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IDC Tables of Contents: 03040506070809101112131415

Proceedings of ACM IDC'07: Interaction Design and Children 2007-06-06

Fullname:IDC'07 ACM Conference on Interaction Design and Children
Editors:Tilde Bekker; Judy Robertson; Mikael B. Skov
Location:Aalborg, Denmark
Dates:2007-Jun-06 to 2007-Jun-08
Standard No:ISBN 1-59593-747-1, 978-1-59593-747-6; ACM DL: Table of Contents hcibib: IDC07
Links:Conference Home Page
  1. Methodology
  2. Games
  3. Creativity and learning
  4. Tangible interaction
  5. Input technologies
  6. Multimedia
  7. Posters
  8. Demos
  9. Doctoral consortium


Towards a likeability framework that meets child-computer interaction & communication sciences BIBAFull-Text 1-8
  Bieke Zaman; Vero Vanden Abeele
This paper discusses the quest for a framework that helps to research and design technology that supports fun activities of preschoolers in the home environment. We therefore review literature within Child-Computer Interaction and the Uses & Gratifications framework in Mass Communication Sciences. We propose that in order to be likeable, a product should fulfill the gratifications of the user. We conceptualize interactive toys and games no longer as tools but as media. Through the use of probes and observations, we adapt and validate our framework to arrive at a final classification of gratifications. Our framework enumerates five important gratifications of preschoolers: (1) challenge & control, (2) social experiences, (3) fantasy, (4) creative & constructive expressions, and (5) body & senses. Furthermore, we detail how basic needs, individual characteristics and societal aspects complement the Likeability Framework.
A comparison of usability evaluation methods for child participants in a school setting BIBAFull-Text 9-16
  Helen Edwards; Rachel Benedyk
This study assesses three usability evaluation methods (Active Intervention, Peer Tutoring and Cross-Age Tutoring) with children aged 6-8 years old within a school setting, using an interactive, educational multimedia product. Cross-Age Tutoring elicited significantly fewer comments than the other two methods, and 'plan' comments were significantly rarer than 'action' and 'perception and cognition' comments. In terms of the suitability of these evaluation methods for child participants, and context of use in this particular setting, Peer Tutoring appears to have the most potential. Usability evaluation methods need to better reflect children's motivations and the variety of contexts in which they use multimedia products. The implications for HCI practitioners are explored.
Comparing early design methods for children BIBAFull-Text 17-24
  Wouter Sluis-Thiescheffer; Tilde Bekker; Berry Eggen
This paper describes a study which compares the outcome of two early design methods for children: brainstorming and prototyping. The hypothesis is that children will uncover more design ideas when prototyping than when brainstorming, because prototyping requires the use of a wider range of Intelligences according to Gardner's Theory of Multiple Intelligences. The protocols were coded using Design Rationale Theory: distinguishing between Options (design solutions) and evaluation Criteria. The results show that as expected children provided more Options in sessions that appeal to a wider range of intelligences. However, unexpectedly children provided more Criteria in the session that appealed mostly to one intelligence.
Designing and testing a tangible interface prototype BIBAFull-Text 25-28
  Diana Xu; Janet C. Read; Emanuela Mazzone; Martin Brown
This paper describes the design and testing of a research Tangible User Interface (TUI) prototype for children. Some theoretical background is given on the evaluation methodology for children's products and designing TUI for children. The prototype is described and an exploratory initial study that investigated its usefulness is outlined. The authors found that the prototype went some way towards meeting the requirements but that it also needed some modifications for future use. The paper concludes with some reflections on the design of research prototypes and some recommendations for further studies in this area. The authors propose that a modified prototype can be used for evaluating the usability of a range of child-centered evaluation methods in future studies.


