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Proceedings of ACM IDC10 Interaction Design and Children


 
Time and place:

2010
Conf. description:
The IDC conference is a leading international forum for exploring childrens' and youngsters' needs in relationship to technology, i.e. exploring how to create interactive products for and with them, and investigating how technology-mediated experiences affect their life.
Help us!
Do you know when the next conference is? If yes, please add it to the calendar!
Series:
This is a preferred venue for people like Allison Druin, Panos Markopoulos, Janet C. Read, Stuart MacFarlane, and Heidi Schelhowe. Part of the IDC - Interaction Design and Children conference series.
Other years:
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References from this conference (2010)

The following articles are from "Proceedings of ACM IDC10 Interaction Design and Children":

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Articles

p. 1-10

Arteaga, Sonia M., Kudeki, Mo, Woodworth, Adrienne and Kurniawan, Sri (2010): Mobile system to motivate teenagers' physical activity. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 1-10. Available online

This paper reports a mobile persuasive application to motivate teenagers to start and continue being physically active. Being physically active can lead to reduced risks of having weight and cardiovascular problems; however efforts in this direction had variable success. Designing technology that will be engaging and motivating for teenagers requires an understanding of the factors that contribute to behavior adoption in teenagers. To understand these, we approach the design from several theoretical models: Theory of Planned Behavior, Theory of Meaning Behavior, and Personality Theory. We found that 1) Personality traits affect perceptions on physical activities and the usefulness of devices that motivate them; 2) Favored motivational phrases are universal across traits; 3) Those who tried our prototype was generally positive and stated that they would use it on their own; 5) The characteristics of games that are desired are: social or competitive, outdoor, simple to learn and with large variations.

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

p. 108-117

Mazzone, Emanuela, Iivari, Netta, Tikkanen, Ruut, Read, Janet C. and Beale, Russell (2010): Considering context, content, management, and engagement in design activities with children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 108-117. Available online

In this paper we describe three different design activities carried out for the design of a music device for children. The studies involved researchers from different disciplines as well as children from different schools. We reflected on what happened during the design activities and we looked at the outputs produced by the children in order to understand the feasibility of the activities from two perspectives: whether they contributed to the design of the product and whether they suitably involved children in the process. In relation to the design of the product, information gathered during the activities was associated either to the context or to the content of the design. In relation to the design method, the study enabled us to identify aspects of both children's' engagement and researchers' management that affected the success of the activities. We used these factors to create what we consider a useful framework for meaningful design activities.

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

p. 11-19

Blas, Nicoletta di, Paolini, Paolo and Sabiescu, Amalia (2010): Collective digital storytelling at school as a whole-class interaction. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 11-19. Available online

There is a growing interest in the use of cooperative technologies for education. In formal education, however, such an introduction is more difficult than it may look at first sight. There are few successful cases of implementation of cooperative technologies in schools, with proper integration in the curriculum. This paper draws on empirical data from a large-scale project based in Italy, involving the development of digital narratives by school children, as part of their curricular activities. The project is in its fourth year of implementation, and it involved hundreds of classes (and thousands of pupils) every year. The paper examines several different aspects and benefits related to the implementation of digital storytelling at school, focusing upon two specific issues: 1) How digital storytelling can become "collective", i.e. involving the whole class, rather than individuals or small groups; 2) How digital storytelling can be integrated within the regular curricular activities at school, generating substantial learning benefits.

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

p. 118-127

Ouchi, Hisakazu, Nishida, Yoshifumi, Kim, Ilwoong, Motomura, Yoichi and Mizoguchi, Hiroshi (2010): Detecting and modeling play behavior using sensor-embedded rock-climbing equipment. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 118-127. Available online

Many injures during childhood are related to the use of playground equipment. Until recently, scientific data of how children actually use playground equipment were scarce. Childhood injury cases were not examined thoroughly from the perspective of how equipment can be modified for improving safety without ruining its attraction to children. To design age-appropriate and safer playground equipment, it is essential that scientific data on the interaction between children and this equipment be accumulated. Herein we report on studies to develop new playground equipment by applying sensor technology to examine the science behind children's interaction with playground equipment. We developed a rock-climbing wall equipped with force sensors to record the physical behavior of children while on the wall, thus allowing measurement of these behaviors in a more natural environment. Fifty force sensors installed in the developed rock-climbing wall are able to collect a large amount of data while children are playing with the equipment. The behavior data of 623 children were recorded in the present study. Herein, we also report on a child behavior prediction model created from the collected data.

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

p. 128-137

Raya, Rafael, Ceres, Ramn, Roa, Javier O. and Rocon, Eduardo (2010): Assessment of the involuntary motion of children with motor impairments to improve the accessibility of an inertial interface. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 128-137. Available online

The computer is considered a very useful tool for physical and cognitive rehabilitation. However, people with disabilities have limitations to control properly conventional user interfaces because of their motor diseases. This paper is in the framework of a project to create an alternative computer interface, especially addressed to children with Cerebral Palsy (CP). The interface is a head mouse based on inertial technology. Although the inertial interface succeeds as mouse pointer for healthy users, children with CP have involuntary movements, such as spasms or tremor, which limit the control. In this paper, the inertial interface is used to analyze the pathological patterns of three children with CP (hypertonic-athetoid, hypertonic-dystonic and hypotonic-athetoid cases) in terms of kinematic parameters and spectral analysis of the pathological motion. Finally, two filtering techniques are designed and evaluated to reduce the effects of the involuntary motion and improve the accessibility of the interface as mouse pointer.

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

p. 138-146

Rick, Jochen, Francois, Phyllis, Fields, Bob, Fleck, Rowanne, Yuill, Nicola and Carr, Amanda (2010): Lo-fi prototyping to design interactive-tabletop applications for children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 138-146. Available online

Interactive tabletops are an exiting new platform for supporting children's collaboration. With design guidelines and standardized interaction principles still immature, there is a considerable need for iterative prototyping to define the task and interface. Lo-fi prototypes -- using cardboard, paper, etc. -- are easy to develop, flexible to adjust during design sessions, and intuitive for users to manipulate. Using them can be a valuable step in designing tabletop applications. In this paper, we detail the design process of two tabletop applications, concentrating on the role of lo-fi prototyping. TransTime is a pattern game for 5-6 year olds to engage how time progresses. OurSpace is a design tool for 7-9 year olds to arrange desks and assign seats for students in their classroom. By comparing the experiences, we arrive at a better understanding of the benefits, challenges, and limits of using lo-fi prototypes to design interactive-tabletop applications for children.

