference on Human Factors in Computing Systems 2010. pp. 1115-1124. Available online

Perceptual, cognitive and motor deficits cause many older adults to have difficulty conducting pointing tasks on computers. Many strategies have been discussed in the HCI community to aid older adults and others in pointing tasks. We present a different approach in PointAssist, software that aids in pointing tasks by analyzing the characteristics of sub-movements, detecting when users have difficulty pointing, and triggering a precision mode that slows the speed of the cursor in those cases. PointAssist is designed to help maintain pointing skills, runs as a background process working with existing software, is not vulnerable to clusters of targets or targets in the way, and does not modify the visual appearance or the feel of user interfaces. There is evidence from a prior study that PointAssist helps young children conduct pointing tasks. In this paper, we present a study evaluating PointAssist with twenty older adults (ages 66-88). The study participants benefited from greater accuracy when using PointAssist, when compared to using the "enhance pointer precision" option in Windows XP. In addition, we provide evidence of correlations between neuropsychological measures, pointing performance, and PointAssist detecting pointing difficulty.

© All rights reserved Hourcade et al. and/or their publisher

 
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Hourcade, Juan Pablo, Bullock-Rest, Natasha E. and Schelhowe, Heidi (2010): Digital Technologies and Marginalized Youth. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 360-363. Available online

Marginalization threatens basic issues of fairness and equal opportunity for a significant portion of children around the world. In this extended abstract, we frame the problem of marginalization in light of new economic forces and the increasingly ubiquitous role of digital technologies. We then summarize the contributions to the IDC 2010 workshop on Digital Technologies and Marginalized Youth. We conclude by discussing research trends and identifying challenges for future research.

© All rights reserved Hourcade et al. and/or their publisher

2009
 
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Gilutz, Shuli, Black, John B., Peyser, Deena, Mandelman, Samuel D., Hellmann, Esther, Antle, Alissa N., Droumeva, Milena, Corness, Greg, Hourcade, Juan Pablo, Beitler, Daiana, Flores, Pablo and Cormenzana, Fernando (2009): Metaphors Children Live By: Enactments and Simulations With Interactive Media. In: Society for Research in Child Development Biennial Meeting April 2-4, 2009, Denver, Colorado. .

 
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Hourcade, Juan Pablo (2009): Give peace a chance: a call to design technologies for peace. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 2499-2508. Available online

Peace is an extremely important value for humankind, yet it has been largely ignored by the computing and human-computer interaction community. This paper seeks to begin a discussion within the human-computer interaction community on how we can design technologies that have peace as an explicit goal. To begin this discussion, I review empirical studies on the factors that contribute to conflict and those that make conflict less likely. Based on this, I identify areas where human-computer interaction research has already contributed to prevent conflict and promote peace, and open areas where our community can make a positive difference.

© All rights reserved Hourcade and/or ACM Press

 
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Hourcade, Juan Pablo and Perry, Keith B. (2009): Exploring children's investigation of data outliers. In: Proceedings of ACM IDC09 Interaction Design and Children 2009. pp. 262-265. Available online

In spite of the increasing amounts of digitized data that will be available to children when they grow up, little attention has been paid toward preparing them for the process of exploring data, researching related information, synthesizing findings, and presenting them to peers. In this paper we present our observations on activities conducted with 10-12 year old children that involved identifying outliers using an information visualization tool, researching the reasons behind the outlying data, and synthesizing and presenting results using a media authoring tool. Our observations suggest children in this age group can make use of information visualization tools designed for a general adult population, but that great difficulties remain in conducting online research, and in integrating data exploration, online research, and presentation of results.

© All rights reserved Hourcade and Perry and/or ACM Press

 
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Ackermann, Edith, Decortis, Francoise, Hourcade, Juan Pablo and Schelhowe, Heidi (2009): Cultural coding and de-coding as ways of participation: digital media for marginalized young people. In: Proceedings of ACM IDC09 Interaction Design and Children 2009. pp. 294-297. Available online

Like literacy itself, access to digital media both reflects and shapes the ways people play and learn, and more generally, how individuals and groups perceive themselves, relate to others, treat things, and occupy space. We see both opportunities and risks in today's infatuation for all things digital. As organizers of the IDC 2009 workshop on "Digital Technologies and Marginalized Youth: Reducing the Gap", our focus is on the empowerment and integration of marginalized youth. We look at how marginalized youth adopt digital media and what's in it for them. We summarize all the accepted position papers in an attempt to draw lessons useful to researchers, educators, and practitioners. To conclude, we draw from Paulo Freire's "pedagogy of the oppressed" as a useful framework to rethink some of the prerequisites that may help marginalized youth to find their voices while, at the same time, speaking the tongue of others (in particular those in power). Getting "lost in translations" is what paves the ways to many youngsters social exclusion.