Investigating the educational effectiveness of multiplayer online games for children BIBAFull-Text 29-36
  Franca Garzotto
Multiplayer games are becoming an important part of Internet use, and have been the subject of many theoretical and empirical studies. Still, relatively few researches investigate multiplayer Internet games that are designed for young children and for educational purposes. This paper focuses on the educational effectiveness of this class of systems, and introduces some heuristics for its evaluation. We also report an empirical study that involved eighty-five elementary school children and measured the educational effectiveness of an online multiplayer game. We used both learning benefits analysis and empirical assessment of our heuristics, comparing the findings of the two evaluation methods.
Adventure Author: a learning environment to support creative design BIBAFull-Text 37-44
  Judy Robertson; Keiron Nicholson
Creative design tasks are both challenging and rewarding for learners. While it is exciting to design a new product of which one can be proud, there can be many frustrations along the way. This paper considers the challenges faced by young people as they create their own computer games. It describes an initial model of the creative process involved in game design and presents qualitative analysis of interview data from two field studies focusing on the source and evolution of young people's ideas. The theoretically informed model of the creative process, and the empirical results are used to inform the design of software scaffolding for an interactive learning environment called Adventure Author.
A learner-centred design approach to developing a visual language for interactive storytelling BIBAFull-Text 45-52
  Katherine Howland; Judith Good; Judy Robertson
Creating interactive stories in the form of narrative-based games can have motivational and educational benefits for children, but scripting languages can be a barrier to the activity. This paper describes a learner-centred design (LCD) approach to creating a visual programming language (VPL) for scripting plot events in game-based interactive stories. The LCD approach, unusual in the field of VPLs, was essential to ensure that the software effectively supported our child target users in the game creation process.
aMAZEd: designing an affective social game for children BIBAFull-Text 53-56
  Abdullah Al Mahmud; Omar Mubin; Johanna Renny Octavia; Suleman Shahid; LeeChin Yeo; Panos Markopoulos; Jean-Bernard Martens
This paper discusses a design case, which explores the potential of psychophysiological measures as an input technique for social gaming applications intended for children. aMAZEd is an example of a tabletop mixed reality game that supports social interaction between players through and around the game. It is clear that sensing technology used to obtain psychophysiological measures needs to be improved and there is still a range of solutions that need to be explored. However, our experience shows that psychophysiological input appeals to children and can be a fun element of games supporting social interaction among players.

Creativity and learning

StorySurfer: a playful book browsing installation for children's libraries BIBAFull-Text 57-64
  Eva Eriksson; Andreas Lykke-Olesen
In this paper, we present a large-scale interactive book browsing installation for children's libraries called StorySurfer. The StorySurfer prototype is developed within the Interactive Children's Library project, which includes interests from within design, research, industry, and libraries. The objective of the project is to give room for and encourage the physical activities of children, while pursuing to connect these with the basic digital and analogue services of the library e.g. borrowing and handing in books, searching for information, and providing access to a rich variety of media.
Mediated education in a creative arts context: research and practice at Whittier Elementary School BIBAFull-Text 65-72
  Aaron Cuthbertson; Sarah Hatton; Gary Minyard; Harper Piver; Christopher Todd; David Birchfield
Many students' learning styles are not well served by traditional classroom educational approaches. While interactive media tools can be effective in addressing shortcomings in traditional approaches, few projects provide practical solutions that support collaborative, discovery-based educational models while simultaneously addressing different student learning styles.
   In this paper, we describe the realization and outcomes of a recent 15-week after-school mediated education program undertaken with elementary school students in our region. We present our integrated approach to research and practice in the design of new tools, curricula, and assessment strategies for K-12 education that employ emerging interactive media technologies in the classroom. We focus on our efforts to support learners through discovery-based activities, cooperative and collaborative learning strategies, and the realization of new expressive forms that arise from the intersection of arts education and technology.
Using an emergent system concept in designing interactive games for autistic children BIBAFull-Text 73-76
  Emilia Barakova; Gilles van Wanrooij; Ruben van Limpt; Marnick Menting
This paper features the design process, the outcome, and preliminary tests of an interactive toy that expresses emergent behavior and can be used for behavioral training of autistic children, as well as for an engaging toy for every child. We exploit the interest of the autistic children in regular patterns and order to stimulate their motivational, explorative and social skills. As a result we have developed a toy that consists of undefined number of cubes that express emergent behavior by communicating with each other and changing their colors as a result of how they have been positioned by the players. The user tests have shown increased time of engagement of the children with the toy in comparison with their usual play routines, pronounced explorative behavior and encouraging results with improvement of turn taking interaction.
Children designers in the museum: applying participatory design for the development of an art education program BIBAFull-Text 77-80
  Maria Roussou; Elina Kavalieratou; Michael Doulgeridis
In this paper, we describe the application of a participatory design methodology with children, developed within the context of an informal educational institution, specifically the National Gallery of Art in Athens, Greece. A group of 11 year-olds spent part of their summer learning about art conservation in order to design an on-line art education program targeted to children of their age. This paper presents the research, design, and prototype development process, and discusses the lessons-learned, challenges, and future possibilities of this methodology with respect to the design of museum education programs and exhibitions.