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

p. 147-155

Wyeth, Peta and MacColl, Ian (2010): Noising around: investigations in mobile learning. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 147-155. Available online

In this paper we present an account of children's interactions with a mobile technology prototype within a school context. The Noise Detectives trial was conducted in a school setting with the aim of better understanding the role of mobile technology as a mediator within science learning activities. Over eighty children, aged between ten and twelve, completed an outdoor data gathering activity using a mobile learning prototype that included paper and digital components. They measured and recorded noise levels at a range of locations throughout the schools. We analyzed the activity to determine how the components of the prototype were integrated into the learning activity, and to identify differences in behavior that resulted from using these components. We present design implications that resulted from observed differences in prototype use and appropriation.

© All rights reserved Wyeth and MacColl and/or their publisher

p. 156-165

Zaman, Bieke and Abeele, Vero Vanden (2010): Laddering with young children in User eXperience evaluations: theoretical groundings and a practical case. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 156-165. Available online

In this paper, we investigate the usefulness and feasibility of Laddering with young children in User eXperience evaluations. We start with a revision of theoretical literature and guidelines. Developmental literature suggests that children aged two to seven years old have the cognitive capabilities to perform as Laddering interviewees. Next, we put these findings to the test via a practical case. The results of our case study demonstrate that only the older children, aged five years and older, were able to construct meaningful ladders. As for the type of ladders created, our results are in line with literature; children are inclined to attribute external reasons to product preferences rather than internal reasons, and consequently create ladders of attributes and consequences, not reaching for values.

© All rights reserved Zaman and Abeele and/or their publisher

p. 166-173

Zhang, Zhihui, Shrubsole, Paul and Janse, Maddy (2010): Learning environmental factors through playful interaction. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 166-173. Available online

In this paper we describe the design of an educational game for learning about energy and the environment using an interactive board called TagTiles. Learning activities, manipulation of tangible objects and the use of physical activity were combined as elementary components to develop a playful and engaging learning environment in which 8 to 10 year old children could learn independently, whilst also linking these learning activities to their daily behaviors. A contextual environment, RFID tagged cubes, kinetic energy generator, randomization function, and RFID tagged cards were used as basic building blocks for the game environment. The final game was evaluated in a classroom.

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

p. 174-177

Cahill, Clara, Kuhn, Alex, Schmoll, Shannon, Pompe, Alex and Quintana, Chris (2010): Zydeco: using mobile and web technologies to support seamless inquiry between museum and school contexts. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 174-177. Available online

Museums and other out-of-school settings, are ideal contexts for children to engage in authentic scientific inquiry. However, students need support to successfully do inquiry outside of the classroom, and to make connections between what they are learning in and outside of school. Zydeco is a new system that aims to support students in seamlessly conducting inquiry across contexts. Zydeco includes an online web component that allows students to define goals, questions, and categorical information for their science investigations. This information is uploaded to a handheld device, which allows students to photograph, tag, and annotate information in a museum. Students can then access their museum work in the classroom to complete their investigations. Here we describe the Zydeco system, highlighting strategies for addressing challenges of mediating inquiry across class and museum contexts.

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

p. 178-181

Creighton, Emma (2010): jogo: an explorative design for free play. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 178-181. Available online

This paper presents jogo, an explorative design that uses sound as a medium to encourage children to play and socially interact in a physically embodied sense. Open-ended play materials are explored as a way of encouraging free play. A simple, intuitive yet engaging platform provides a combination of low barrier to learning and motivation in the interaction. A prototype of jogo has been developed to investigate how the provision of a tangible play experience can encourage children to play freely in a more physical way, while socially interacting with others around them.

© All rights reserved Creighton and/or his/her publisher

p. 182-185

Danish, Joshua A., Peppler, Kylie and Phelps, David (2010): BeeSign: designing to support mediated group inquiry of complex science by early elementary students. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 182-185. Available online

All too often, designers assume that complex science and cycles of inquiry are beyond the capabilities of young children (5-8 years old). However, with carefully designed mediators, we argue that such concepts are well within their grasp. In this paper we describe two design iterations of the BeeSign simulation software that was designed to help young children learn about honeybees collect nectar from a complex systems perspective. We summarize findings from two studies that suggest that this design has been successful in teaching and motivating these young children and demonstrates how activity theory can guide design.

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

p. 186-189

Dittert, Nadine and Schelhowe, Heidi (2010): TechSportiv: using a smart textile toolkit to approach young people's physical education. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 186-189. Available online

Physical Education as a school subject is usually not connected to theoretical analysis and cognitive skills, even though the formal description of movements can support good performance. In this paper, we present an approach whereby construction of new and technologically enhanced equipment for sports allows young people to gain an insight into the theoretical side of specific body movements. The following describes an activity-oriented approach to investigate one's own movement and to explore formalized models of physical exercise through construction of tangible materials and computer programs. Experience with a toolkit for constructing technologically enhanced sports wear and accessories are presented.

© All rights reserved Dittert and Schelhowe and/or their publisher

p. 190-193

Falco, Taciana Pontual and Price, Sara (2010): Informing design for tangible interaction: a case for children with learning difficulties. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 190-193. Available online

The advent of new technologies is expanding the possibilities for a richer, multi-sensory interaction to support children with learning difficulties in schools. However, little research has yet investigated how such innovative interaction can enhance the learning experience of these children. Effectively informing research and design of innovative educational, technological resources for children with learning difficulties requires relevant field study. Findings from a qualitative classroom study indicate the potential of tangible technologies to enhance these children's experiences by providing a variety of modes of representation, and opportunities for collaboration, physical engagement and hands-on exploration. They also provide an effective foundation for investigating how tangible interaction can help to structure exploratory learning: a recommended but problematic approach for these children.

© All rights reserved Falco and Price and/or their publisher

p. 194-197

Gotsis, Marientina, Piggot, Judith, Hughes, Diana and Stone, Wendy (2010): SMART-games: a video game intervention for children with Autism Spectrum Disorders. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 194-197. Available online

In this paper, we describe the design of a preliminary prototype and pilot results of the SMART-Games suite, a video game intervention for children with Autism Spectrum Disorders (ASDs). The prototype, consisting of a stuffed animal game controller with an on-screen video game, emphasizes empathy and related social skills. The proposed design aims to accommodate users across the autism spectrum through adaptive modules focused on core deficits: sensory and motor skills, imitation and turn-taking, joint attention and theory of mind. Response from the preliminary pilot suggests that the application appeals to the target audience and further development is underway.

