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... Druin and colleagues [29] suggested that working with children and teenagers in designing, evaluating, or co-designing something can offer a plethora of views of their world. Working with these groups can help us establish new methodologies. ...
... It requires us to "stop and listen, and learn to collaborate with children of all ages." Although there are different opinions about the role that children can have in the design process, most people agree that they can provide useful insights for the design process as being active [29] and having less active roles as informants [70]. Under these views, Scaife and colleagues [70] see children and teenagers as "(native) informants," as they are "aware of aspects of learning/teaching practices that we are not and which we need to be told of." ...
... We believe that employing a user-driven framework to gather teenagers' ideas on the museum topic by designing a common prototype, enabling them to act as informants and sources of innovation, can counteract this reluctance and engage teenagers in generating design solutions, allowing for workable designs in a short timeframe, as suggested in [50]. Not only is it crucial to address the needs of this group to expand the body of IDC work [85] but also, as suggested by Druin and colleagues [29], working with this group can help us establish new methodologies to involve them in design processes [52]. ...
Teenagers are an understudied group within the Interaction Design and Children community. Museums and cultural heritage spaces offer solutions for young children but none that are specifically targeted to teenagers. The active involvement of teenagers in the design of interactive technologies for museums is lacking further development. This paper centres on the presentation and discussion of several design sessions deployed with 155 teenage participants aged 15-19. They were asked to ideate a mobile museum experience that they would enjoy. Through qualitative analysis, the disparities in suggestions about story-based apps vs. game-based apps show that teenagers might value gamification over narratives. This work generates design recommendations for mobile museum tour guides for teenagers, to be used by both curators and museum designers in engaging teenagers in museum exhibitions. We also contrast the game and narrative mechanics produced by teenagers with what is already known. Finally, we answer the questions of how these findings align with existing museum guides for teenagers and how other designers can design with teenagers for this domain.
... O investigador deve comportar-se de forma discreta, mas eficaz, assumindo uma postura (Veloso, 2006). Além disso, deve ir ao seu território, darlhes tempo e não estar de pé junto das crianças, mas sentar-se ao seu lado (Druin, 1999). ...
... Deve ter cuidado na forma como se veste, usando roupas o mais próximas possível das roupas das crianças, e evitando enfeites, bordados, rendas, lantejoulas, e qualquer tipo de joias e bijuteria. Um modo de vestir simples aproxima as crianças, enquanto um modo de vestir mais formal pode criar distanciamento (Druin, 1999). ...
... O investigador deve fazer perguntas às crianças sobre as suas opiniões e sentimentos e usar uma linguagem informal (Druin, 1999). As questões que coloca não devem interromper as atividades das crianças (Druin, 1999). ...
The present thesis has the main aim to explore new paradigms for Serious Games in tangible interfaces, in order to promote non-formal scientific learning among children from ages 5 to 12 years old. It is composed of both a theoretical and also practical model, where a game is developed through a participatory design methodology, then evaluated with the use of an observational method. It is also suggested an intervention in renovating the design of the interactive multimedia installation IMP.cubed, a project of the University of Aveiro in partnership with Concordia University, Montreal, Canada.
In this context, this work covers a wide range of knowledge areas, that includes: a) learning theories that help to portray the target audience, b) game and Serious Games theories, which support the development of the game; c ) the design of game and multimedia installations which allows its execution.
A preliminary assessment of participatory design sessions revealed that children feel pretty much involved in a project of this kind. Moreover, it is easier to meet their expectations knowing them in advance. The final evaluation of the prototype has highlighted weaknesses in the technology used, but high potential for motivation in non-formal scientific learning and other areas that might be supplementary in these types of installations.
... hence the origin of Interaction Design and Children conferences]. Studies have classified their roles as users, testers, informants or design partners [6], according to the degree of contribution and the stage of their intervention throughout the design process. ...
... In the questionnaire sheet they had some blank space to write add-ons and changes for each of the games, in the Drawing Intervention sheet they had one blank box to draw anything they wanted to add and change on one or both of the games. It has been shown that children find it more difficult to express their ideas with words while drawing is a more effective tool for communication for them [6] and so it was expected that these methods would produce different results. ...
... In many cases drawing has been shown to be useful as a form of low-tech prototyping to allow children (and not only children) to envision and visualise their ideas [6,21,11,22]. In the case described in this paper, drawing proved to be also a very effective evaluation tool, providing feedback on children's likes and dislikes of the specific technology as well as information about their interactions with the technology. ...
... Finally, since most tabletop technologies are used in educational environments involving children they are entitled to be involved in user-centered design projects. Nonetheless, many products for children are analytically evaluated only by adult experts where expert evaluation may avoid important problems that could emerge when the final product is used by children (Druin, 1998). ...
... Despite the development of the user interface of these assistive technologies targeting the teaching and learning of the children with special needs, they are mostly evaluated analytically by adult experts only. Consequently, the final product may lead to the inadvertence of many important aspects, related to the learning of these children, since the experts failed to consider them from the perspective of the children (Druin, 1998). Simultaneously, research (Bunning et al., 2010) also demonstrated strong dependence by the cognitively impaired children over the teachers' intervention. ...
The research on computer mediated interventions and technologies (e.g., digital tabletop tool) that have seminal relevance to the intervention strategies designed for the children diagnosed with Autism Spectrum Disorder (ASD) mostly remain confined within the developed nation. The objective of this study is threefold: firstly, to reveal the design principles to be followed in developing an interactive and affordable computer-enabled table-top tool for the children with special needs; secondly, to develop a physical prototype following the revealed principles; and finally, to evaluate the usability performance of this tool. This study presents a mixed method research while the data collection process includes both ethnographic study and semi-structured interviews of both the teachers and students of a special school dedicated for teaching the children with ASD. As outcomes, along with a list of design principles, and a prototype of a computer-enabled, single touch, single user, and affordable educational intervention tool targeting the children diagnosed with ASD, the results of the empirical evaluation of the prototype demonstrated high effectiveness (72% average success rate for the students vs. 92% for the teachers), efficiency (1.20 minutes average task completion time for the students vs. 0.48 minutes for the teachers) and satisfaction rate (4.46 for the students vs. 4.66 for the teachers out of 5) for the developed tool. Both types of the participants were found satisfied with the usability of the tabletop prototype and positively endorsed its effectiveness in improving the learning environment of the children with special needs.