© All rights reserved Ackermann et al. and/or ACM Press

 
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Likarish, Peter, Dunbar, Don, Hourcade, Juan Pablo and Jung, Eunjin (2009): BayeShield: conversational anti-phishing user interface. In: Proceedings of the 2009 Symposium on Usable Privacy and Security 2009. p. 26. Available online

 
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Hansen, Thomas E., Hourcade, Juan Pablo, Virbel, Mathieu, Patali, Sharath and Serra, Tiago (2009): PyMT: a post-WIMP multi-touch user interface toolkit. In: Proceedings of the 2009 ACM International Conference on Interactive Tabletops and Surfaces 2009. pp. 17-24. Available online

Multi-touch and tabletop input paradigms open novel doors for post-WIMP (Windows, Icons, Menus, Pointer) user interfaces. Developing these novel interfaces and applications poses unique challenges for designers and programmers alike. We present PyMT (Python Multi-Touch), a toolkit aimed at addressing these challenges. We discuss PyMT's architecture and sample applications to demonstrate how it enables rapid development of prototypes and interaction techniques while being accessible to novice programmers and providing great flexibility and creative freedom to advanced users. We share experiences gathered in the open source development of PyMT to explore design and programming challenges posed by multi-touch tabletop and post-WIMP interfaces. Specifically, we discuss changes to the event model and the implementation of development and debugging tools that we found useful along the way.

© All rights reserved Hansen et al. and/or their publisher

 
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Flores, Pablo and Hourcade, Juan Pablo (2009): One year of experiences with XO laptops in Uruguay. In Interactions, 16 (4) pp. 52-55. Available online

2008
 
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Read, Janet C., Markopoulos, Panos, Pares, Narcis, Hourcade, Juan Pablo and Antle, Alissa N. (2008): Child computer interaction. In: Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems April 5-10, 2008. pp. 2419-2422. Available online

The study of Child Computer Interaction is a growing subfield of HCI. Child Computer Interaction encompasses traditional HCI but also specifically reaches out into the areas of child psychology, learning and play. The aim of this SIG is to bring together researchers and practitioners working in this area, to discover current themes, to explore the creation of a more formal working group, to locate publishing opportunities and to foster international co-operation.

© All rights reserved Read et al. and/or ACM Press

 
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Hourcade, Juan Pablo, Beitler, Daiana, Cormenzana, Fernando and Flores, Pablo (2008): Early OLPC experiences in a rural Uruguayan school. In: Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems April 5-10, 2008. pp. 2503-2512. Available online

In this paper, we discuss children's and teachers' experiences in a small rural town in Uruguay where every child in elementary school has received a laptop from the OLPC Foundation. In conducting activities in classrooms, observing children, and speaking with their teachers we found that the laptops have had a positive impact so far, with children accessing information resources that were previously unavailable, creating content for the world to see, collaborating and learning from each other, and increasing their interest in reading and writing. We also noted several challenges that need to be addressed, some directly related to human-computer interaction including problems with input devices, basic interactions, and the conceptual design and localization of user interfaces.

© All rights reserved Hourcade et al. and/or ACM Press

 
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Perry, Keith B. and Hourcade, Juan Pablo (2008): Evaluating One Handed Thumb Tapping on Mobile Touchscreen Devices. In: Proceedings of the 2008 Conference on Graphics Interface May 28-30, 2008, Windsor, Ontario, Canada. pp. 57-64.

In spite of the increasing popularity of handheld touchscreen devices, little research has been conducted on how to evaluate and design one handed thumb tapping interactions. In this paper, we present a study that researched three issues related to these interactions: 1) whether it is necessary to evaluate these interactions with the preferred and the non-preferred hand; 2) whether participants evaluating these interactions should be asked to stand and walk during evaluations; 3) whether targets on the edge of the screen enable participants to be more accurate in selection than targets not on the edge. Half of the forty participants in the study used their non-preferred hand and half used their preferred hand. Each participant conducted half of the tasks while walking and half while standing. We used 25 different target positions (16 on the edge of the screen) and five different target sizes. The participants who used their preferred hand completed tasks more quickly and accurately than the participants who used their non-preferred hand, with the differences being large enough to suggest it is necessary to evaluate this type of interactions with both hands. We did not find differences in the performance of participants when they walked versus when they stood, suggesting it is not necessary to include this as a variable in evaluations. In terms of target location, participants rated targets near the center of the screen as easier and more comfortable to tap, but the highest accuracy rates were for targets on the edge of the screen.