Tangible interaction

ProBoNO: transferring knowledge of virtual environments to real world situations BIBAFull-Text 81-88
  Timo Göttel
This paper presents a software environment for children at the age of four to six years. It is designed to teach navigational knowledge in a virtual environment. A prototype of a prop based input device is proposed in this regard. We report on a study at a day-care centre that was conducted to compare cursor and mouse control to the prototype. Furthermore the evaluation examined whether a transfer of knowledge from a virtual environment to a real world situation is discernible.
   It became obvious that cursor and mouse control is too difficult for children at the predefined age. A transfer of knowledge might be facilitated by using tangible user interfaces.
Remix and Robo: sampling, sequencing and real-time control of a tangible robotic construction system BIBAFull-Text 89-96
  Hayes Raffle; Hiroshi Ishii; Laura Yip
We present Remix and Robo, new composition and performance based tools for robotics control. Remix is a tangible interface used to sample, organize and manipulate gesturally-recorded robotic motions. Robo is a modified game controller used to capture robotic motions, adjust global motion parameters and execute motion recordings in real-time. Children use Remix and Robo to engage in (1) character design and (2) competitive endeavors with Topobo, a constructive assembly system with kinetic memory.
   Our objective is to provide new entry paths into robotics learning. This paper overviews our design process and reports how users age 7-adult use Remix and Robo to engage in different kinds of performative activities. Whereas robotic design is typically rooted in engineering paradigms, with Remix and Robo users pursue cooperative and competitive social performances. Activities like character design and robot competitions introduce a social context that motivates learners to focus and reflect upon their understanding of the robotic manipulative itself.
PageCraft: learning in context a tangible interactive storytelling platform to support early narrative development for young children BIBAFull-Text 97-100
  Jim Budd; Krystina Madej; Jenna Stephens-Wells; Janice de Jong; Ehren Katzur; Laura Mulligan
PageCraft is an interactive storytelling platform that supports narrative development for young children. It is designed to provide a transition between physical and digital media. By associating physical objects with text and visuals displayed on a digital screen, the system offers children progressive experiences in storytelling through a rich multi-sensory environment they can share with their parents, caregivers, and friends. A multidisciplinary initiative, PageCraft builds a bridge between theory and practice by combining experience in interactive product design together with research in digital narrative to focus on context of use. The system design considers the context of children's experience of narrative as they grow and develop -- they learn on the go and they learn from those around them. Historically it has been convenient to pack up books and building blocks for a summer vacation or a day trip to visit grandparents. Most technically oriented products do not meet these criteria. This project presents the prototype framework for a system that aims to address the demands of such daily routines.
Agency, tangible technology and young children BIBAFull-Text 101-104
  Peta Wyeth
This paper explores the embodiment of agency concepts in tangible user interfaces to create meaningful learning experiences. Current notions of agent-based tangible technology are extended, through the development of low-fidelity prototypes, to include additional flexibility and adaptability. A study involving these prototypes was conducted in a kindergarten environment with nine four-year-old children. Observations of children's interactions with the prototypes produced insightful results which will be used to further refine the product under development.
"The Fire and The Mountain": tangible and social interaction in a museum exhibition for children BIBAFull-Text 105-108
  Francesca Rizzo; Franca Garzotto
The paper discusses the design and evaluation of a museum exhibition named The Fire and The Mountain, where we exploited hybrid (i.e., digital and physical) artifacts as well as the paradigm of tangible interaction to enhance children' experience and to support engagement, learning, and social behavior.