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

p. 198-201

Guha, Mona Leigh, Druin, Allison and Fails, Jerry Alan (2010): Investigating the impact of design processes on children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 198-201. Available online

While there is a wealth of information about children's technology and the design processes used to create it, there is a dearth of information regarding how the children who participate in these design processes may be affected by their participation. In this paper, we motivate why studying this impact is important and look at the foundation provided by past research that touches on this topic. We conclude by briefly proposing methods appropriate for studying the impact of the design process on the children involved.

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

p. 20-29

Fails, Jerry Alan, Druin, Allison and Guha, Mona Leigh (2010): Mobile collaboration: collaboratively reading and creating children's stories on mobile devices. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 20-29. Available online

This paper discusses design iterations of Mobile Stories -- a mobile technology that empowers children to collaboratively read and create stories. We present the design and discuss the impact of different collocated collaborative configurations for mobile devices including: content splitting and space sharing. We share design experiences that illustrate how Mobile Stories supports collaboration and mobility, and identify how the collocated collaborative configurations are best suited for reading and sharing tasks. We also identify how creative tasks foster more mobility and dynamic interactions between collaborators.

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

p. 202-205

Hemmert, Fabian, Hamann, Susann, Lwe, Matthias, Zeipelt, Josefine and Joost, Gesche (2010): Co-designing with children: a comparison of embodied and disembodied sketching techniques in the design of child age communication devices. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 202-205. Available online

In this paper, we present a qualitative comparison of different sketching techniques, assessing their suitability for co-designing interaction design with children. It presents a study conducted in an experimental field research, in which children aged 6-12 were engaged in a co-design process, aimed to the creation of novel communication devices or services that fit their particular needs. The study compared embodied, physical sketching (body storming that was documented as photo stories) with disembodied, drawn sketching (comics), as for their creative results, and how the children, reportedly, felt during the creation process. The results indicate that embodied sketching techniques were more suitable for the children, both as for the quality of the results, and for the subjective experience of the children while designing.

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

p. 206-209

Hunter, Seth, Kalanithi, Jeevan and Merrill, David (2010): Make a Riddle and TeleStory: designing children's applications for the siftables platform. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 206-209. Available online

We present the design of Make a Riddle and TeleStory, educational applications developed on the Siftables platform for children aged 4-7 years. Siftables are hybrid tangible-graphical user interface devices with motion and neighbor sensing, graphical display, and wireless communication. Siftables provide a unique opportunity to give children responsive feedback about the movement and arrangement of a distributed set of objects. We contrast the use case that includes an external display to their use as a standalone application platform. We outline design strategies for communicating information about the affordances of the Siftables and methods of providing dynamic feedback to encourage manipulation and to increase engagement during application use for hybrid tangible-graphical user interfaces.

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

p. 210-213

Hwang, Sungjae, Lee, Kibeom and Yeo, Woonseung (2010): My Green Pet: a current-based interactive plant for children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 210-213. Available online

The difficulty that children have in perceiving plants as living entities has been verified by several studies. As an initial attempt to address this issue, we propose "My Green Pet", an interactive plant for children. Through this, children enjoy human-like interactions with the plant and also perceive that this particular plant is living. This is achieved by personifying a regular plant by giving it human feelings and emotions, such as pain, joy, laughter, etc. The interactive plant is implemented over a current-based framework, which enables it to recognize multiple gestures and give audio and visual feedback to the user. The effectiveness of the interactive plant on the conception of plants on children was studied with a simple user test. We observed the children interacting with "My Green Pet" and noticed interactions resembling those between people. We also noticed the children being increasingly curious about the plant, resulting in spending more time with "My Green Pet". A straight-forward questionnaire done by children revealed that the children's perception of life in plants greatly differed after showing "My Green Pet".

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

p. 214-217

Kafai, Yasmin B., Peppler, Kylie A., Burke, Quinn, Moore, Michael and Glosson, Diane (2010): Fröbel's forgotten gift: textile construction kits as pathways into play, design and computation. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 214-217. Available online

Reflecting on one of Frbel's overlooked "gifts", sewing and embroidery, this paper explores a recent renaissance in commercially available textile construction kits for children. Through a survey of such kits, we argue that revisiting embroidery in this digital age is a powerful leverage to introduce computation into material culture. In particular, we highlight the evolution of recent children's textile construction kits beginning with the Barbie Fashion Designer in 1996 then moving onto more recent developments, like the LilyPad Arduino, that combines computation, ICT, fashion and craft. We discuss the implications of these designs for learning, play, and broadening participation in computing fields.

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

p. 218-221

Krn, Eija, Nuutinen, Jussi, Pihlainen-Bednarik, Kaisa and Vellonen, Virpi (2010): Designing technologies with children with special needs: Children in the Centre (CiC) framework. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 218-221. Available online

The Children in the Centre (CiC) framework, introduced in this paper, facilitates successful multidisciplinary research and design collaboration in computer science and special education with partners in non-academic contexts. The CiC framework emphasizes the active role of children and their families in the research and design processes. Practical tips for including children with special needs in the design and development of technologies are also described.

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

p. 222-225

Kynigos, Chronis, Smyrnaiou, Zacharoula and Roussou, Maria (2010): Exploring rules and underlying concepts while engaged with collaborative full-body games. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 222-225. Available online

In this paper, we describe the theoretical background, educational design and preliminary evaluation of children's interactions with a set of collaborative full-body digital games, which are set in an informal science education fun park, the Polymechanon. Twelve 10-year olds were observed while interacting in groups with the games, and two of the games were studied closely by interviewing the children. Results indicate that children perceive the rules of the games and the underlying concepts in different ways and the longer they play the more their verbal interactions change from actions-centred to concept-centred.

