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top of pageABSTRACT

This year marks the tenth anniversary of the Interaction Design and Children conference, and we are excited to reflect on the past while looking forward to think about new directions in the areas of interaction design and children's technologies. The primary objectives of the IDC conference are to understand children's needs and how to design for them, by presenting and discussing the most innovative research in the field of interaction design for children, by exhibiting the most recent developments in design and design methodologies, and by gathering the leading researchers in the field of interaction design for children. This year we look back at our first ten years, while at the same time, we continue to think about the ways that IDC can explore new technologies to support and empower children in a climate of increasing societal challenges. One of the papers in this volume, "Examining Values: An Analysis of Nine Years of IDC Research," by Svetlana Yarosh, Iulian Radu, Seth Hunter, and Eric Rosenbaum, helps us reflect on our past by providing an excellent summary of the trajectory of the conference, and the IDC community, over the past decade. Dr. Jim Grey's opening keynote, "From Academic Project to Viable Business: Growing Value for Children, Parents, and Teachers," and Dr. Mike Eisenberg's closing plenary, "Interaction Design for Children in Fluid Technological, Economic, and Political Times," turn our attention to the ways that we can strengthen the impact of our work in this area today and into the future.

IDC 2011 seeks to build on the work of previous conferences while expanding the community of researchers in the field within a more focused arena than those found in more general HCI conferences and publication venues. In particular, we adopt the theme, "Designing When Boundaries Blur: Reshaping Interaction Design in the Pervasive Technology Landscape," to reflect both the inherently interdisciplinary nature of the field and its role within highly dynamic social and technological contexts. We adopt this theme to emphasize the fact that as technologies for children continue to evolve and become increasingly pervasive, many of the contexts that we work in are changing and melding in new ways, forcing us to rethink how we design for integrated, technology-enhanced contexts and how we position our work more broadly. Current technology developments are changing the notion of interaction and technology. Some technologies are shrinking in size, as seen in the rise of networked, mobile technologies, such as smartphones and tablet devices, allowing children to easily take and use technologies in contexts distinctly different from those of the adult world. At the same time, as technologies such as large displays, embedded technologies, tabletop surfaces, and haptic interfaces become increasingly ubiquitous they create opportunities for entirely new forms of interaction uniquely attuned to the needs and interests of children.

top of pageSOURCE MATERIALS

FRONT MATTER
PDFPDF  Front matter (Cover, Foreward, Keynote, Closing plenary, Committees, TOC)

top of pageAUTHORS

Conference Chairs


Author image not provided  Tom Moher

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Bibliometrics: publication history
Publication years1977-2014
Publication count51
Citation Count406
Available for download37
Downloads (6 Weeks)55
Downloads (12 Months)327
Downloads (cumulative)12,894
Average downloads per article348.49
Average citations per article7.96
View colleagues of Tom Moher


Author image not provided  Chris Quintana

No contact information provided yet.

Bibliometrics: publication history
Publication years1992-2012
Publication count42
Citation Count198
Available for download33
Downloads (6 Weeks)50
Downloads (12 Months)341
Downloads (cumulative)19,883
Average downloads per article602.52
Average citations per article4.71
View colleagues of Chris Quintana
Program Chairs


Author image not provided  Sara Price

No contact information provided yet.

Bibliometrics: publication history
Publication years2002-2017
Publication count26
Citation Count445
Available for download21
Downloads (6 Weeks)84
Downloads (12 Months)765
Downloads (cumulative)14,263
Average downloads per article679.19
Average citations per article17.12
View colleagues of Sara Price

top of pageREFERENCES

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top of pagePUBLICATION

Title IDC '11 Proceedings of the 10th International Conference on Interaction Design and Children table of contents
Pages275
Sponsors University of Michigan University of Michigan
In-Cooperations SIGCHI ACM Special Interest Group on Computer-Human Interaction
PublisherACM New York, NY, USA ©2011
ISBN 978-1-4503-0751-2
Conference IDCInteraction Design and Children IDC logo
Overall Acceptance Rate 296 of 951 submissions, 31%
Year Submitted Accepted Rate
IDC '06 37 14 38%
IDC '07 33 13 39%
IDC '09 53 17 32%
IDC '10 52 18 35%
IDC '11 53 16 30%
IDC '12 59 18 31%
IDC '13 86 28 33%
IDC '14 60 18 30%
IDC '15 103 24 23%
IDC '16 77 36 47%
IDC '17 118 25 21%
IDC '18 96 28 29%
IDC '19 124 41 33%
Overall 951 296 31%