Input technologies

Does mouse size affect study and evaluation results?: a study comparing preschool children's performance with small regular-sized mice BIBAFull-Text 109-116
  Juan Pablo Hourcade; Michael Crowther; Lisa Hunt
When researchers and practitioners conduct research studies or software evaluations where children use mice, it is unclear whether using different mouse sizes would affect the results of these studies and evaluations. To answer this question, we conducted a study with 50 four and five year olds who were randomly assigned to use either small or regular-sized mice. The children in the study had been using regular-sized mice 35 minutes a day, four times a week, for two months previous to the study. In analyzing the results of the study we found no statistically significant differences in accuracy or efficiency between the children who used small and regular-sized mice. We also found no statistically significant differences in accuracy or efficiency between the four and five year olds. The latter result was somewhat surprising given previous research results. In spite of the participants being frequent users of mice, they still had low accuracy rates when pointing and clicking on the smallest target size we tested (16 pixels in diameter). This result provides further evidence of preschool children's need for interactions designed specifically for their developing motor skills.
Stepstone: an interactive floor application for hearing impaired children with a cochlear implant BIBAFull-Text 117-124
  Ole Sejer Iversen; Karen Johanne Kortbek; Kaspar Rosengreen Nielsen; Louise Aagaard
This paper describes a novel interactive floor application suited for hearing impaired children with a cochlear implant (CI). Existing linguistic learning materials for CI children are restricted to analogue books and CD ROM application in which bodily interaction is rather limited. The paper highlights the relation between language and body movement and proposes interactive floor technology as a foundation for CI children's linguistic learning. The Stepstone application described in this paper combines body movement and group collaboration as a mean for practicing and enhancing speech and language skills for CI children in a school environment. Two Stepstone games for CI children are presented: the Stepstone Ling Game helping the children to calibrate their cochlear implants, and the Stepstone Language Game which is a framework for language concept training.
Sprock-it: a physically interactive play system BIBAFull-Text 125-128
  Winslow Burleson; Camilla Nørgaard Jensen; Trine Raaschou; Stefan Frohold
"Sprock-it" is a hand-sized robotic character that encourages full-body interaction and engaging mental play. Through social and physical interactions with the system and with each other, children influence the character's mobile and responsive autonomous driving behavior. Enabling constructionist activities and participatory adaptive design the system employs RFID tags and readers, wireless Bluetooth modules, Atmega microprocessors within Arduino's development environment, along with a wearable interface and a variety of physiological/activity sensors. Sprock-it has been developed in collaboration with LEGO and the MIT Media Lab as a concept that represents a new strategy for LEGO by updating the original LEGO mantra of "the little constructor" to "the little interactor". This paper presents the system development of Sprock-it.
Use of images in instructional technology for children with attentional difficulties BIBAFull-Text 129-132
  Helen W. Kang; Sydney S. Zentall; Terry L. Burton
Students with attentional problems have difficulty in learning mathematics due to their inability to maintain attention on task. The current study proposed that using images during mathematics instruction would provide stimulation for students with characteristics of an attentional problem (ADHD-I and ADHD-C) and thereby enhance their attention and/or time on task. 2nd to 4th grade elementary schools students with and without attentional difficulties participated in the study. The study assumed that those students who use a computer to learn geometry would perform better with: (1) a combination images with Low-level Visual Cues (Images-LVC) and images with Additional Visual Cues (Images-AVC) than no images and (2) Images-AVC than Images-LVC. Different conditions were compared against the control group with no images presented during the instruction.
Designing spoken instructions with preschool children BIBAFull-Text 133-136
  Hanna Niemi; Saila Ovaska
The participation of children in the technology design process is often enabled by drawing, low-tech prototyping, and collecting their experiences with hands-on trials as a basis for new designs. We report on a well-defined design task with six-year-old children as design partners, where no concrete prototyping methods were available. The children were able to contribute to the design of instructions. We found that children had little problems designing with speech when the goal was well defined. However, the children had problems in building up on the ideas presented by others.