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

p. 226-229

Lpez-Menca, Beatriz, Pardo, David, Hernndez-Trapote, Alvaro, Hernndez, Luis and Relao, Jose (2010): A collaborative approach to the design and evaluation of an interactive learning tool for children with special educational needs. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 226-229. Available online

We have developed an educational software tool (Aprendiendo) to reinforce the learning process of children with special educational needs. This tool makes use of a variety of interactive technologies such as Embodied Conversational Agent and multimedia elements (video images from a WebCam, pictures and photos). In this paper we propose a multidisciplinary approach to system design and the evaluation of the users' experience, involving the engineers, teachers therapists and the children themselves, and combining Wizard-of-Oz with other techniques commonly employed in this educational context. We illustrate our approach with a real user evaluation of Aprendiendo's emotions module.

© All rights reserved Lpez-Menca et al. and/or their publisher

p. 230-233

Lovell, Emily and Buechley, Leah (2010): An e-sewing tutorial for DIY learning. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 230-233. Available online

This paper presents an e-sewing tutorial that details how to sew circuits into fabric. The tutorials are intended for an audience of young adults without access to workshops or classroom activities on this topic. Development of the tutorials was motivated by the emergence of online learning as a useful educational pathway for students. We reflect upon our introductory explorations with self-motivated learners and how these explorations may inform future development of online support materials.

© All rights reserved Lovell and Buechley and/or their publisher

p. 234-237

Mayor, Oscar, Bonada, Jordi and Janer, Jordi (2010): KaleiVoiceKids: interactive real-time voice transformation for children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 234-237. Available online

In this paper we describe the adaptation of an existing Real-time voice transformation exhibit to the special case of children as the interacting subjects. Many factors have been taken into consideration to adapt the body interaction design, the visual feedback given to the user and the core technology itself to fulfill the requirements of children. The paper includes a description of this installation that is being used daily by hundreds of children in a permanent museum exhibition.

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

p. 238-241

McKnight, Lorna and Fitton, Daniel (2010): Touch-screen technology for children: giving the right instructions and getting the right responses. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 238-241. Available online

While devices such as iPhones, iPads and Surface tables enable a wide range of interaction possibilities, we do not yet have a set of widely understood terminology that conveys the new and unfamiliar touch-screen gestures required for interaction. In this paper we explore terminology for touch-screen gestures and in particular the implications for child users. An initial study exploring touch-screen language with 6-7 year-olds is presented as an illustration of some of the key problems that designers need to be aware of. The children were able to perform a range of touch-screen gestures and transfer metaphors from other contexts but mistakes were observed. From this study we present a set of suggestions as to how designers of touch-screen applications can support children more effectively.

© All rights reserved McKnight and Fitton and/or their publisher

p. 242-245

Meyers, Jane, LaMarche, Jeffrey and Eisenberg, Michael (2010): Craftopolis: blending tangible, informal construction into virtual multiuser communities. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 242-245. Available online

The last decade has seen a blossoming of creative online activities for children in which groups, or communities, of youngsters participate within (e.g.) multiplayer games, social networks, shared programming environments, and so forth. Despite the marvelous features of these environments, they all share the limitation of being exclusively "virtual" in their design: children can play in virtual worlds, create virtual buildings and farms, or design programs, but they cannot experiment or create with tangible materials in these activities. In this paper, we present a prototype of a shared online children's "world" in which the basic elements are tangible, informal, "rooms" or constructions that can be controlled computationally and accessed over the World Wide Web. This system, Craftopolis, enables users to make their own computationally-enriched physical models (e.g., of dollhouse rooms, dioramas, game boards, and so forth), using any materials whatever, and to link those rooms into a shared online space.

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

p. 246-249

Peppler, Kylie, Danish, Joshua, Zaitlen, Benjamin, Glosson, Diane, Jacobs, Alexander and Phelps, David (2010): BeeSim: leveraging wearable computers in participatory simulations with young children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 246-249. Available online

New technologies have enabled students to become active participants in computational simulations of dynamic and complex systems (called Participatory Simulations), providing a "first-person" perspective on complex systems. However, most existing Participatory Simulations have targeted older children, teens, and adults assuming that such concepts are too challenging for younger age groups. This paper, by contrast, presents a design for a Participatory Simulation, called BeeSim, which makes use of wearable computers and targets young children (7-8 years old) to model the behaviors of honeybee nectar collection. In our preliminary user studies, we found that BeeSim contributed to systems understanding and more easily managed group dynamics.

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

p. 250-253

Pittarello, Fabio and Stecca, Riccardo (2010): Querying and navigating a database of images with the magical objects of the wizard Zurlino. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 250-253. Available online

This work is part of a research targeted at experimenting the use of physical artifacts for the retrieval of multimedia information. Tangible interfaces -- that couple physical artifacts to digital data -- are described in different research works, and a number of studies focus on tangibles for children. In spite of that, most of the work done for the kids is related to gaming or learning. This work is focused on a less explored domain, that of the access to information systems. We propose a tangible interface for enabling preschoolers to query and navigate multimedia information. The approach was tested with a class of 27 preschoolers, that where engaged in a game with the magical objects of the wizard Zurlino. The experiment gave us interesting insights about the suitability of the system for preschool children, its ease of use and the need for support by educators.

© All rights reserved Pittarello and Stecca and/or their publisher

p. 254-257

Posch, Irene, Ogawa, Hideaki, Lindinger, Christopher, Haring, Roland and Hrtner, Horst (2010): Introducing the FabLab as interactive exhibition space. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 254-257. Available online

This paper introduces an approach to include a fab lab into an interactive exhibition space of a museum. Fab labs, as coined by Neil Gershenfeld, have established a great point of view for educational access to modern means of invention and technological empowerment. However realizations so far have been mainly focused on technical equipment and peer- to-peer project based training. Given the context of a museum, we focused on providing an open and easy for every visitor accessible design and fabrication space focusing on identified key elements like creative prototyping and shared creativity within the range of the realized integrative system. We describe our findings based on the work for the FabLab at the Ars Electronica Center (AEC) in Linz, Austria.

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

p. 258-261

Rubegni, Elisa and Paolini, Paolo (2010): Comparing canonical and digital-based narrative activities in a formal educational setting. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 258-261. Available online

This paper is about assessing how and under which conditions digital technology interactions and activities can enhance socio-cognitive abilities in children. We address this issue through a comparison between canonical and digital-based narrative activities in a formal educational setting. The paper is based upon a case study carried on in a primary school in Lugano (CH), where children develop educational narratives in both traditional and digital-assisted formats. Three are the main issues addressed: Valorization and enhancement of different capabilities, Socialization and attitude change, Pupils collaboration strategies.

