Publication statistics
Pub. period:2002-2012
Pub. count:11
Number of co-authors:9
Co-authors
Number of publications with 3 favourite co-authors:
Judith Good:7Katherine Howland:2Mikael B. Skov:2 Productive colleagues
Judy Robertson's 3 most productive colleagues in number of publications:
Tilde Bekker:33Mikael B. Skov:32Judith Good:20
“
Knowledge is commonly socially constructed, through collaborative efforts towards shared objectives or by dialogues and challenges brought about by different persons' perspectives.
”
-- G. Salomon (in "Distributed Cognitions: Psychological and Educational Considerations")
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Judy Robertson
Publications by Judy Robertson (bibliography)
Macvean, Andrew and Robertson, Judy (2012): iFitQuest: a school based study of a mobile location-aware exergame for adolescents. In: Proceedings of the 14th Conference on Human-computer interaction with mobile devices and services 2012. pp. 359-368.
“Exergames, games that encourage and facilitate physical exercise, are growing in popularity thanks to progressions in ubiquitous technologies. While initial findings have confirmed the potential of such games, little research has been done on systems which target the needs of adolescent children. In this paper we introduce iFitQuest, a mobile location-aware exergame designed with adolescent children in mind. In an attempt to understand how exergames can be used to target adolescent children, and whether they can be effective for this demographic, we outline the results of a school based field study conducted within a P.E. class. Through a detailed analysis of our results, we conclude that iFitQuest appeals to twelve to fifteen year olds and causes them to exercise at moderate to vigorous levels. However, in order to develop effective systems that can dynamically adapt to the adolescent users, further research into different categories of users' behavior is required.”
© All rights reserved Macvean and Robertson and/or ACM Press
Good, Judith, Romero, Pablo, Boulay, Benedict Du, Reid, Henry, Howland, Katherine and Robertson, Judy (2008): An embodied interface for teaching computational thinking. In: Proceedings of the 2008 International Conference on Intelligent User Interfaces 2008. pp. 333-336.
“We describe an innovative educational system designed to, firstly, motivate young people to engage with computational concepts and secondly, provide them with tools to do so in an embodied manner. The interface is designed as a "magic mirror" in which users can, through augmented reality technology, take on the role of a character and control the character's movements via their own movements. They are able to record movements, and using a Wii Remote as a mouse and pointing device, organise these movements into sequences. We are now working on ways in which the recorded movements can be manipulated in ways that foster computational thinking.”
© All rights reserved Good et al. and/or ACM Press
Bekker, Tilde, Robertson, Judy and Skov, Mikael B. (eds.) Proceedings of the 6th International Conference on Interaction Design and Children June 6-8, 2007, Aalborg, Denmark.
Bekker, Tilde, Robertson, Judy and Skov, Mikael B. (eds.) 6th International Conference on Interaction Design and Children June 6-8, 2007, Aalborg, Denmark.
Howland, Katherine, Good, Judith and Robertson, Judy (2006): Script Cards: A Visual Programming Language for Games Authoring by Young People. In: VL-HCC 2006 - IEEE Symposium on Visual Languages and Human-Centric Computing 4-8 September, 2006, Brighton, UK. pp. 181-186.
Robertson, Judy and Good, Judith (2005): Story creation in virtual game worlds. In Communications of the ACM, 48 (1) pp. 61-65.
Robertson, Judy and Good, Judith (2004): Children's narrative development through computer game authoring. In: Proceedings of ACM IDC04: Interaction Design and Children 2004. pp. 57-64.
“Recent research into the educational applications of computer games has focused on the skills which children can develop while playing games. Various benefits of computer game playing have been recorded, such as increased motivation; development of problem solving and discussion skills; and improvement in aspects of story writing. While encouraging children to play appropriately designed computer games can be used to enhance their learning, enabling children to create their own computer games offers a further range of learning opportunities. This paper describes a workshop in which young people learned how to create their own computer role- play games for their friends and family to play. The purpose of the workshop was to give the young people an opportunity to tell stories in the medium of a computer game, and to develop narrative skills such as character creation, plot planning and interactive dialogue writing. Results from this study are used to illustrate the educational benefits of computer games authoring, and to suggest directions for future research in this area.”
© All rights reserved Robertson and Good and/or ACM Press
Good, Judith and Robertson, Judy (2004): Computer games authored by children: a multi-perspective evaluation. In: Proceedings of ACM IDC04: Interaction Design and Children 2004. pp. 123-124.
“The effects of games on learning and skill development are being examined by a number of researchers [1], although with the notable exception of Kafai [3], much research places children in the role of game consumers. In line with a constructionist approach [4], we believe that allowing children to design and implement their own games will lead to deeper learning and transferable skills. We are investigating the relationship between game creation and the development of children's narrative skills. Non-programmers can now create 3D interactive virtual reality role-playing games using toolsets that ship with certain commercial games (e.g. Neverwinter Nights). By adapting these toolsets, and the game content, to children, we could develop game creation environments which allow children to author narrative games by creating settings, characters, a plot structure, and possible dialogues for each character. Given the interactive nature of such dialogue, children would need to create multiple plot threads and associated dialogue. Other children could then play the game, and have a potentially different experience each time the game is played. We believe that these types of environments would have a beneficial effect on the development of narrative skills and overall literacy, and have carried out various pilot studies which look at the process of creating role-playing games by children [2, 5].In this paper, we look at the product of game creation, specifically at 3D interactive virtual reality games created by adolescents using the Neverwinter Nights toolset. We feel it is important to determine whether games which are considered to be good from an educational perspective are also good from the perspective of potential game players. To explore this question, we carried out a multi-faceted qualitative study from three perspectives: children, expert game designers, and teachers. As the basis for interaction with the three target groups, we used created by 10 young people aged 12-15 using the Neverwinter Nights toolset [5]. While examining the games, the interviewees discussed the features of successful games. Although there are clear, and expected, differences in perspective between the three groups, there are also common themes.”
© All rights reserved Good and Robertson and/or ACM Press
Robertson, Judy and Good, Judith (2003): Ghostwriter: a narrative virtual environment for children. In: Proceedings of ACM IDC03: Interaction Design and Children 2003. pp. 85-91.
“Children find computer games extremely motivating and are often prepared to devote large amounts of leisure time to playing them. UK educational policy makers and practitioners have recently started to explore the educational potential of computer games and to consider how their motivational features can be harnessed within the curriculum. This paper describes a fully implemented virtual role-playing environment, Ghostwriter, designed for educational drama development and writing instruction. Ghostwriter was developed using the commercial game engine Unreal and therefore has the same high quality graphics and audio which children are accustomed to playing with at home. Two separate field studies with Ghostwriter have shown the educational value of the system and have confirmed that children are extremely motivated by it.”
© All rights reserved Robertson and Good and/or ACM Press
Good, Judith and Robertson, Judy (2003): Children's contributions to new technology: the design of AdventureAuthor. In: Proceedings of ACM IDC03: Interaction Design and Children 2003. p. 153.
Robertson, Judy and Oberlander, Jon (2002): Ghostwriter: Educational Drama and Presence in a Virtual Environment. In J. Computer-Mediated Communication, 8 (1) .
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