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top of pageTable of Contents

Proceedings of the 10th International Conference on Interaction Design and Children
Table of Contents
Toward an embodied-interaction design framework for mathematical concepts
Dor Abrahamson, Dragan Trninic
Pages: 1-10
doi>10.1145/1999030.1999031
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Recent, empirically supported theories of cognition indicate that human reasoning, including mathematical problem solving, is based in tacit spatial-temporal simulated action. Implications of these findings for the philosophy and design of instruction ...
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Towards Utopia: designing tangibles for learning
Alissa N. Antle, Alyssa F. Wise, Kristine Nielsen
Pages: 11-20
doi>10.1145/1999030.1999032
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We describe a tangible user interface-based learning environment for children called Towards Utopia. The environment was designed to enable children, aged seven to ten, to actively construct knowledge around concepts related to land use planning ...
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Mobile learning in museums: how mobile supports for learning influence student behavior
Clara Cahill, Alex Kuhn, Shannon Schmoll, Wan-Tzu Lo, Brenna McNally, Chris Quintana
Pages: 21-28
doi>10.1145/1999030.1999033
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Nomadic scientific inquiry -- technology-supported authentic inquiry done on-the-go, across settings -- has the potential to engage students in learning new concepts and practicing essential science skills. We developed the Zydeco system to support nomadic ...
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Paper vs. tablet computers: a comparative study using Tangible Flags
Gene Chipman, Jerry Alan Fails, Allison Druin, Mona Leigh Guha
Pages: 29-36
doi>10.1145/1999030.1999034
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Concurrent collaboration is a critical skill for cognitive and social development. Tangible Flags is a system designed to facilitate collaboration and exploration, and bridge the gap between the physical and the digital. The system enables children ...
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How children represent sustainability in the home
Audrey Desjardins, Ron Wakkary
Pages: 37-45
doi>10.1145/1999030.1999035
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This paper describes an exploratory study about children's perspective on sustainability in the house through a drawing-telling method. Here, we describe the methodological framework used for interviewing children about issues related to sustainability ...
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Cross-platform learning: children's learning from multiple media
Shalom M. Fisch, Richard Lesh, Beth Motoki, Sandra Crespo, Vincent Melfi
Pages: 46-51
doi>10.1145/1999030.1999036
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Educational media projects often span several platforms (e.g., games, TV, hands-on materials), under the assumption that multiple platforms elicit greater learning than a single medium. To test this assumption, 672 fourth graders were assigned to use ...
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An open-ended tangible environment for disabled children's learning
Franca Garzotto, Roberto Gonella
Pages: 52-61
doi>10.1145/1999030.1999037
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In the domain of disabled children learning, requirements are heterogeneous and ever changing, because of these learners' peculiar characteristics and the nature of their educational needs. Technology for this complex problem space should be highly flexible, ...
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Using a large display in the periphery to support children learning through design
K. K. Lamberty, Stephen Adams, Jason Biatek, Katherine Froiland, Jay Lapham
Pages: 62-71
doi>10.1145/1999030.1999038
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Learners benefit from creating personally meaningful artifacts for an audience, especially when those artifacts embody the concepts that the learners aim to understand. Our past work examined artistic design as an anchor for mathematical discussions ...
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The UCube: a child-friendly device for introductory three-dimensional design
Ben Leduc-Mills, Michael Eisenberg
Pages: 72-80
doi>10.1145/1999030.1999039
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Currently there is a burgeoning interest in three-dimensional construction and design: 3D printing and fabrication devices have--with almost shocking swiftness--become available to students and home hobbyists, allowing a vastly expanded audience to imagine, ...
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Designing learning representations around physical manipulation: hands and objects
Andrew Manches, Sara Price
Pages: 81-89
doi>10.1145/1999030.1999040
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The role of physical actions in learning has fostered enthusiasm for developing novel learning representations using emerging technologies such as tangibles. Indeed, as emerging devices blur the distinction between physical and graphical interfaces, ...