Jabberstamp: embedding sound and voice in traditional drawings BIBAFull-Text 137-144
  Hayes Raffle; Cati Vaucelle; Ruibing Wang; Hiroshi Ishii
We introduce Jabberstamp, the first tool that allows children to synthesize their drawings and voices. To use Jabberstamp, children create drawings, collages or paintings on normal paper. They press a special rubber stamp onto the page to record sounds into their drawings. When children touch the marks of the stamp with a small trumpet, they can hear the sounds playback, retelling the stories they created.
   We describe our design process and analyze the mechanism between the act of drawing and the one of telling, defining interdependencies between the two activities. In a series of studies, children ages 4-8 use Jabberstamp to convey meaning in their drawings. The system allows collaboration among peers at different developmental levels. Jabberstamp compositions reveal children's narrative styles and their planning strategies. In guided activities, children develop stories by situating sound recording in their drawing, which suggests future opportunities for hybrid voice-visual tools to support children's emergent literacy.
bibPhone: adding sound to the children's library BIBAFull-Text 145-148
  Andreas Lykke-Olesen; Jesper Nielsen
In this paper, we describe the bibPhone, a prototype for recording audio annotations onto books and likewise functioning as the mediator for playing back annotations stored on books of the children's library. Hereby the children's library becomes an invisible landscape of sound tightly connected to the physical materials that is open for the users to explore and contribute to. The bibPhone exploits RFID and Bluetooth technology for establishing a wireless connection between the physical book and its metadata, which is stored in the central library database.
How preschool children used a behaviour-based programming tool BIBAFull-Text 149-152
  Mikael Kindborg; Per Sökjer
This paper presents a study of how five-year-old preschool children used a behaviour-based visual programming toolkit called Magic Words. The system represents behaviours with contextual word pads that are placed on graphical characters. The purpose of the study was to see how the children would use the tool when playing with it in an open-ended way. Our conclusion is that behaviour-based programming with contextual signs has a high level of directness, but support is needed to learn behaviours that do not give instant feedback.
SketchCam: creative photography for children BIBAFull-Text 153-156
  Jean-Baptiste Labrune; Wendy Mackay
This paper describes the design and early testing of SketchCam, a camera that lets children take pictures through sketching. Our observations of children's use of digital cameras led to insights about how children appropriate the screen in the picture-taking process. Inspired by their use of these cameras, we designed SketchCam, which enables children to capture images directly by sketching on a touch screen. We describe the results of our observations of children; the design of SketchCam, and the results of a preliminary study of a working prototype with four children aged three to six.
Pixel Materiali: a system for creating and understanding pixel animations BIBAFull-Text 157-160
  Tal Drori; Michal Rinott
Pixel Materiali ("Physical Pixels" in Italian) is a physical play environment which enables children to create pixel-like animations, and through this process to understand the basics of digital images and animation. Pixel Materiali is designed as a simple, highly intuitive system in which children interact with physical tiles while technology -- in the form of camera and computer -- is evident and understandable, but remains in the periphery of the experience. This paper reports the motivations, design considerations and outcome of using Pixel Materiali with children.