... During the last two decades, notable endeavors and contributions have significantly furthered CCI research and the development of a vibrant research community. In addition to the annual IDC conference and several neighboring conferences and journals (e.g., CHI, TEI, FabLearn, ToCHI) that systematically contribute to CCI research, representative collections of early works can also be found in the seminal volume edited by Druin [5], special issues focusing exclusively on CCI research (e.g., [6,7]) and books (e.g., [8,9]). During the last decade, IDC has been the center for CCI research with attendance numbers in the 200 to 400 range, a submission range of 150-200 papers and annual proceedings of approximately 50 articles (full papers and notes). ...
... IJCCI's editorial board includes not only many seasoned veterans but also some younger researchers who have already made a mark on the field. 5 Our goal is to monitor IJCCI's development and balance the need for expertise across a variety of CCI research topics with experienced CCI researchers who can provide authors with insightful feedback and support the development of IJCCI. -Maintain a timely review process. ...
In this inaugural editorial as the new and the past editors-in-chief of the International Journal of Child-Computer Interaction (IJCCI), we take stock of the journal's progress in its first 8 years of existence, and we describe our views and plans to support the journal maintain its positive trajectory as the premier journal in the multidisciplinary area of Child-Computer Interaction (CCI) and Interaction Design and Children, and a respected and leading journal in the fields of human-computer interaction, interaction design (IDC) and the learning sciences. Here we take the opportunity to lay out a vision for the upcoming years as well as to reflect and engage in a constructive and critical dialogue about the future of CCI as a field of research and the IJCCI.
... Whereas Scaife et al identified that different informants would shape the design of systems at different points through specialised inputs, others have positioned children as legitimate partners within an intergenerational team. Informed by Hart's conceptualisation of the kinds of roles children take, Druin introduced 'cooperative inquiry' as a design approach (Druin, 1999). Influenced by a participatory design and other design approaches, cooperative inquiry is guided by the principles of multidisciplinary partnerships with children, fieldwork that enables understanding of contexts, and a need for iterative prototyping. ...
... This kind of involvement is typical of participatory design. Also, Druin and colleagues describe how cooperative inquiry enables children to participate as design partners (Druin, 1999;Guha et al., 2013). ...
This thesis presents a series of design-oriented studies for investigating and describing communication involving children with severe speech and physical impairments (SSPIs). The overarching goal is to inform how designers conceptualise communication that involves children with SSPIs beyond a widely cited view that communication centres around speech and happens at the level of the individual through the transmission of information. Instead, by positioning communication as co-constructed, situated and multimodal, the goal is to stimulate how one designs for digitally mediated communication by applying multiple, alternative frames that acknowledge these features. In order to achieve this goal, qualitative empirical fieldwork is undertaken that examines the everyday communication experiences of five children who have SSPIs. Drawing on theoretical influences from multimodal social semiotics and participatory design, study one and two investigate child centred accounts of communication involving children with SSPIs and their peers. The focus is on investigating communication, first in formal learning contexts involving existing augmentative and alternative communication (AAC) technologies, then in broader contexts beyond AAC use. Multi-layered perspectives are generated that consider: 1. a child’s view, by attending to children’s values and choices of modes; 2. an interactional view that attends to how communication is co-constructed in situ with other people and material objects, and; 3. a structural view, that examines the orderings of people, material objects and activities within an environment. These layered understandings produce research frames that are then utilised in study three. A design documentary is created and used to motivate design work for supporting face to face communication involving children with SSPIs and their peers with a team of designers who do not hold fixed orientations to designing assistive technologies. The findings of the three studies make three new contributions to the fields of HCI and AAC. First, the findings produce a theoretical perspective on communication, acknowledging multiple modes and displacing the taken for granted centrality of language. Second, the findings reveal design opportunities for new and existing technologies. Third, the studies contribute methodological insights for design work by considering ways of involving both children and designers when designing with and for children with SSPIs.
... The educational and ludic possibilities offered by the combination of tangible and tabletop technologies for children have been reported in [34]. It is clear that these physical technologies are well suited to children, especially if they are designed to include aspects that are relevant to the child's development: social experiences, expressive tools and control [12]. Tangible and tabletop applications for children can give them benefits, not only for fun, but also from an educational aspect and, if designed optimally, they can help children in their motor-skill and cognitive development. ...
... We had always wanted to have a user-centered approach to the work and so it was essential to consider children's contributions. As suggested by Druin [12], children's roles can move from being final users to equal partners. In between these two extremes they can shift from prototypes evaluators to critical informants at different stages of the process. ...
... Teams assembled improperly need more time to overcome the communication barriers. Digital technologies are strong icebreaker (Druin 1999) which helps bring children of different natures and interests closer or give them opportunity to get to know their friends better and deeper. Children's creativity grows rapidly, if they are not isolated. ...
... We made use of the contextual inquiry technique to collect data about users' own activities [4], [8]. We participated in an actual excursion-game performed at archeological park of Egnathia, which is close to Bari, by students (11-12 years old) of the middle school "Michelangelo" in Bari. ...
Explore! is an m-learning system that combining e-learning and mobile computing allows middle school students to interact with learning materials in different ways while playing a game in an archaeological park. Design is based on user-centred and participatory approaches. The evaluation of Explore! through systematic field studies has shown that it is able to transform the visit to archaeological parks into a more complete and culturally rich experience. Thanks to the generality of the software infrastructure, games to be played in different parks can be easily created; to this aim, an Authoring Tool to be used by history experts and/or teachers has been developed.
... Working with teenagers to design, evaluate, or co-design can offer us a wide view of their world [80]. The purpose of co-design sessions is to achieve collaboration between different groups, for example, children and adults, by designing a prototype of a common idea [81]. ...