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How real is 'real enough'?: designing artifacts and procedures for embodied simulations of science practices
Francesco Novellis, Tom Moher
Pages: 90-98
doi>10.1145/1999030.1999041
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In this paper we describe AquaRoom, a classroom-based spatial simulation of subterranean water flow. Beginning with the conceit that their classroom is a small town, students are asked to determine the topography and directional flow of a series of aquifers ...
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Pop goes the cell phone: asynchronous messaging for preschoolers
Hayes Raffle, Rafael Ballagas, Glenda Revelle, Koichi Mori, Hiroshi Horii, Chris Paretti, Mirjana Spasojevic
Pages: 99-108
doi>10.1145/1999030.1999042
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This paper outlines a series of experiments to develop asynchronous messaging systems for preschool aged children. Three unique systems build on a foundational design called Toaster, a jack-in-the box toy with embedded mobile phone that allows ...
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Beyond one-size-fits-all: how interactive tabletops support collaborative learning
Jochen Rick, Paul Marshall, Nicola Yuill
Pages: 109-117
doi>10.1145/1999030.1999043
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Previous research has demonstrated the capacity of interactive table-tops to support co-located collaborative learning; however, these analyses have been at a coarse scale---focusing on general trends across conditions. In this paper, we offer a complimentary ...
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Collaboration through documentation: automated capturing of tangible constructions to support engineering design
Tiffany Tseng, Coram Bryant, Paulo Blikstein
Pages: 118-126
doi>10.1145/1999030.1999044
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In this paper, we present and evaluate the design and learning affordances of Mechanix, an interactive display for children to create, record, view, and test systems of tangible simple machine components. By documenting children's interactions, Mechanix ...
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T-Maze: a tangible programming tool for children
Danli Wang, Cheng Zhang, Hongan Wang
Pages: 127-135
doi>10.1145/1999030.1999045
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This paper presents a tangible programming tool 'T-Maze' for children aged 5 to 9. Children could use T-Maze to create their own maze maps and complete some maze escaping tasks by the tangible programming blocks and sensors. T-Maze uses a camera to, ...
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Examining values: an analysis of nine years of IDC research
Svetlana Yarosh, Iulian Radu, Seth Hunter, Eric Rosenbaum
Pages: 136-144
doi>10.1145/1999030.1999046
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Explicitly examining the values held by a research community provides a tool in which participants can define its culture, conduct informed research, and reflect on their design process. We conducted a content analysis of the values expressed in the ...
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TinkRBook: shared reading interfaces for storytelling
Angela Chang, Cynthia Breazeal
Pages: 145-148
doi>10.1145/1999030.1999047
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Today, the way children learn to read is very different from the way they learn from playing with toys. Books present static images and text on the page, whereas toys allow for manipulation and interactive exploration of cause-effect relations. What ...
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Dance dance Pleo: developing a low-cost learning robotic dance therapy aid
Aaron Curtis, Jaeeun Shim, Eugene Gargas, Adhityan Srinivasan, Ayanna M. Howard
Pages: 149-152
doi>10.1145/1999030.1999048
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In this paper, a low cost system for child interaction through turn taking and dance based on the Pleo robot platform is presented. This system is easily taught new dance movements through visual and haptic cues and provides immediate feedback of the ...
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Reviewing children's collaboration practices in storytelling environments
Timo Göttel
Pages: 153-156
doi>10.1145/1999030.1999049
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Traditional Storytelling fosters creativity, imagination, socialization, and full body engagement. On the other hand, digital storytelling promises additional benefits as for example multi-media use and more kinds of expressions. While ...
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Improving learning transfer from stencils-based tutorials
Kyle J. Harms, Jordana H. Kerr, Caitlin L. Kelleher
Pages: 157-160
doi>10.1145/1999030.1999050