Kids story "writers": POGO, Tell-Tale, Sprite BIBAFull-Text 161-162
  Edith K. Ackermann; Françoise Decortis
This paper discusses what it means to be literate in the digital age, and what it takes to become so. Children's narrative and notational skills, we contend, co-evolve and feed one another. Drawing from three case studies (POGO, Tell-Tale, Sprite), we offer insights into the design and evaluation of narrative environments for young children.
Stimulating children's physical play through interactive games: two exploratory case studies BIBAFull-Text 163-164
  Mathilde Bekker; Elise van den Hoven; Peter Peters; Bart klein Hemmink
Children are really intrigued by television and computers. However, the interaction with these products hardly requires any form of body movement. This paper presents two case studies of product designs that provide more opportunities for children to enjoy physical play activities.
Evaluating interactive TV applications for and with pre-literate children BIBAFull-Text 165-166
  Ana Vitória Joly
The aim of this research is to explore and modify as appropriate existing techniques applied on studies in Child Computer Interaction to evaluate interactive television applications for and with young children.
ScratchR: sharing user-generated programmable media BIBAFull-Text 167-168
  Andrés Monroy-Hernández
In this paper, I describe a platform for sharing programmable media on the web called ScratchR. As the backbone of an on-line community of creative learners, ScratchR will give members access to an audience and inspirational ideas from each other. ScratchR seeks to support different states of participation: from passive consumption to active creation. This platform is being evaluated with a group of middle-school students and a larger community of beta testers.
Emerging interactions as a resource for designing learning environments BIBAFull-Text 169-170
  Linda Napoletano; Filippo Fanò
This paper shows the relevance of a design approach based on emerging behaviours and context potentialities in educational environments. It reports on a music educational course evaluated over a period of five months by a team of interaction designers. The analysis of the activities allowed us to collect two types of data: the problematics and the emergent qualities of the context. The results of the analysis and the definition of a theoretical framework converged toward the description of some challenges for the design, which will be explored in the future collaboration.
Using handhelds to promote environmental stewardship BIBAFull-Text 171-172
  Cassidy Puckett
Rockman ET AL (REA), a San Francisco-based research and evaluation organization conducted a formative evaluation of KQED's pilot educational outreach activity, Questing. Quests are treasure hunts in which a participant reads a "movement" clue in order to get from one spot to the another and "teaching" clues at certain stopping points along the path, using GPS-enabled handhelds. The Questing project involved training educators how to teach their students to create Quests in their local area in an effort to promote environmental stewardship and learning in science and technology.
GATELOCK: a game authoring tool for children BIBAFull-Text 173-174
  Maizatul H. M. Yatim; Maic Masuch
This paper proposes a game authoring tool especially designed for children that concentrates: 1) flexibility of interaction and game construction activity for children, and 2) the possible implementation of the tool for children to learn programming in schools.


Video-Wikis and media fluency BIBAFull-Text 175-176
  Erik Blankinship; Bakhtiar Mikhak
The rapid growth in creation and availability of digital video presents unprecedented opportunities and challenges. Without parallel growth in structural information about rich formats in which ideas are expressed and communicated, we are headed for a crisis. If this trend continues, and evidence points in this direction, most of the web will be as accessible as a microfiche archive: a wealth of data with only high level descriptions. In this session, we demonstrate our Video-Wiki -- an integrated suite of web applications for collaborative markup and remixing of video content -- developed to make media more accessible to and malleable by children.
The preliminary study of animation dictionary for onomatopoeic learning BIBAFull-Text 177-178
  Miki Namatame; Fusako Kusunoki
In this paper we discuss the effectiveness of animation dictionaries. We focus on a design solution to Japanese onomatopoeic accessibility problems for the children who are hearing-impaired. Our approach is to design educational materials for deaf or hard-of-hearing children at the learning of the onomatopoeic expressions, to make the best of their abilities rather than compensating for their disabilities. Our preliminary investigation suggests that the onomatopoeic expressions accompanied by animation would be able to transmit emotional images of words. The animations were more effective than text or video clips. We believe that an animation dictionary would be an effective educational material that is understandable by hearing-impaired children.
Facilitorials BIBAFull-Text 179-180
  Jay Silver
Facilitorials are tutorials that try to act more like a facilitator. By mimicking a real facilitator, facilitorials end up prioritizing a healthy learning environment over maximal transfer of information. Facilitorials wait to be pulled rather than pushing themselves, and when they're pulled they try to communicate by doing more often than by saying. This is the first introduction of the word facilitorial. The demo will include video facilitorials for the Scratch programming language.