© All rights reserved Rubegni and Paolini and/or their publisher

p. 262-265

Suzuki, Mariko, Hatono, Itsuo, Ogino, Tetsuo, Kusunoki, Fusako, Sakamoto, Hidefusa, Sawada, Kazuhiko, Hoki, Yasuhiro, Ifuku, Katsuya and Kubo, Taiji (2010): Enjoyable "LEGS" system deepens children's learning in a zoo. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 262-265. Available online

The authors have developed a system called Learning Evolution in a zoo with GPS equipped mobile phones (LEGS). In the LEGS system, GPS-equipped mobile phones are used to learn about animals and their bodies from the viewpoint of evolution in a zoo. This system makes use of GPS-equipped mobile phones to display appropriate content about an exhibit by acquiring and saving information about a user's current position and his/her history of past activities. We examined differences between cases where junior-high students use the proposed system and where they use exhibition panels. As a result, we have found that using the LEGS system could activate students' thinking and communication, and serve to deepen their understanding of the learning content, so that students were able to enjoy animal observations.

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

p. 266-269

Yarosh, Svetlana and Markopoulos, Panos (2010): Design of an instrument for the evaluation of communication technologies with children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 266-269. Available online

In designing communication technology for children, it is important to understand the affective benefits and costs introduced by a particular medium. We present an Affective Benefits and Costs of Communication Technologies Questionnaire appropriate for use with native English-speaking children aged 8-10. We discuss the iterative design and testing of the survey instrument and provide the current survey items.

© All rights reserved Yarosh and Markopoulos and/or their publisher

p. 270-273

Zancanaro, Massimo, Gal, Eynat, Parsons, Sarah, Weiss, Tamar, Bauminger, Nirit and Cobb, Sue (2010): Teaching social competence: in search of design patterns. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 270-273. Available online

COSPATIAL is a multi-disciplinary project that is using collaborative virtual reality and tabletop devices for training social competence within the theoretical framework of Cognitive-Behavioral Therapy. Our ultimate objective is to create a set of patterns for designing applications in collaborative technologies that are suitable for children with autism as well as typically developing children. We describe the rationale for CBT-informed design of collaborative technologies and background related work. Initial steps towards development of a design framework are presented, with illustrated examples from one concept design application for each of the two technologies under consideration. The project is ongoing and an iterative design process will be used to develop and evaluate the applications and further refine the design framework.

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

p. 274-277

Blanco, Jos Mara, Landry, Pascal, C., A Sebastin Mealla, Mazzone, Emanuela and Pares, Narcis (2010): PIPLEX: tangible experience in an augmented reality video game. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 274-277. Available online

In this paper we describe a work in progress of a mixed-reality framework based on tangible interface applied to a video game designed for children. This video game, called PIPLEX, lays on the ability of the users to solve a puzzle through modelling malleable materials (namely plasticine and cardboard). We explain the implementation of PIPLEX, its interaction rules and the physical set-up. Additionally, we suggest future applications that can be developed in the context of our framework.

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

p. 278-281

deDiego-Cottinelli, Alberto and Barros, Beatriz (2010): TRAZO: a tool to acquire handwriting skills using tablet-PC devices. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 278-281. Available online

The purpose of the paper is to describe TRAZO, a system aimed at the acquisition of handwriting skills using tablet-PC devices. This tool focuses on the pre-writing phase and is aimed at 3-year-old children, who practice different strokes following a sequence defined by the teacher. They usually draw straight lines first, then curves, and then move on to a combination of both. The system evaluates the exercises automatically, maintains a user model and includes a monitoring tool to show the learning processes graphically. The aim is to achieve hand coordination, visual perception; to learn to grip the pencil properly, and to practice the direction and pressure of the pencil (or any other object used to write).

© All rights reserved deDiego-Cottinelli and Barros and/or their publisher

p. 282-285

Jansen, Michel, Bos, Wim, Vet, Paul van der, Huibers, Theo and Hiemstra, Djoerd (2010): TeddIR: tangible information retrieval for children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 282-285. Available online

Despite several efforts to make search engines more child-friendly, children still have trouble using systems that require keyboard input. We present TeddIR: a system using a tangible interface that allows children to search for books by placing tangible figurines and books they like/dislike in a green/red box, causing relevant results to be shown on a display. This way, issues with spelling and query formulation are avoided. A fully functional prototype was built and evaluated with children aged 6-8 at a primary school. The children understood TeddIR to a large extent and enjoyed the playful interaction.

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

p. 286-289

Kim, Youngmi (2010): Oriental well-being design. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 286-289. Available online

Modern age children who was born as 'Bone Digital' has a lot of problems from lack of concentration, impulsive behavior, and lack of social participation stemming from too many products of civilization such as computers, cell phones, Internet, and game consoles. In the orient, mental training during childhood is aimed at these children by clearing their mind and body, and enhancing their sense of order, independence, and concentration through the sense of sight and touch. From this perspective, this work is a 'digilog' with an addition of digital elements to the oriental cymbidium. This is an interesting interactive concept of play learning forming a visual expression of an ink-and-wash painting oriental cymbidium from the touch of the tip of one's fingers as brushing off dust from a cymbidium leaf. Because various cymbidium leaves are drawn on the screen according to the speed when brushing down the cymbidium leaves and the data of the angle of a break, this is a well-being design for naturally learning culture in an attitude as if directly drawing a cymbidium using brushes.

© All rights reserved Kim and/or his/her publisher

p. 290-292

Leong, Zeina Atrash and Horn, Michael S. (2010): The BEAM: a digitally enhanced balance beam for mathematics education. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 290-292. Available online

In this demo we present the BEAM, a tangible user interface designed to help teach mathematical concepts. This research considers the role of Montessori pedagogy and traditions in the design of new, digitally enhanced educational manipulative materials.

© All rights reserved Leong and Horn and/or their publisher

p. 293-295

Li, Wu-Hsi (2010): Musical box: draw it yourself. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 293-295. Available online

In this paper, two interaction designs are introduced. The first design empowers children to create music by drawing on papers. A real-time camera-based software is developed which performs the score in a spectrographic style. The second design enables children to build their own digital musical boxes that play the created music. The described webcam application is implemented and released, and the proposed musical box will be demonstrated in the conference.