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To support children learning to use new software applications independently, tutorial systems should prevent errors and ensure that users are able to transfer tutorial skills to a new context effectively. In this paper, we describe the formative development ...
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Learning sustainability: families, learning, and next-generation eco-feedback technology
Michael S. Horn, Pryce Davis, Aleata K. Hubbard, Danielle Keifert, Zeina Atrash Leong, Izabel C. Olson
Pages: 161-164
doi>10.1145/1999030.1999051
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Eco-feedback technology is a growing area of interest in interaction design research. From smart meters to ambient feedback displays, well-designed technology has the potential to help families cut costs, reduce waste, and increase environmental sustainability. ...
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Steps toward child-designed interactive stuffed toys
Yingdan Huang, Michael Eisenberg
Pages: 165-168
doi>10.1145/1999030.1999052
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Within the past decade, computationally-enhanced toys have become a staple of children's environments. In large part, this is due to the small size, robust operation, and low cost of embedded computing that enables computers (and associated electronic ...
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Twooter: designing a musical expression tool for use in social networks
Asmi Joshi, Greg Walsh
Pages: 169-172
doi>10.1145/1999030.1999053
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This paper reports on the design of Twooter, a tool for non-verbal, music-based expression in an online social network. Borrowing ideas from popular social networks and influenced through recent educational endeavors by a large cultural institution, ...
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Representing equality: a tangible balance beam for early algebra education
Zeina Atrash Leong, Michael S. Horn
Pages: 173-176
doi>10.1145/1999030.1999054
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In this paper we describe the design and implementation of a tangible balance beam that we created for early algebra education. We also present data from an exploratory study with seven children (ages 9--10 years) in a local elementary summer school ...
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Supporting children's learning with body-based metaphors in a mixed reality environment
Robb Lindgren, J. Michael Moshell
Pages: 177-180
doi>10.1145/1999030.1999055
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We describe an approach to designing immersive learning experiences for children using body-based metaphors. Previous research shows benefits for learning through physical interactions in virtual spaces (e.g., [1, 16])---here we look specifically ...
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The design of t-vote: a tangible tabletop application supporting children's decision making
Carrie McCrindle, Eva Hornecker, Andreas Lingnau, Jochen Rick
Pages: 181-184
doi>10.1145/1999030.1999056
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Children are not necessarily motivated to collaborate if no common ground can be found. In this paper, we present t-vote, a system supporting children's decision making. To encourage collaboration in a museum's context, we employ tangible pawns on a ...
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A method for involving children with autism in design
Laura Millen, Sue Cobb, Harshada Patel
Pages: 185-188
doi>10.1145/1999030.1999057
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COSPATIAL is a 3-year collaborative, technology-focused project exploring the use of collaborative virtual environments (CVE) and shared active surfaces (SAS) for supporting social competence for children with autism spectrum conditions (ASC). The UK ...
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Modeling on the table: agent-based modeling in elementary school with NetTango
Izabel C. Olson, Michael S. Horn
Pages: 189-192
doi>10.1145/1999030.1999058
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In this paper we describe NetTango, an agent-based modeling environment designed for elementary school students to use on a multi-touch tabletop surface. We review literature on the use of interactive tabletops for learning and present examples from ...
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Evaluating technology that makes physical games for children more engaging
Firaz Peer, Anne Friedlander, Ali Mazalek, Florian 'Floyd' Mueller
Pages: 193-196
doi>10.1145/1999030.1999059
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Throwing is an important physical skill that lays the foundation for the ability to participate in many physical activities and sports experiences. We aim to support the development of physical skills through exertion game design; our focus here is on ...
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Evaluating the usability of an interactive map activity for climate change education
Vanessa L. Peters, Nancy Butler Songer
Pages: 197-200
doi>10.1145/1999030.1999060