While museums are often designed to engage and interest a wide variety of audiences, teenagers are a neglected segment. This article describes a set of findings that aids in designing enjoyable interactive experiences inside natural history museums for teenagers (15–19 years old). For this research, 223 teenagers have been involved through co-design sessions and testing of Augmented Reality prototypes (130 of these teenagers took part in a focus group as well). This work also involved 3 museums from Portugal, 12 cultural heritage professionals, and 17 master's students as sources of information who took part in different research studies. Through qualitative analysis, the findings from the studies provide a strong foundation to inform and inspire work within the emerging research field concerning museum offerings and the current teenage generation.
... Pedagogy has emphasized that tangible interactive objects and physical representations benefit young students (Druin, 1999;Frei et al., 2000;Mikhak et al., 1999;Stanton, 2001). Tangibles are physical objects (manipulatives) that can be perceived by touch and can be grasped and manipulated in various ways. ...
This chapter presents the design, implementation, and evaluation of a new technique to improve children’s algorithmic thinking skills that enable solving problems following clearly defined steps. Gamirithmic teaches children to codify ideas by coming up with solutions to problems in systematic and structured ways via its step-by-step procedure with the increasing complexity of commands in each step. The errors of kindergarten children (3-6 years of age) decreased with each trial, but the time taken did not, suggest- ing that children took time to process the more complicated commands and come up with algorithmic strategies to solve them, yet made fewer errors even though the steps got more complex, as they got used to engaging this type of thinking. Older children made fewer errors and took less time to complete the new tasks. Gamirithmic teaches technology-related concepts using a technology-independent medium that is less likely to induce behavioral problems associated with screen-based methods.
... In the system design, some problems may arise if the children's opinions are not used, but the information is obtained indirectly (Darbyshire et al., 2005). To evaluate the children's user experiences, the children should be "active research participants" rather than "passive research objects" (Borgers et al., 2000;Druin, 1999;Lahman, 2008). In order to achieve this goal, appropriate methods must be applied to actively involve children in the research. ...
This study examines longitudinal changes in children's perceived usability based on two aspects. First, we developed a child-friendly usability questionnaire, which used cartoons to express the questionnaire response options. This approach provides an easy-to-understand five-point scale and a filling process using magnetic blocks, which together lead to highly reliable results. Additionally, we designed a longitudinal study to investigate the children's perceived usability according to two measurement methods (immediate and retrospective). The children's usability increased with longer durations of usage (i.e., increased repetitions of exercises). The short-term retrospective assessments depended on the most recent experience, whereas the long-term retrospective assessments were generally more positive.
... To avoid or limit mistakes, one solution is better preparation / training or tutoring. Checklists and published guidelines can mitigate against problems [3,6,9] but when an individual comes into contact with children, even well planned activities can come unstuck. Work in CCI is often done by students with no formal training in CCI work; even if they have come from a HCI course, training on interaction with people, is not seen in the majority of courses [12]. ...
... Other available options are children's versions of apps originally designed for adult users. At the cusp of the new millennium, Druin (1999) insisted that developers needed to ensure that their technologies supported children in ways that made sense to them as learners and avid technology users. However, as Kucirkova ( at them. ...
Giving children a voice is purportedly a key tenet of education policy, practice and research. Nonetheless, ensuring that voice is meaningfully included and responded to in the spaces that children occupy remains a challenge. This chapter considers children’s voice with respect to developing evidence-informed, socially valid, mental wellbeing strategies in schools. The pivotal role of schools in supporting pupils’ mental wellbeing is well-documented and they are considered the ideal setting for preventative approaches and early intervention. Whilst the new relationships and health curriculum in England puts schools firmly in the spotlight, many staff feel overwhelmed and ill-prepared to deal with their responsibility for supporting pupils’ mental wellbeing with growing concerns for staff’s own wellbeing. Alongside this, school leaders are challenged with implementing effective and appropriate wellbeing strategies with limited knowledge in this domain, prompting calls for case studies of good practice for schools to share. With this in mind, LifeMosaic, an innovative wellbeing app. – designed, developed and evaluated through a pupil-teacher partnership – is presented in this chapter. The case study serves to demonstrate how child-to-child and child-to-adult collaboration, co-creation and social action can be harnessed to design authentic, child-centred approaches to support mental wellbeing which benefit the whole school community.KeywordsMental wellbeingSchoolsChildren’s voiceSocial action
... Rosin (2013) dá o exemplo da criança segurar um copo imaginário perto da boca para significar que tem sede, podendo afirmar-se que as suas mãos são uma extensão natural dos seus pensamentos. Thoman (2003) recuperou o termo screenagers, usado, pela primeira vez, por Rushkoff (1996) (Press & Cooper, 2003, p. 9) O design de interação e de interfaces para crianças é um assunto que vem sendo abordado por vários autores (Dervan, Hall, & Knight, 2008;Druin, 1999;D. L. Gelman, 2014b;Hourcade, 2008 (Bruckman, Bandlow, Dimond, & Forte, 2012) No entanto, se a criança for envolvida no processo de design, actuando na construção compartilhada de significados, julga-se, os produtos irão mais facilmente ao encontro das suas expectativas enquanto utilizadores (Melo, Baranauskas, & Soares, 2008 sensório-motor (desde o nascimento até aos 2 anos); ...
Digital technologies have now become a means of facilitating and empowering information and communication, having on touch-screen devices a reality that, although still recent, already has a considerable impact in today's society.
Children are among their main supporters and users, and therefore also at the center of the debate about their use. However, if much of this discussion has been limited to problems related to its excessive (and even addictive) use, the truth is that these supports are especially effective as communication interfaces for children with some kind of difficulty.
Focusing research on children with special educational needs, the early identification of a shortage of solutions for deaf children denoted a reality that extends to the context of the classroom, where the great majority of materials used are developed by educators, who, despite their best, present natural gaps in specific training in design or visual communication, thus underutilizing a unique opportunity to make the learning process faster, more effective and more rewarding.
In the absence of the sense of hearing, the pedagogy of the project, which supports the teaching-learning process of these children, appeals to other senses - above all vision and touch - stimulating the "experivience" for the acquisition of concepts.
This was the favorable context that promoted this research work, which, based on the bibliography consulted and observation sessions on the ground, considered digital technologies as an opportunity of enormous potential in the education of deaf or low-hearing children.