© All rights reserved Li and/or his/her publisher

p. 296-299

Marco, Javier, Cerezo, Eva and Baldassarri, Sandra (2010): Playing with toys on a tabletop active surface. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 296-299. Available online

We present a new set of toys and games especially designed to bring tabletop interaction closer to very young children. The use of these toys will be shown in an especially designed tabletop device adapted to children aged between 3 to 6 years old. Nevertheless, it must be pointed out that these toys use a tangible interaction approach that can be easily adapted to any tabletop device based on visual recognition software. The final aim of this work is to combine physical group activities with educative computer games, in a unique interactive experience.

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

p. 30-38

Farr, William, Yuill, Nicola, Harris, Eric and Hinske, Steve (2010): In my own words: configuration of tangibles, object interaction and children with autism. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 30-38. Available online

An Augmented Knights Castle (AKC) play set was adapted so that children with autism can configure programmable elements. This is compared with a non-configurable AKC. When the system is configurable, less solitary play and more cooperative play occurred. Configurability is a key factor in design for children with autism allowing greater individual control and more socially oriented behaviour. We suggest that tangibles provide a safety net for encouraging social interaction as they allow for a broad range of interaction styles.

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

p. 300-303

Parton, Becky Sue, Hancock, Robert and duBusdeValempr, Anita D. (2010): Tangible manipulatives and digital content: the transparent link that benefits young deaf children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 300-303. Available online

In this paper a prototype system called 'Language Acquisition Manipulatives Blending Early-childhood Research and Technology' (LAMBERT) is described. The system allows children, in particular Deaf pre-schoolers, to play with toys that trigger multimedia presentations designed to introduce and reinforce American Sign Language (ASL) nouns through the use of Radio Frequency Identification (RFID). A pilot study has been conducted and initial results indicate positive perceptions of the system among educators. Advanced features of the system are currently under development and are delineated.

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

p. 304-307

Rick, Jochen (2010): Quadratic: manipulating algebraic expressions on an interactive tabletop. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 304-307. Available online

This paper introduces Quadratic -- a virtual manipulative for two people to explore algebraic expressions on an interactive tabletop. Users assemble rectangles out of fundamental components: 1, x, and x{sup:2}. As the area of a rectangle is both the product of its sides and the sum of its components, users can explore how the product of two linear expressions (the rectangle's sides) equals a quadratic equation (the rectangle's area). This virtual manipulative adds several important features to the previously existing physical manipulative: 1) negative pieces; 2) multiple palettes; 3) multiple linked representations between the visual elements, the equivalent algebraic expression, and the graph of that expression; 4) the ability to provide feedback on posed challenges.

© All rights reserved Rick and/or his/her publisher

p. 308-310

Rosenbaum, Eric and Silver, Jay (2010): Singing Fingers: fingerpainting with sound. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 308-310. Available online

Singing Fingers is a new system that allows children to fingerpaint with sound. You paint by touching a screen with a finger, but color only emerges if you make a sound at the same time. By touching the painting again, you can play back the sound. This creates a new level of accessibility for recording, playback and remixing of sound. We describe several ways in which Singing Fingers can be used, including music making, exploration of sound, and interactive storytelling.

© All rights reserved Rosenbaum and Silver and/or their publisher

p. 311-314

Scott, Jill, Ziegler, Mark and Voelzow, Nikolaus (2010): Dermaland. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 311-314. Available online

Dermaland is an installation that combines different interaction paradigms and devices that aims to promote children's awareness about the risks of UV radiation on the human skin and on the environment. It allows children to learn in a very unassuming way about two linked branches of science- dermatology and ecology. The approach is intuitive and non-didactic, based on the experiential value of the dramaturgy rather than on a set of obvious educational steps. Through employment of simple augmented objects, robots and associated projections of cellular representations, users tend to accumulate knowledge over time. This research extends that of groups who study the extent to which children can experience more abstract concepts through interactive play [2]. Dermaland was already shown at the Museum for Design in Zurich, Switzerland from June-October 2009, and the interaction was observed and analyzed through video analysis in this same environment.

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

p. 315-318

Tokuihsa, Satoru and Kamiyama, Yusuke (2010): The World is Canvas: a coloring application for children based on physical interaction. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 315-318. Available online

This paper focuses on the creativity of painting in artistic creativities and aims to increase children's motivation in painting. This research assumes that fun through physical interactions increases the motivation for children to paint. We developed two approaches and implemented an iPhone application "The World is Canvas". This application allows users to use any image as a draft for coloring. We conducted user evaluation tests to validate these approaches, and their effectiveness was proved.

© All rights reserved Tokuihsa and Kamiyama and/or their publisher

p. 319-322

Yeganyan, Michael T., Cramer, Meg, Boyd, Lou Anne and Hayes, Gillian R. (2010): vSked: an interactive visual schedule system for use in classrooms for children with autism. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 319-322. Available online

Children with autism often experience substantial challenges in understanding, structuring, and predicting the activities in their daily lives. The use of symbols to represent a series of activities, also known as visual schedules, have been shown to be an effective intervention technique for helping individuals with Autism Spectrum Disorder. In this paper, we describe the design and technical architecture for vSked, an interactive visual scheduling tool that allows group interactivity with content generated through end-user programming. We also outline a scenario that demonstrates how vSked extends the benefits of traditional visual schedules through both interactivity and automatic logging of use. This scenario also indicates the type of experience a user might have during a demonstration session.

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

p. 323-325

Acholonu, Ugochi (2010): Hacker's mentality: integrating games and hacking to build it fluency among middle school students. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 323-325. Available online

The power of technology lies in its ability to enhance our ingenuity to innovate and solve problems. However, this power is mute if an individual cannot bend technology to serve their needs. The author describes a game environment that facilitates middle school students' abilities to manipulate technology by engaging students in the practice of hacking.

© All rights reserved Acholonu and/or his/her publisher

p. 326-330

Apostolellis, Panagiotis and Daradoumis, Thanasis (2010): Exploring the value of audience collaboration and game design in immersive virtual learning environments. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 326-330. Available online

Informal learning in public spaces like museums and location-based entertainment venues is increasingly popular during the last years. Especially in technology-enhanced museums such properties as Virtual Reality, Game-Based Collaboration, and Immersive Displays are considered to bear significant educational value. After extensive literature review we have come to the conclusion that little to no research has been carried out on the learning outcomes of these powerful properties. Thus, the scope of our research is to investigate the learning efficacy of an integrated schema of audience collaboration and game design in immersive virtual reality environments. In order to achieve this, we are going to build and evaluate a theoretical framework that supports collaboration within an audience of 9-14 years old children.