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We report the results of usability testing on a professional modeling tool designed to support students' learning about climate change impacts. Using a questionnaire and test responses as data sources, we evaluated the efficacy of an interactive map ...
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Pokaboo: a networked toy for distance communication and play
Hayes Raffle, Koichi Mori, Rafael Ballagas, Mirjana Spasojevic
Pages: 201-204
doi>10.1145/1999030.1999061
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How might we build on the physical interactivity of children's play to help children communicate over a distance? Pokaboo is a networked toy for children ages 2--5 to physically play even when they are far apart. Envisioned almost like a low-frame ...
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NFC-based interactive learning environments for children
Iván Sánchez, Marta Cortés, Jukka Riekki, Mika Oja
Pages: 205-208
doi>10.1145/1999030.1999062
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Near Field Communication (NFC) technology enables interactive, participatory learning applications that integrate digital learning material seamlessly to our everyday environment. NFC permits tagging objects in the environment and interacting with applications ...
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Social networking as a vehicle to foster cross-cultural awareness
Greg Walsh, Quincy Brown, Allison Druin
Pages: 209-212
doi>10.1145/1999030.1999063
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The growth of online social networks such as Facebook, MySpace, and Linked-In has transformed the way in which individuals establish and maintain relationships for both business and entertainment. In this paper we present the analysis of a similar online ...
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TofuDraw: a mixed-reality choreography tool for authoring robot character performance
Ryan Wistort, Cynthia Breazeal
Pages: 213-216
doi>10.1145/1999030.1999064
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TofuDraw combines an expressive semi-autonomous robot character (called Tofu) with a new mixed reality DigitalPaint interface whereby children can draw a "program" on the floor that governs the robot character's behavior. Initial evaluations ...
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Supporting pretend and narrative play over videochat
Svetlana Yarosh, Mark Robert Kwikkers
Pages: 217-220
doi>10.1145/1999030.1999065
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Remote play over videochat may increase opportunities for social interaction for children who are geographically separated from their preferred playmate or who live beyond walking-distance from their friends. We investigated how currently available videochat ...
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The fun semantic differential scales
Yusrita Mohd Yusoff, Ian Ruthven, Monica Landoni
Pages: 221-224
doi>10.1145/1999030.1999066
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In this paper, we report on our experience developing an evaluation tool called the Fun Semantic Differential Scales (FSDS). The FSDS has been developed for use with and by very young children (3 to 5 years old) to express their feelings when interacting ...
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LightUp: a low-cost, multi-age toolkit for learning and prototyping electronics
Zain Asgar, Joshua Chan, Chang Liu, Paulo Blikstein
Pages: 225-226
doi>10.1145/1999030.1999067
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LightUp is a constructionist platform to teach novices about electronics, and also a low-cost rapid-prototyping platform for more advanced users. The LightUp kit contains many basic electronic components attached to magnetic building blocks and a connection ...
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Electric Agents: combining television and mobile phones for an educational game
Rafael Ballagas, Glenda Revelle, Kyle Buza, Hiroshi Horii, Koichi Mori, Hayes Raffle, Mirjana Spasojevic, Janet Go, Kristin Cook, Emily Reardon, Yun-Ta Tsai, Christopher Paretti
Pages: 227-230
doi>10.1145/1999030.1999068
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Electric Agents is a cross-media game that presents new ways for children to actively engage with television content. In the game Manny, a member of the Pranksters, steals words out of the mouth of Hector, a member of The Electric Company team, and hides ...
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Pas a Pas: a platform for enabling schools to teach educational content using stop motion animation
Ishac Bertran
Pages: 231-233
doi>10.1145/1999030.1999069
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Pas a Pas is a tool to support education using stop motion animation. The platform aims to bridge the gap between abstract concepts from educational content to reality using the physicality and animated outcome of stop motion. This paper describes the ...
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QWERTY and the art of designing microcontrollers for children
Paulo Blikstein, Arnan Sipitakiat
Pages: 234-237