Based on research on a cross-sectional basis, this document seeks to affirm the fundamental role design plays in designing these products - in a holistic approach that addresses the various needs, agents and constraints, and which, given the idiosyncrasies of these children, may result in clear benefits increasing their literacy.
... Video games are a tool for individuals to develop their cognitive abilities and gain logical inference skills (Newman, 2008). Video games developed through content, bot, and technology design enable individuals to improve their skills such as logic, cognition, problem-solving, and struggle with difficulties (Druin, 1999). These games provide team competitions and group participation behaviors through esports (Dixon et al., 2010). ...
Bringing together international players, eSports benefits beyond digitalization according to its intended use. It is possible to socialize individuals who cannot come together due to pandemics, extraordinary events, and economic difficulties and increase their commitment to life with these video games. Social work should take advantage of this developing field. eSports can provide benefits in geriatrics, home care services, physical therapy, elderly people in nursing homes, women, children, people with an autistic spectrum disorder, and social adaptation. Social work's functions in many areas such as environmental and social adaptation, well-being, welfare, public health, social policy, and the rehabilitation of children prone to crime can be made more functional through eSports. This chapter deals with the functions of social work to be developed and improved with eSports.
... Without relevant deliberations about users' skills and cognitive abilities, the interface may cause confusion and even misunderstandings about the conveyed information [9]. As children's needs, skills, and expectations differ drastically from those of adults, a technology designed for adult users may not be suitable for children to use [10]. Therefore, it is crucial to create a tool optimized for children to promote their engagement in monitoring and improving IAQ. ...
Background:
Indoor air pollution is harmful to everyone, but children are of particular concern, as they are more vulnerable to its adverse health effects from air pollutants. Although mobile technology is increasingly being designed to support monitoring and improving air quality indoors, little attention has been paid to its use by and for children. Previously, we created inAirKids, a child-friendly device to promote children's engagement with monitoring indoor air quality through a participatory design process. The next step is to evaluate its usability in the real world.
Objective:
The aim of this study is to investigate how inAirKids affects children's understanding of and engagement with indoor air quality through a longitudinal field deployment study.
Methods:
We deployed inAirKids in the homes of 9 children aged between 6 and 7 years, and investigated their use for up to 16 weeks by conducting semistructured, biweekly interviews.
Results:
The results show that participants promptly engaged with inAirKids but quickly lost interest in it owing to the lack of engaging factors to sustain engagement. In addition, we identified 2 design considerations that can foster sustained engagement of children with monitoring indoor air quality: design interactivity for engaging in continuity and corporate hands-on activities as part of indoor air quality monitoring for experiential learning.
Conclusions:
Our findings shed light on the potential to promote the engagement of children in indoor air quality as well as considerations for designing a child-friendly digital device. To the best of our knowledge, this is the first longitudinal field deployment to investigate how to engage children in monitoring indoor air quality.
... For instance, a recent survey found that 42% of the children in the United Kingdom between the age of five to seven own a tablet (Burns & Gottschalk, 2019). As children became increasingly relevant as users and study participants for interaction designers and researchers in the 1990s (Druin, 1999), the field of CCI 1 began to grow steadily. A community with multidisciplinary influences emerged (Hourcade, 2015), which emphasizes designing interactive technology for children that supports their development as a key design goal, based on contributions from diverse fields, including developmental psychology, learning science, interaction design, and computer science (Hourcade, 2015). ...
Child-Computer Interaction (CCI) is a steadily growing field that focuses on children as a prominent and emergent user group. For more than twenty years, the Interaction Design for Children (IDC) community has developed, extended, and advanced research and design methods for children’s involvement in designing and evaluating interactive technologies. However, as the CCI field evolves, the need arises for an integrated understanding of interaction design methods currently applied. To that end, we analyzed 272 full papers across a selection of journals and conference venues from 2005 to 2020. Our review contributes to the literature on this topic by (1) examining a holistic child population, including developmentally diverse children and children from 0 to 18 years old, (2) illustrating the interplay of children’s and adults’ roles across different methods, and (3) identifying patterns of triangulation in the methods applied while taking recent ethical debates about children’s involvement in design into account. While we found that most studies were conducted in natural settings, we observed a preference for evaluating interactive artifacts at a single point in time. Method triangulation was applied in two-thirds of the papers, with a preference for qualitative methods. Researchers used triangulation predominantly with respect to mainstream methods that were not specifically developed for child participants, such as user observation combined with semi-structured interviews or activity logging. However, the CCI field employs a wide variety of creative design methods which engage children more actively in the design process by having them take on roles such as informant and design partner. In turn, we see that more passive children’s roles, e.g., user or tester, are more often linked to an expert mindset by the adult. Adults take on a wider spectrum of roles in the design process when addressing specific developmental groups, such as children with autism spectrum disorder. We conclude with a critical discussion about the constraints involved in conducting CCI research and discuss implications that can inform future methodological advances in the field and underlying challenges.
... The use of video cameras has been a contentious issue, both in the context of usability test and in the context of general (Druin, 1999); current practice suggests that video can be used so long as relevant consents have been gathered; the distracting effect of a video camera can be reduced by positioning several around a room-even if only one is being used. ...
This chapter focuses on children aged around 5-11 insofar as this is the population most able to extract value from digital content while also being intrinsically different from older children in terms of their design needs. The need for technology designers to understand their intended users is well established in the fields of human-computer interaction and ergonomics. Language and reading abilities, and the ability to abstract and keep focused attention, vary substantially between different ages, meaning the use of text in interactive applications needs careful consideration. Child–Computer Interaction is the area of scientific investigation that concerns the phenomena surrounding the interaction between children and computational and communication technologies. User interface designers need to take into account children's diverse and developing abilities to perceive information presented on the interface and to operate input devices. Children may lack the cognitive and social skills required to carry out the evaluation procedures.
... Although it was important to understand children's perspectives for the purposes of this research, it was not feasible to give children an equal role to the designer, as they could not discuss educational goals in social development which they had not yet reached (Druin, 1999). Also, target children were from 4 to 6 years old with speaking and communication difficulties and their opinions regarding the design might not have been interpreted correctly. ...