Doctoral consortium

Mobile collaboration for young children BIBAFull-Text 181-184
  Jerry Alan Fails
Social interaction and collaboration are essential to the emotional and cognitive development of young children [40]. Constructionism [32] is a learning theory where children learn as they build or construct a public artifact. Creative activities that promote collaboration, especially those based on principles of constructionism, provide enhanced learning opportunities for young children. Mobile devices can support the learning experience as children can create artifacts in various contexts. The proposed research incorporates collaboration, constructionism, children, stories and mobile technologies; specifically investigating developmentally appropriate interfaces to support mobile collaboration for young children.
Design and evaluation of interactive cross-platform applications for pre-literate children BIBAFull-Text 185-188
  Ana Vitória Joly
The aim of this project is to produce design guidelines that provide pre-literate children with a personalised cross-platform experience in which they have control over a stimulating environment that leads to engagement while interacting with a computer or digital TV application.
Scaffolding cooperative multi-device activities in an informal learning environment BIBAFull-Text 189-192
  Leilah Lyons
Informal learning environments (e.g. children's science museums) provide challenges for educational software design that are distinct from those found in traditional classrooms. Predominant among them is the need to support groups of users in heavily social learning experiences. In prior work, we have found that providing mobile, wirelessly-linked devices to individual participants allows multiple simultaneous users to learn together with a shared simulation [17, 18, 15, 27]. To extend this design strategy to an informal environment like a museum, however, other environmental differences (e.g. expected length of participation) must be taken into account. I propose the use of dynamic and individually-targeted software-based scaffolding to help groups of visitors to more productively experiment with a shared simulation. I utilize a design experiment approach to focus on the design and evaluation of these distributed scaffolds that enable informal learners to cooperatively participate in a joint simulation.
'My world(s)': a tabletop environment to support fantasy play for kindergarten children BIBAFull-Text 193-196
  Evi Indriasari Mansor
This research aims to design My World(s) a tabletop application for kindergarten children's (age 3 to 5 year-old). My world(s) will provide an interactive tabletop environment to support individual or peer-to-peer fantasy play and offer young children the possibility to create and enact their fantasies in a digital context. The research will be based on literature review, field studies (observations of young children activities in ecological settings) and interviews with nursery teachers and parents. A prototype of My world(s) tabletop application will be developed based on the data gathered and it will be evaluated empirically.
Requirements gathering in designing technology for children BIBAFull-Text 197-200
  Emanuela Mazzone
The aim of this PhD study is to critically investigate and develop methods for designing technologies for children, by focussing on the requirements elicitation phase.
   The context is the educational activities outside traditional learning environment (i.e. museums), where to explore possible applications of novel technologies (mobile devices, distributed computing, tangible interfaces) in supporting immersive experience and collaboration amongst children.
How to optimize early design methods with children? BIBAFull-Text 201-204
  R. J. W. Sluis-Thiescheffer
Early design methods with children are often evaluated on how well the children are involved, rather than on how effective the design session was. In my PhD I developed a framework on the basis of the theory of multiples by H. Gardner. The framework compares early design methods on the cognitive skills they require from the participants. Comparing the skills required by the methods with the skills acquired by children at different ages gives rise to interesting hypothesis about the effectiveness of a method with children. My first experiment showed that involving children in a rapid prototyping explores the design space better in terms of design options than a brainstorming session. In the doctoral consortium I will discuss the expected effectiveness of design methods with children in more detail and the setup of the next experiments.
HUGs: head-up games BIBAFull-Text 205-208
  Iris Soute
This paper describes my PhD research into a new type of pervasive outdoor games for children: the head-up game (HUG). The main idea behind HUGs is that they support children's traditional way of outdoor gaming. Also, to illustrate HUGs, a first example of a HUG, the game Camelot, will be discussed.
Design and evaluation of tangible interfaces for primary school children BIBAFull-Text 209-212
  Diana Xu
My research is on the design and evaluation of technologies for children that go beyond the desktop computer and which increasingly merge the physical and digital worlds, especially Tangible Technologies. The work involves methodology research on evaluation methods for children's interactive products: by looking at the traditional evaluation methods and in search for the methods for children's Tangible Technology. The research will contribute to paradigms such as the design and evaluation of 'disappearing computer' and 'tangible computing'. The research involves empirical evaluation studies and the design of prototype systems.