doi>10.1145/1999030.1999070
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Microcontroller-based or physical computing devices have been used in educational settings for many years for robotics, environmental sensing, scientific experimentation, and interactive art. In this paper, we discuss design principles underlying the ...
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Sticking together: handcrafting personalized communication interfaces
Natalie Freed, Jie Qi, Adam Setapen, Cynthia Breazeal, Leah Buechley, Hayes Raffle
Pages: 238-241
doi>10.1145/1999030.1999071
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We present I/O Stickers, adhesive sensors and actuators that children can use to handcraft personalized remote communication interfaces. By attaching I/O Stickers to special wirelessly connected greeting cards, children can invent ways ...
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Pattern poses: embodied geometry with tangibles and computer visualization
Jason Mickelson, Matthew Canton, Wendy Ju
Pages: 242-245
doi>10.1145/1999030.1999072
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This paper describes a digital learning tool that engages math teachers and students with geometry through physical movement, tangible controls, and computer visualization. It was developed through iterative prototype testing in actual grade 6--10 math ...
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Collaborative technologies for children with autism
Laura Millen, Tessa Hawkins, Sue Cobb, Massimo Zancanaro, Tony Glover, Patrice L. Weiss, Eynat Gal
Pages: 246-249
doi>10.1145/1999030.1999073
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The COSPATIAL (Communication and social participation: collaborative technologies for interaction and learning) project explores how we can develop effective and useful educational technologies in the form of shared active surfaces (SASs) and collaborative ...
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Modkit: blending and extending approachable platforms for creating computer programs and interactive objects
Amon Millner, Edward Baafi
Pages: 250-253
doi>10.1145/1999030.1999074
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This paper describes Modkit - a toolkit that makes it possible for novices and experienced designers to create their own interactive objects by combining graphical blocks inspired by the Scratch programming environment and the Arduino platform. The demonstration ...
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OpenGesture: a low-cost authoring framework for gesture and speech based application development and learning analytics
Marcelo Worsley, Michael Johnston, Paulo Blikstein
Pages: 254-256
doi>10.1145/1999030.1999075
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In this paper, we present an application framework for enabling education practitioners and researchers to develop interactive, multi-modal applications. These applications can be designed using typical HTML programming, and will enable a larger audience ...
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Teaching interaction design & children within diverse disciplinary curricula
Shuli Gilutz, Tilde Bekker, Shalom Fisch, Paulo Blikstein
Pages: 257-259
doi>10.1145/1999030.1999076
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This one-day workshop will bring together instructors who teach Interaction Design & Children at a university level from a wide spectrum of disciplines and research communities (HCI, Engineering, Design, education, Psychology and Communications). Our ...
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Children's co-design and inclusive education
Franca Garzotto, Roberto Gonella
Pages: 260-263
doi>10.1145/1999030.1999077
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Interactive technology for disabled children at school is typically used as an assistive tool or a learning facilitator, and promotes inclusion by enabling a more effective participation to school activities by students with special needs. In this paper, ...
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Opportunities and challenges when designing and developing with kids @ school
Marianna Obrist, Christiane Moser, Verena Fuchsberger, Manfred Tscheligi, Panos Markopoulos, Jörg Hofstätter
Pages: 264-267
doi>10.1145/1999030.1999078
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The school context provides a fruitful and at the same challenging environment to get children engaged in creative development activities. Within this paper we highlight the opportunities and challenges when involving children in the design and development ...
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Creating a child computer interaction curriculum
Janet C. Read
Pages: 268-270
doi>10.1145/1999030.1999079
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Child Computer Interaction (CCI) is a relatively new area of interest and as such, it does not have a taught curriculum of its own. In addition, interest in CCI is relatively limited and so the demand for specialist courses in this area is limited. The ...
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