This study investigated the design of play equipment for encouraging peer-to-peer social interactions amongst children with cerebral palsy aged from 4 to 6 years, as a means of developing their social competence. The focus was on developing a new conceptual model and criteria for designing this specialist play equipment and, thus, creating a level playing field for children with different manifestations of cerebral palsy.
According to the statistics of the National Health Service, it is estimated that approximately 1 in 400 children is born with cerebral palsy in the UK (NHS, 2017). It is recognised that these children often have reduced social engagement, yet socialisation plays a fundamental role in development. In spite of this, there are few toys specifically developed for children with cerebral palsy and even fewer which support peer socialisation. Therefore, there is a need to develop relational play equipment for them.
The research presented here is interdisciplinary and informed by a social perspective on disability. It combined theoretical investigation with design practice within an action-research approach. User-centred design was used for the design development and intervention. Observations of children with cerebral palsy and interviews with their parents and conductors were employed for collecting data about the children's social interactions before and during the design intervention in order to determine the effectiveness of the proposed concept. Data collection was carried out at the National Institute of Conductive Education in Birmingham, England.
A conceptual design model of play equipment for enhancing the social competence in children with cerebral palsy was developed. The model focused on designing semiotic content that could trigger cognitive, emotional, social and physical processes to encourage children to participate in relational play and facilitate peer-to-peer social interactions. Based on this model, design criteria were developed, integrating two interrelated sets of indicators. The first set pertained to the design position and comprised child-friendly design criteria. The second pertained to the social purpose, comprising indicators of social competence, such as social skills and self-confidence. Based on these criteria, a number of design ideas were developed, using ideation, intuitive hand sketching and brainstorming. A final idea of the thematic play environment, "Undersea Friends", which corresponded best to the conceptual model of play equipment and met most of the design criteria and recommendations from parents and conductors, was chosen for the design intervention. "Undersea Friends" consists of the toys intended for practising particular social skills, where each toy in the play space is a creature-friend and a facilitator of children's interactions. These toys are Octopush Olly for practising turn taking, Hexapush Hetty for practising cooperation and Larry Long Legs for sharing. Two prototype toys for this environment were developed and evaluated with children with cerebral palsy for the purposes of this study.
This completed study highlights the difficulties which children with cerebral palsy may experience with peer interactions while playing. It provides a new understanding of the development of social competence through engaging children in relational play, facilitated by specialist play equipment, as well as the prototype toys of the play environment, "Undersea Friends". This research contributes to understanding of how designers can approach the creation of such play equipment by providing design criteria, design recommendations and suggestions for further investigation.
... Designing for digital literacy in casual settings A common claim in research on technology targeted at children is that it should be grounded in children's everyday play practices, and how these are physically as well as socially manifested and organised (see e.g. Druin 1999). This is the case both for technology designed for specific educational settings as well as for more informal and openended activities. ...
... These strategies were used in many different contexts (Table 1). Studies that used a "participatory design" label used Druin's definition of children's roles in the PD research process: user, tester, informer and partner (Druin, 1999) further adapted to children with special needs (Guha et al., 2008). The role of (2) 3-4; 6-7 Preschool, primary school Children as data collectors 20 (35%) Interview conducted by children (14) 5-19 years old; higher peak from 10 to 12 ...
Participatory research can change the view of children from research subjects to active partners. As active partners, children can be recognized as agents who can contribute to different steps of the research process. However, “participatory research” is an umbrella term that covers both the collection of data with children and children’s participation in making decisions related to the research process. As such, it raises particular challenges for researchers. Based on a pragmatic ethics approach, we were inspired by the realist review methodology to synthesize the current literature, identify different strategies used to engage children aged 12 and below in participatory research, and analyze how they affect children’s active participation and the ethical aspects related to each. Fifty-seven articles were retained for inclusion in the review. A variety of strategies were used to involve children in the research process, including discussion groups, training/capacity-building sessions, photography and filming, children as data collectors and questionnaires. The most prevalent ethical considerations identified were related to power dynamics and strategies to facilitate children’s expression and foster the authenticity of children’s voices. Researchers should address these ethical considerations to actively involve children within the research process and prevent tokenistic participation. Active inclusion of children in research could include co-identifying with them how they want to be involved in knowledge production (if they want to) from the beginning of a project.
... The use of robotics in K-12 education gives students the opportunity to design physical objects and mechanisms, to include designing the behavior of these objects using computer programming. Many researchers 48,49,50 have explored robotics to teach ideas in mathematics and engineering (e.g., control systems, computer programming). ...
... It built on the premise that people who must live with the consequences of the introduction of technologies have the right to influence the changing conditions. Since its ear-ly years, the scope of participatory design research has been expanded by moving beyond the work context (Halskov & Hansen, 2015), and by diversifying collaboration, including research with young people as design stakeholders (see e.g., Druin, 1998;Markopoulos, Read, MacFarlane, & Hoysniemi, 2008). Notwithstanding more than 30 years of research on participatory design, there is a lack of a shared definition of what exactly it is. ...
Media and communication scholars studying young people's privacy often involve them in research in order to better understand their interactions with digital technologies. Yet there is a lack of research on how, when, and why it makes sense to involve young people in the design phase of new technologies and how data protection safeguards can be taken proactively by design. By engaging with the body of literature at the intersection of media and communication studies, participatory design, and child-computer interaction research, this article discusses how youth-centred design efforts risk falling into three traps of privacy by design, relating to: 1) the different degrees of decision power within and between child-centred design guidelines and participatory design with young people; 2) the involvement of young people in design as citizens versus consumers; and 3) the conditions under which their participation in design is empowerment rather than mere decoration. The contribution of this article is a critical, sociotechnical reflection on the challenges and opportunities of involving young people in privacy by design decision-making. The article concludes by outlining an agenda for participatory design within an encompassing empowerment and digital citizenship framework that invites young people to reflect on who they want to be in a data-driven society.
... Co-design, or Participatory Design, has a long tradition rooted in the Scandinavian social and political movements related to the transformation of workplaces during the 1970s. From around the end of the 20 th century it has also become quite common to consider children as participants in participatory design processes, especially through Alison Druin's extensive emancipatory work in this area [1][2][3]. Since this time, children have been involved successfully in, e.g., the design of exhibits [4] and educational games [5]. ...
This paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.
... This control is mainly possible thanks to touch interaction, which allows users to express themselves using natural gestures and creates an environment with better communication and comprehension (Zuckerman et al., 2005) and which provides an easier way for children to use ICT without needing a mouse and a keyboard (Donker and Reitsma, 2007). Multitouch tabletops seem appropriate for the students, especially if they are used in order to incorporate key factors in students' development, such as social experiences (Druin and Hanna, 1999). Collaborative learning which arises from this scenario encourages the active exchange of ideas among the different users, which at the same time increases the interest of the students and enhances their brain activity (Gokhale, 1995). ...
The adoption of information and communication technologies in primary education is crucial for adapting traditional classrooms to the digital era. Over time, young children are increasingly using touch screen technologies such as tablets at home and interactive whiteboards at school, either for leisure or for academic activities. However, the literature shows that there is still a gap between what is known about the benefits of using this technology and its real use in primary education settings. Most researchers have focused on the pedagogical theory behind using touch screen devices, but there are few empirical studies about how these technologies and different approaches affect students’ learning processes. This paper presents two learning experiences in a primary school in Fuenlabrada (Madrid-Spain) where primary students performed mathematics activities using a multi-touch table with two different methodologies: turns and consensus. The results show that both methodologies help students acquire meaningful learning, but there is no statistically significance between them.
... A common claim in research on technology targeted at children is that it should be grounded in children's everyday play practices, and how these are physically as well as socially manifested and organised (see e.g. Druin 1999). This is the case both for technology designed for specific educational settings as well as for more informal and openended activities. ...
This article explores the role of mediating artefacts in children's encounters with a museum of natural history. Using actor network theory it explores how a specific artefact shapes the way users relate to exhibited objects and how the artefact guides users' movements in the exhibition. The mediated performance of an exhibition is explored through an empirical case. keywords Mediation • Artefacts • Performance • Museum The boy looks for answers. He plunges deep into the blue, blue. Hears the eerie sound of huge underwater mammals. Singing. Howling. He swims, he climbs, he crawls. Nostrils loaded with a rancid smell of whale he steps on land. Walks the shore. Feels the soft texture of Brown Bear between his fingers .
... However but as a multidisciplinary research community CCI is directly connected with several research areas (e.g., psychology, learning sciences, interaction design, engineering, computer science and media studies) [1]. A representative collection of early works can be found in the seminal volume edited by Druin [16]. ...
This paper employs hierarchical clustering, strategic diagrams, and network analysis to construct an intellectual map of the Child–Computer Interaction research field (CCI) and to visualize the thematic landscape of this field using co-word analysis. This approach assumes that an article’s keywords constitute an adequate description of its content and reflect the topics that the article covers. It also assumes that the co-occurrence of two or more keywords within the same article indicates a linkage between those topics. This study quantifies the thematic landscape of the CCI field and elaborates on emerging topics as these are manifested in publications in the two primary venues of the CCI field, namely the proceedings of the annual IDC conference and the International Journal of CCI. Overall, a total of 1059 articles, and their respective 2445 unique, author-assigned keywords, are included in our analyses — all papers have been published between 2003 and 2018. The results indicate that the community has focused (i.e., high frequency keywords) in areas including Participatory Design, Tangibles, Design, Education, Coding, and Making. These areas also demonstrate a high degree of ”coreness” (i.e., connection with different topics) and ”constraint” (i.e., connection with otherwise isolated topics). The analysis also highlights well-structured yet peripheral topics, as well as topics that are either marginally interesting, or have the potential to become of major importance to the entire research network in the near future. Limitations of the approach and future work plans conclude the paper.
... However, they are limited for a type of user with special needs, such as children with hearing impairment. Druin et al. [26] comment that children want in technology: control, social experience, and expressive tool. Therefore, technology must produce curiosity, motivation for repetition, and need for control. ...
Tangible User Interfaces (TUIs) are a new, non-traditional way to interact with digital information using a physical environment. Therefore, TUIs connect a physical set of objects that can be explored and manipulated. TUI can be interconnected over the Internet, using Internet of Things (IoT) technology to monitor a child's activities in real-time. Internet of Tangible Things (IoTT) is defined as a tangible interaction applied to IoT. This article describes four case studies that apply IoTT to children with cochlear implants and children whose communication is sign language. For each case study, a discussion is presented, discussing how IoTT can help the child development in skills such as: social, emotional, psychomotor, cognitive, and visual. It was found that IoTT works best when it includes the social component in children with hearing impairment, because it helps them to communicate with each other and build social-emotional skills.
... Within the area of Child Computer Interaction (CCI) there is a long standing recognition for the need to include children in the design of technology [4]. The role of children varies depending on the stage of development, but their contribution can be design ideas or data relating to evaluation of technology. ...
... Robot toys are the most likely applications of social robots in the future (Druin 1998). Educational robots are being used extensively in preschools and schools, both in classrooms and in extracurricular activities. ...
When you think of empathy, it is a part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, which is the basis of Theory of Mind skills and frames the development of empathy (Walker & Wedenbenner, 2019). The purpose of this study is to trace potential links between empathy development and social and emotional learning when using a robot dog as a learning tool as part of preschool-aged children’s education in kindergarten. The robot dog under scrutiny, namely Golden Pup by company Joy for All, has ‘all the love in the world to give’. According to its marketing materials, thanks to built-in sensors and speakers the robot dog can recreate some of the more ‘delightful moments of owning a dog including being a best friend for aging loved ones’ (RobotShop, Golden Pup 2019). In the study at hand, the Golden Pup robot dog was observed while being first used by preschool-aged children during free-play. Social robots like robot toy dogs bring new opportunities for designers to rethink areas of change concerned with how children relate to their peers (nurturing), learning (empathy), and play (social interaction). In the paper at hand, the Golden Pup is seen as an educational instrument in assessing and teaching socio-emotional skills. Our tentative results show how child-robot toy interaction may facilitate emphatic responses and playful learning of empathy skills when used as part of guided play.