© All rights reserved Perry and Hourcade and/or their publisher

 
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Hourcade, Juan Pablo, Perry, Keith B. and Sharma, Aditya (2008): PointAssist: helping four year olds point with ease. In: Proceedings of ACM IDC08 Interaction Design and Children 2008. pp. 202-209. Available online

Children's difficulty in point-and-click tasks using indirect pointing devices such as the mouse has been documented in several studies. This difficulty is manifested in a lack of control near the target, which often results in children clicking inaccurately. This paper presents and evaluates PointAssist, a tool that helps children in pointing tasks by detecting the type of motion that occurs when children have difficulty pointing at a target, and triggering a precision mode that slows the speed of the mouse cursor in those cases. We conducted a study with 30 four year old participants who completed point-and-click tasks with and without PointAssist. PointAssist provided participants with significant advantages in terms of click accuracy, enabling them to be as accurate as 18 to 22 year olds in a previous study with a very similar setup.

© All rights reserved Hourcade et al. and/or ACM Press

 
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Hourcade, Juan Pablo and Berkel, Theresa R. (2008): Simple pen interaction performance of young and older adults using handheld computers. In Interacting with Computers, 20 (1) pp. 166-183. Available online

Several experiments have documented how older adults have greater difficulty using input devices than young adults. None of these experiments, however, have provided information on the challenges faced by older adults when using pens to interact with handheld computers. To address this need, we conducted a study comparing the performance of twenty 18-22 year olds, twenty 50-64 year olds, and twenty 65-84 year olds conducting selection and steering tasks. We found that for the most part, older adults were able to complete tasks accurately and efficiently. An exception occurred with the low accuracy rates achieved by 65-84 year old participants when tapping on targets of the same size as the standard radio buttons on the PocketPC. An alternative selection technique we refer to as "touch" enabled 65-84 year olds to select targets significantly more accurately. If tapping to select, making standard-sized targets 50% larger provided 65-84 year olds with similar advantages to switching to "touch" interactions.

© All rights reserved Hourcade and Berkel and/or Elsevier Science

 
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Hourcade, Juan Pablo (2008): Interaction Design and Children. In Foundations and Trends in Human-Computer Interaction, 1 (4) pp. 277-392. Available online

Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children's abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research. To understand children's developmental needs it is important to be aware of the factors that affect children's intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children's cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children's hands this survey also reviews literature on children's fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children's development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children's physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children's technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age "plagues" children are in danger of facing in the near future.

© All rights reserved Hourcade and/or Now Publishers

2006
 
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Hourcade, Juan Pablo (2006): Learning from preschool children's pointing sub-movements. In: Proceedings of ACM IDC06: Interaction Design and Children 2006. pp. 65-72. Available online

Several studies have shown that children's performance with input devices in pointing tasks increases with age. However, none of these studies analyzes the sub-movements children make during pointing tasks. This paper analyzes mouse event data from a previous study to compare, at a sub-movement level, the way preschool children and young adults conduct pointing tasks. Results of the analysis show that the children made significantly more sub-movements than the adults. This was caused by children's inaccuracy in the length and direction of their sub-movements. The results also show that most sub-movements were started near the target, and that there was a balance between overshoots and undershoots in these sub-movements. Based on sub-movement data, this paper proposes an algorithm to identify when participants have difficulty pointing. The algorithm provides several advantages such as triggering a precision mode only when users experience difficulty, not requiring information on the location of visual targets, and not requiring information on the direction of mouse motion.

© All rights reserved Hourcade and/or ACM Press

2005
 
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Hourcade, Juan Pablo and Fox, Jean E. (2005): Designing public government web sites. In: Proceedings of ACM CHI 2005 Conference on Human Factors in Computing Systems 2005. pp. 2039-2040. Available online

Public government web sites offer a promise of quick, convenient, and easy access to information and services. This has led many governments to push for an unprecedented move of publications, forms, and other information and services to this medium. There are many design challenges in developing public government web sites. In this SIG we aim to identify these challenges and discuss lessons learned. We will concentrate in two areas: supporting safety and communities, and user-centered design. In our discussion, we plan to touch on issues such as trust, information transparency, information relevance, community support, user-centered design techniques, stakeholders, legal requirements, and universal access. We expect attendees will be either involved in the design of government web sites or interested in a discussion of these issues. The SIG's activities will be organized to maximize input from all attendees.