© All rights reserved Apostolellis and Daradoumis and/or their publisher

p. 331-334

Pasch, Marco (2010): Improving children's self-report in user-centered evaluations. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 331-334. Available online

The envisaged contribution of the research presented in this paper is to improve users' self-report, a popular way to assess user experiences. The starting point of the research is an assessment of the previously presented Sensual Evaluation Instrument objects when used by children. Our assessment is set in a naturalistic setting, i.e. a primary school in southern Switzerland. Should the assessment be positive, we plan to explore further ways of using physical objects to support self-report. This should result in establishing a more robust version of self-report from children, which up to now suffers from being dependent on facilitators and requiring children to possess high levels of reflection and linguistic skills.

© All rights reserved Pasch and/or his/her publisher

p. 335-339

Rosales, Andrea (2010): Collective creation of games using free play technologies. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 335-339. Available online

From the age of six children are developing important social skills, often through play. However, many children now spend most of their leisure time interacting through screens, rather than developing face-to-face social skills, which are also important for adult hood. Using augmented technologies to stimulate children in the collective creation of games could contribute to developing these social skills. Related work with augmented technologies for play does not take into consideration the evocative power of the objects to be augmented. We aim to identify objects, which are particularly evocative, and make them interactive through augmented technology. We will also draw on the basic rules of traditional folk games to create toys, which genuinely stimulate social skills. We present two early prototypes designed to investigate both the way in which children perceive feedback from different sensors and actuators and also their ability to construct their own games with those objects.

© All rights reserved Rosales and/or his/her publisher

p. 340-343

Silver, Jay and Rosenbaum, Eric (2010): Gifts for intertwining with modern nature. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 340-343. Available online

Can we design tools and toys that encourage interaction with and intimate knowledge of the every day world? Inspired by Froebel's Gifts, we created a set of meta-manipulatives or "Modern Nature Gifts,"to help people explore their own local environments. Each gift comes out of the box "incomplete" and must be combined with some element of the environment to become meaningful. Like a magnifying glass, they are only interesting when applied to our world. However, the Modern Nature Gifts go one step beyond a magnifying glass because they directly suggest that you build and express yourself using your local landscape. You might see people engaged in activities like jumping up and down to draw a picture, hula-hooping to create music, or exploring a park to find unique sounds for a musical composition. We briefly cover four recent works and show how they exemplify Modern Nature Gifts: GlowDoodle, Drawdio, MmmTsss, and Twinkle.

© All rights reserved Silver and Rosenbaum and/or their publisher

p. 344-347

Toscos, Tammy (2010): Using data to promote healthy behavior in children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 344-347. Available online

Childhood offers a number of opportunities for parents to shape the health related attitudes and behaviors of their children. The proposed research described in this paper aims to better understand the ways in which a child's personal health data can be leveraged to educate and provide a transition to healthy adult behaviors. The target population for this project is children with Type 1 Diabetes and their parents but many of the design issues may be relevant to the management of other chronic diseases as well as general health in childhood.

© All rights reserved Toscos and/or his/her publisher

p. 348-351

Burke, Quinn and Kafai, Yasmin B. (2010): Programming & storytelling: opportunities for learning about coding & composition. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 348-351. Available online

The focus of this paper is to investigate how writing computer programs can help children develop their storytelling and creative writing abilities. The process of writing a program -- coding -- has long been considered only in terms of computer science, but such coding is also reflective of the imaginative and narrative elements of fiction writing workshops. Writing to program can also serve as programming to write, in which a child learns the importance of sequence, structure, and clarity of expression -- three aspects characteristic of effective coding and good storytelling alike. While there have been efforts examining how learning to write code can be facilitated by storytelling, there has been little exploration as to how such creative coding can also be directed to teach students about the narrative and storytelling process. Using the introductory programming language Scratch, this paper explores the potential of having children create their own digital stories with the software and how the narrative structure of these stories offers kids the opportunity to better understand the process of expanding an idea into the arc of a story.

© All rights reserved Burke and Kafai and/or their publisher

p. 352-355

Gaye, Lalya, Tanaka, Atau, Richardson, Ranald and Jo, Kazuhiro (2010): Social inclusion through the digital economy: digital creative engagement and youth-led innovation. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 352-355. Available online

SIDE is a UK-based research project investigating the social benefits of digital technologies for marginalized social groups. The Creative Media Group works in particular with creative practices and young people, with a twofold research focus: the fostering of engagement through digital creativity, and the support of youth-led innovation with digital technologies. This paper describes the aims and objectives of the Creative Media Group in the SIDE project, as well as the first few months of its research.

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

p. 356-359

Garzotto, Franca, Paolini, Paolo and Sabiescu, Amalia (2010): Interactive storytelling for children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 356-359. Available online

Since the nineties, storytelling has received increasing attention in the HCI, IDC, and AI communities, exploring the potential of interactivity and multimedia as a means to promote engagement, enjoyment, fun, to foster new forms of children's creativity, and to increase the educational benefits of traditional storytelling for this target group. The time seems right to look at the field with critical eyes and validate the claims put forward regarding the positive effects of interactive storytelling technology for children, as well as the effectiveness of existing design and evaluation approaches. The purpose of this full-day IDC 2010 workshop is to bring together researchers from a wide spectrum of disciplines who share a common interest in understanding these challenges and to create a research agenda that can orient application and theory in the domain of interactive storytelling for children.

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

p. 360-363

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

p. 364-367

Sanchez, Jaime (2010): Digital inclusion in Chilean in rural schools. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 364-367. Available online

This paper analyzes conditions for improving digital inclusion in Chilean rural schools, using a multidimensional definition of digital divide. Using qualitative and quantitative data, we focus on teacher's skills, access to communication, Internet connection and expectations regarding the Internet in rural schools. We obtained data from interviews and surveys applied to teachers, students, principals and technology coordinators. Results show that even if teachers are not the primary figures for transmitting ICT knowledge to students, they are gatekeepers, producing conditions for students to learn of ICT use. In addition, data contributes to understanding the new role of teachers and schools in rural areas regarding social and symbolic integration.