... However, are limited for a user type with need special, as children. Druin et al. [26] comment that children want in technology: control, social experience and expressive tool. Therefore, the technology must produce curiosity, motivation of repetition and need for control. ...
A Tangible User Interface (TUI) is a new interaction option that uses nontraditional input and output elements. A tangible interface thus allows the manipulation of physical objects using digital information. The exploration and manipulation of physical objects is a factor to be considered in learning in children, especially those with some kind of disability such as hearing, who maximize the use of other senses such as vision and touch. In a tangible interface, three elements are related - physical, digital and social. The potential of IoT for children is growing. This technology IoT integrated with TUI, can help for that parents or teachers can monitoring activities of the child. Also to identify behavior patterns in the child with hearing impairment. This article shows four case studies, where had been designed different products of Internet of Things Tangible applied a several contexts and with products of low cost.
... Children are frequent users of interactive technologies for different kinds of purposes, but have hardly been involved in the design process itself to provide their specific needs and ideas (Druin, 1999(Druin, , 2002Davis, 2010). A coherent and concise set of co-design methods is needed, which (a) allows children to choose their own way of expression and communication and (b) provides complementary insights in their values, needs and situations (Darbyshire et al., 2005). ...
Social or humanoid robots do hardly show up in “the wild,” aiming at pervasive and enduring human benefits such as child health. This paper presents a socio-cognitive engineering (SCE) methodology that guides the ongoing research & development for an evolving, longer-lasting human-robot partnership in practice. The SCE methodology has been applied in a large European project to develop a robotic partner that supports the daily diabetes management processes of children, aged between 7 and 14 years (i.e., Personal Assistant for a healthy Lifestyle, PAL). Four partnership functions were identified and worked out (joint objectives, agreements, experience sharing, and feedback & explanation) together with a common knowledge-base and interaction design for child's prolonged disease self-management. In an iterative refinement process of three cycles, these functions, knowledge base and interactions were built, integrated, tested, refined, and extended so that the PAL robot could more and more act as an effective partner for diabetes management. The SCE methodology helped to integrate into the human-agent/robot system: (a) theories, models, and methods from different scientific disciplines, (b) technologies from different fields, (c) varying diabetes management practices, and (d) last but not least, the diverse individual and context-dependent needs of the patients and caregivers. The resulting robotic partner proved to support the children on the three basic needs of the Self-Determination Theory: autonomy, competence, and relatedness. This paper presents the R&D methodology and the human-robot partnership framework for prolonged “blended” care of children with a chronic disease (children could use it up to 6 months; the robot in the hospitals and diabetes camps, and its avatar at home). It represents a new type of human-agent/robot systems with an evolving collective intelligence. The underlying ontology and design rationale can be used as foundation for further developments of long-duration human-robot partnerships “in the wild.”
... Children, as users are the first role discussed in the literature. Researchers observe videotape or test children using technology to understand how they interact with it and how it affects them [24]. The child in the role of a tester is involved in the design process by testing prototypes of developing technologies. ...
... Children are not small-scale adults [35], so designing interaction for them has to take into account different considerations -physical, mental, cognitive and others. ...
Background:
A prototype of a tangible user interface (TUI) for a fishing game, which is intended to be used by children with speech sound disorders (SSD), speech and language therapists (SLTs), and kindergarten teachers and assistants (KTAs) and parents alike, has been developed and tested.
Objective:
The aim of this study was to answer the following question: How can TUIs be used as a tool to help in interventions for children with SSD?
Methods:
To obtain feedback and to ensure that the prototype was being developed according to the needs of the identified target users, an exploratory test was prepared and carried out. During this test using an ethnographic approach, an observation grid, a semistructured questionnaire, and interviews were used to gather data. A total of 4 different types of stakeholders (sample size of 10) tested the prototype: 2 SLTs, 2 KTAs, and 6 children.
Results:
The analysis of quantitative and qualitative data revealed that the prototype addresses the existing needs of SLTs and KTAs, and it revealed that 5 out of 6 (83%) children enjoyed the activity. Results also revealed a high replay value, with all children saying they would play more.
Conclusions:
Serious games and tangible interaction for learning and problem solving serve both teachers and children, as children enjoy playing, and, through a playful approach, learning is facilitated. A clear pattern was observed: Children enjoyed playing, and numerous valid indicators showed the transposition of the traditional game into the TUI artefact was successful. The game is varied and rich enough to be attractive and fun. There is a clear need and interest in similar objects from SLTs and educators. However, the process should be even more iterative, with a multidisciplinary team, and all end users should be able to participate as co-designers.
... Additionally, we reviewed the literature on design guidelines for technology for children (e.g. [4,10]) and for children with autism (e.g. [9]). ...
Children with Autism Spectrum Disorders (ASD) have difficulties with social communication and interaction. Social Stories are a well-known intervention to help them overcome these difficulties. During these interventions, practitioners must check children’s understanding of various concepts that are taught. However, this activity - comprehension checking - is often skipped as practitioners find it difficult and time consuming. Our project explores how a technology-based tool (the SC app) can be designed and developed to support Social Story comprehension checking in children with ASD (aged 7–12) by involving typically developing children (TD) and experts in ASD and HCI. An initial pilot evaluation with sixteen TD children and five experts in ASD and HCI suggested that the SC app provides appropriate engaging activities for children and facilitates Social Story comprehension checking. However, caution must be taken in extending the results and more studies involving children with ASD are planned to be conducted in the future.
... Children are not small-scale adults [35], so designing interaction for them has to take into account different considerations -physical, mental, cognitive and others. ...
... However, assessments that work well for older children and adults, such as written questionnaires, may not work as well for younger children who may be pre-reading, have shorter attention spans, or may be unable to complete standard Likert-style questionnaires [12,37]. In HCI, picture-based scales and activities have been successfully used with young children to measure, e.g., engagement, fun, and self-concepts of competence and acceptance [15,19,50,51], but have not been used to assess children's perceptions of animacy or their acceptance of robots. Thus, our new assessments both use pictures. ...