© All rights reserved Hourcade and Fox and/or ACM Press

 
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Druin, Allison and Hourcade, Juan Pablo (2005): Introduction. In Communications of the ACM, 48 (1) pp. 32-34. Available online

2004
 
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Hourcade, Juan Pablo, Bederson, Benjamin B., Druin, Allison and Guimbretiere, Francois (2004): Differences in pointing task performance between preschool children and adults using mice. In ACM Transactions on Computer-Human Interaction, 11 (4) pp. 357-386. Available online

Several experiments by psychologists and human factors researchers have shown that when young children execute pointing tasks, they perform at levels below older children and adults. However, these experiments have not provided user interface designers with an understanding of the severity or the nature of the difficulties young children have when using input devices. To address this need, we conducted a study to gain a better understanding of 4 and 5 year-old children's use of mice. We compared the performance of thirteen 4 year-olds, thirteen 5 year-olds and thirteen young adults in point-and-click tasks. Plots of the paths taken by the participants show severe differences between adults' and preschool children's ability to control the mouse. We were not surprised then to find age had a significant effect on accuracy, target reentry, and efficiency. We also found that target size had a significant effect on accuracy and target reentry. Measuring movement time at four different times (first entering target, last entering target, pressing button, releasing button) yielded the result that Fitts' law models children well only up to the time they first enter the target. Overall, we found that the difference between the performance of children and adults was large enough to warrant user interface interactions designed specifically for preschool children. The results additionally suggest that children need the most help once they get close to targets.

© All rights reserved Hourcade et al. and/or ACM Press

2003
 
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Hourcade, Juan Pablo, Bederson, Benjamin B., Druin, Allison, Rose, Anne, Farber, Allison and Takayama, Yoshifumi (2003): The International Children's Digital Library: viewing digital books online. In Interacting with Computers, 15 (2) pp. 151-167.

Abstract Reading books plays an important role in children's cognitive and social development. However, many children do not have access to diverse collections of books due to the limited resources of their community libraries. We have begun to address this issue by creating a large-scale digital archive of children's books, the International Children's Digital Library (ICDL). In this paper we discuss our initial efforts in building the ICDL, concentrating on the design of innovative digital book readers.

© All rights reserved Hourcade et al. and/or Elsevier Science

 
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Druin, Allison, Bederson, Benjamin B., Weeks, Ann, Farber, Allison, Grosjean, Jesse, Guha, Mona Leigh, Hourcade, Juan Pablo, Lee, Juhyun, Liao, Sabrina, Reuter, Kara, Rose, Anne, Takayama, Yoshifumi and Zhang, Lingling (2003): The International Children's Digital Library: Description and analysis of first use. In First Monday, 8 (5) . Available online

 
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Druin, Allison, Revelle, Glenda, Bederson, Benjamin B., Hourcade, Juan Pablo, Farber, Allison, Lee, Juhyun and Campbell, Dana (2003): A collaborative digital library for children. In J. Comp. Assisted Learning, 19 (2) pp. 239-248. Available online

2000
 
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Benford, Steve, Bederson, Benjamin B., Akesson, Karl-Petter, Bayon, Victor, Druin, Allison, Hansson, Par, Hourcade, Juan Pablo, Ingram, Rob and Neale, Helen (2000): Designing Storytelling Technologies to Encouraging Collaboration between Young Children. In: Turner, Thea, Szwillus, Gerd, Czerwinski, Mary, Peterno, Fabio and Pemberton, Steven (eds.) Proceedings of the ACM CHI 2000 Human Factors in Computing Systems Conference April 1-6, 2000, The Hague, The Netherlands. pp. 556-563. Available online

We describe the iterative design of two collaborative storytelling technologies for young children, KidPad and the Klump. We focus on the idea of designing interfaces to subtly encourage collaboration so that children are invited to discover the added benefits of working together. This idea has been motivated by our experiences of using early versions of our technologies in schools in Sweden and the UK. We compare the approach of encouraging collaboration with other approaches to synchronizing shared interfaces. We describe how we have revised the technologies to encourage collaboration and to reflect design suggestions made by the children themselves.

© All rights reserved Benford et al. and/or ACM Press

 
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