© All rights reserved Sanchez and/or his/her publisher

p. 368-371

Weibert, Anne and Schubert, Kai (2010): How the social structure of intercultural computer clubs fosters interactive storytelling. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 368-371. Available online

Stories play an important role in the collaborative project work of children and adults in intercultural computer clubs "come_IN". They constitute the narrative framework for the shared (computer) practice of children and adults in the clubs, that are located in socially and culturally diverse neighborhoods in Germany. The aim is twofold: club participants a) share and develop ideas and perspectives -- often motivated by local neighborhood life, and b) acquire and broaden skills in the use of modern media and computer technology. Our exemplary analysis of a film project from one of the "come_IN" computer clubs shows the potential of this informal learning setting with regard to children's interactive storytelling.

© All rights reserved Weibert and Schubert and/or their publisher

p. 39-48

Fernaeus, Ylva, Hkansson, Maria, Jacobsson, Mattias and Ljungblad, Sara (2010): How do you play with a robotic toy animal?: a long-term study of Pleo. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 39-48. Available online

Pleo is one of the more advanced interactive toys currently available for the home market, taking the form of a robotic dinosaur. We present an exploratory study of how it was interacted with and reflected upon in the homes of six families during 2 to 10 months. Our analysis emphasizes a discrepancy between the participants' initial desires to borrow a Pleo and what they reported later on about their actual experiences. Further, the data suggests an apparent tension between participants expecting the robot to work as a 'toy' while making consistent comparisons with real pet animals. We end by discussing a series of implications for design of this category of toys, in order to better maintain interest and engagement over time.

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

p. 49-58

Follmer, Sean, Raffle, Hayes, Go, Janet, Ballagas, Rafael and Ishii, Hiroshi (2010): Video play: playful interactions in video conferencing for long-distance families with young children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 49-58. Available online

Long-distance families are increasingly staying connected with free video conferencing tools. However research has highlighted a need for shared activities for long-distance family communication. While video technology is reportedly superior to audio-only tools for children under age 7, the tools themselves are not designed to accommodate children's or families' needs. This paper introduces four design explorations of shared play activities over video conferencing that support family togetherness between children and remote adult family members. We build on research in CSCW and child development to create opportunities for silliness and open-ended play between adults and young children. Our goal is to scaffold interaction across distance and generations.

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

p. 59-68

Fransen, Sjef and Markopoulos, Panos (2010): Let robots do the talking. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 59-68. Available online

This paper describes an investigation of different variations of the robotic intervention protocol, a method for obtaining verbalization data from children during evaluation that involves using a social robot as a proxy for a test facilitator to prompt, ask, and help children thus encouraging them to verbalize their thoughts and experiences. A number of variations of this verbalization protocol were implemented and tried out, leading to guidelines for the application of the method and for the implementation of social robots aimed to support it.

© All rights reserved Fransen and Markopoulos and/or their publisher

p. 69-78

Freed, Natalie, Burleson, Winslow, Raffle, Hayes, Ballagas, Rafael and Newman, Naomi (2010): User interfaces for tangible characters: can children connect remotely through toy perspectives?. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 69-78. Available online

What if children's make-believe characters could keep in touch when the children were apart? We propose a novel concept for children's use of technology through imagination play: user interfaces designed to be used by children's character toys rather than directly by the children ("doll-computer interfaces"). We apply this model to the challenge of remote communication for children with an enhanced dollhouse containing small-scale interfaces for the dolls with a variety of fully functional multimodal communication functions. Using this interface as a technology probe, we explore a variety of design decisions with remote pairs of children. Our preliminary results suggest that toy-perspective and manipulable toy elements are particularly helpful in supporting play and successful use of communication technologies, while the "true-to-life" toy aspects are sensitive to individual frames of reference and more flexible interfaces that still fit within the toy context lead to creative communication strategies. We found that different communication channels offered interesting tradeoffs between uninterrupted play and rich verbal description. We also learned that the concept appeals to a wide age range but that the youngest children may need additional scaffolding for successful remote play.

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

p. 79-88

Garzotto, Franca and Bordogna, Manuel (2010): Paper-based multimedia interaction as learning tool for disabled children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 79-88. Available online

The purpose of our research is to support cognitive, motor, and emotional development of severely disabled children in the school context. We designed and implemented a set of novel learning experiences that are both low-cost and easily customizable, and combine the visual communication paradigm of Augmented Alternative Communication (ACC) with multimedia tangible technology. Using an application framework developed at our lab (called "Talking Paper"), teachers and therapists can easily associate conventional paper based elements (e.g., PCS cards, drawings, pictures) to multimedia resources (videos, sounds, animations), and create playful interactive spaces that are customized to the specific learning needs of each disabled child. Paper based elements work as visual representations for the concepts children must learn, as communication devices, and as physical affordances for interacting with multimedia resources. The paper presents the approach and its application in a real school context, highlighting the benefits for both disabled and non disabled children. The latter were involved as co-designers of multimedia contents and learning activities. Their creative participation favored group-binding and increased tolerance and sense of community in the classroom, so that the overall project became a means for real inclusive education.

© All rights reserved Garzotto and Bordogna and/or their publisher

p. 89-97

Kourakis, Stelios and Pares, Narcis (2010): Us hunters: interactive communication for young cavemen. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 89-97. Available online

This paper presents a multi-user virtual heritage application that allows children to experience and learn the hunting strategies depicted in a cave painting from 6000 B.C. The application is based on a multi-touch vertical screen that allows for full-body interaction through carefully defined gestures that provide sufficient ecological naturalness and experimentation freedom to the users. This paper gives a detailed account on the experience and interaction design, agent programming and multi-touch technology.

© All rights reserved Kourakis and Pares and/or their publisher

p. 98-107

Marco, Javier, Baldassarri, Sandra and Cerezo, Eva (2010): Bridging the gap between children and tabletop designers. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 98-107. Available online

This paper presents a case study of the design lifecycle of games involving tangible interaction toys handled on an active surface tabletop. The games are oriented to 3-6 year old children, so special care has been taken in the methods used to involve them in a child-centered design lifecycle. The iterative nature of this design paradigm was supported by frequent test sessions where data relating to usability and fun was captured and analyzed in order to guide successive design iterations until a finished product was achieved. The aim is to guide designers intending to involve children in similar tabletop game creation projects. Details are given of how data collected from test sessions with children revealed usability problems and helped to create, evolve and improve the games.

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




 

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