Children's interactions with social robots and other technologies are increasingly longitudinal, especially in areas such as healthcare, therapy, and education. As such, we need to understand how children perceive social robots over time and the kinds of relationships they develop. Relatively few validated assessments exist that measure young children's relationships or their perception and acceptance of social robots. Thus, we present pilot tests of two assessments created for use with children aged 4--7: the Picture Sorting Task and the Social Acceptance Questionnaire. Through a single-session study and also a long-term study, we found that children responded appropriately to the assessments and that the assessments could capture changes in children's perception and relationship over multiple encounters.
... Basic information include: climate, industries, population, flag, capital and currency). In recent years there has been an increasing development of interactive technology that promotes learning and play [13,14,7,6,18,1,10,2,11]. Discover Countries interactive system used in a school class with children to learn and recognize different countries and landmark from different continents. ...
Tangible User Interface (TUI) is an interface that allows user to interact with digital information through physical environment. We have developed an interactive system serves the educational field within the geographical domain. The system allows children to discover and learn about countries from different continents using tangible objects. In our project we selected so far six countries that represent six continents in the world. The selected countries are: Saudi Arabia, Egypt, United States of America, France, Brazil, and Australia. With the system, children are required to manipulate tangible objects. Their task is to select a landmark from a country and placing it on the table top. The system will recognize the object and provides users with feedback. The system involves the recognition of six elements for each country: (capital, flag, climate, currency, population and industries). This application has been evaluated in a field study with children 9–11 years of age. The initial results are promising and show that such an interactive system can support interaction and collaboration among young children, as well as enriches the learning process and makes it more enjoyable.
Situated learning theory argues that learning is embedded within an activity, context, and culture. It posits that students are more likely to learn if they have an exposure to the authentic context of the learning environment. Based loosely on this theory, Shape Shape Hooray is an adaptive educational game that aims to teach basic 3D geometric shapes by allowing basic education students associate 3D shapes to daily objects. As an adaptive game, this paper discusses the paths developed for different kinds of players (no prior/low prior, average, and high prior knowledge). A usability test was conducted to which a generally positive score was acquired. Various kinds of metrics (task success and task indicators) and the Systems Usability Scale (SUS) were also tested to find out the game’s impact on user experience and to evaluate possible design directions and improvements for Shape Shape Hooray. We found that respondents were highly impressed with the game’s usability, scoring 81.5 on the SUS. Future work will include educators’ testing on the game’s usability, testing of learning to students, and consultations with programmers for expert validation.
The internet, which started to enter our lives with the last quarter of the 20th century, is being used more and more widely every day due to the facilitating effect of technological innovations on human life. Especially in the last 20 years, people have moved their social lives to the internet due to the fast and practical access to information, the diversity of opportunities it offers, the freedom to meet people from different parts of the world, and similar conveniences. In this new process, which is called the information society, there are many areas from social life to economy, from politics to health. However, this structure, which facilitates human life, has also brought with it negativities that can cause serious problems in interpersonal relations. All these negativities, which have a legal dimension, are described as the concept of “digital violence.”
Digital violence continues to increase, especially during times of crisis. Racism, bullying, ageism, sexism, child pornography, cybercrime, and digital tracking raise critical social and digital security issues that have lasting effects. Digital violence can cause children to be dragged into crime, create social isolation for the elderly, generate inter-communal conflicts, and increase cyber warfare. A closer study of digital violence and its effects is necessary to develop lasting solutions.
The Handbook of Research on Digital Violence and Discrimination Studies introduces the current best practices, laboratory methods, policies, and protocols surrounding international digital violence and discrimination. Covering a range of topics such as abuse and harassment, this major reference work is ideal for researchers, academicians, policymakers, practitioners, professionals, instructors, and students.
The involvement of developmentally diverse children in design has been driven by pragmatic concerns and also an emancipatory aim to give children voice and agency over decisions. However, little attention has been given to how participation and power are performed in the early exploratory phase of design prior to overt decision points. Our research seeks to contribute to this gap with two separate case studies of design involvement, one with dyslexic children and the other with children with cerebral palsy. An analysis of children’s and researchers’ power dynamics during design sessions supports us to understand the contextual factors shaping how the different participants exercised power; the outcomes of this power and to reflect on how these moments shaped the design agenda. Our work identifies a number of challenges and raises new questions that may guide future reflexive participatory practice with developmentally diverse children.
This paper explores the involvement of young people in the design of mobile technologies that provide locative media experiences. The specific focus of this work was to understand how multiple devices (phones, tablets and smart watches) could be used within this context. Young people are prolific early adopters and users of mobile technologies. The motivation for involving your people was to gain insights into their ideas and preferences for multi-device usage within the context of locate media experiences. In this work we utilised a design technique specifically developed for use with young people in two design sessions. The designs were analysed in order to gather design insights for mobile technologies providing locative media experiences, and understand the use of multiple devices within the designs created. The key contributions of this work is design insights gathered from young people along with more general findings from running of the design sessions.
This paper presents the initial design of an educational setup where a humanoid robot is used as a game companion to a child while they play an educational arithmetic game together. Drawing on the learning-by-teaching paradigm, the robot’s purpose is to act as the child’s tutee and ask questions related to gameplay and the arithmetic content of the game. The original version of the game utilized a virtual teachable agent, which was shown to be effective for children’s learning in previous studies. Here we replace the virtual agent with a social robot to explore if and how the embodiment and social-like behaviour of robots can augment game-based learning further. Our aim is to design a robot tutee that will enhance the game experience and stimulate elaboration of the game’s learning material. So far we have conducted two design workshops with 81 schoolchildren in grades 2 and 4 where they experienced the robot and the game in their classrooms. In this paper, we present the results of two post-workshop questionnaires, where the children were asked about desired behaviour for learning companions and their experiences with the robot as a game playing tutee. The first post-workshop questionnaire revealed that children would like to have a robot tutee that behaves as a kind and helpful human peer, but with improved capacities such as being kind to everyone, providing better explanations, and giving more compliments. The second post-workshop questionnaire revealed that the children accepted the tutor–tutee role-division and that a majority of children were able to hear, but less so, understand, the robot’s questions. Implications of these findings for design of the robot tutee are discussed.
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