| 1. |
- Ali, Y, et al.
(författare)
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MedView-design and adoption of an interactive system for oral medicine.
- 2000
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Ingår i: Studies in health technology and informatics. - 0926-9630 .- 1879-8365. ; 77, s. 3-7
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Konferensbidrag (refereegranskat)abstract
- MedView is a joint project with participants from oral medicine and computer science. The aim of the project is to build a large database from patient examinations and produce computerized tools to extend, view, and analyze the contents of the database. The contents of the data base is based on a formalization of health-care processes and clinical knowledge in oral medicine harmonized within the network SOMNET. We give an overview of the current status of the MedView project and discuss background and future directions.
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| 2. |
- Barendregt, Wolmet, et al.
(författare)
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Getting it Right – Unfolding Factors for Reporting on Participatory Design with Children with Special Needs
- 2015
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Ingår i: Workshop Unfolding Participation in conjunction with the The Fifth Decennial Aarhus Conference 17- 21 August 2015, Aarhus, Denmark.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we argue that in order for researchers to learn from each other in the field of Participatory Design (PD) and children with special needs it would be beneficial to start using clearer descriptions and terms. Based on a literature survey, we will unfold and discuss several areas that we think are in need of clarification: The target group and the context, National differences between contexts, The aim of the technology, and The roles of children and adults. We recommend the following: 1. The target group should be defined more clearly by paying attention to the approach taken towards the disability as well as the context 2. Researchers should clarify their targeted national context for an international audience 3. The aim of the technology as well as the design process could be more explicitly communicated 4. The role of children in the design process could be described more clearly by referring explicitly to methods and techniques applicable in different phases of the design 5. The role of the adults in the design process should be described more clearly, and acknowledging that adults may play several roles Using these recommendations we think that it becomes easier for researchers to determine the relevance of findings and contributions from PD practice and apply them to their own research.
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| 3. |
- Barendregt, Wolmet, 1971, et al.
(författare)
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Intermediate-Level Knowledge in Child-Computer Interaction
- 2018
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Ingår i: Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC '18). - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this workshop, we invite researchers to jointly explore how the Child-Computer Interaction (CCI) field can establish intermediate-level knowledge, being a kind of design knowledge that resides in the realm between the design of particular artifacts and theories. In this full day workshop we want to invite (1) researchers and designers who position themselves as producing intermediate-level knowledge (2) people in the field of design research who have not necessarily thought about their work as producing intermediate-level knowledge. Together we will discuss the pros and cons of different kinds of intermediate-level knowledge and how we can promote the creation of these kinds of knowledge in the CCI field.
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| 4. |
- Barendregt, Wolmet, et al.
(författare)
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Intermediate-level knowledge in child-computer interaction: A call for action
- 2017
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Ingår i: IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- Based on an analysis of all papers at IDC from 2003 to 2016 this paper urges the Child-Computer Interaction (CCI) field to start formulating intermediate-level knowledge, in the form of e.g. strong concepts. Our analysis showed that 40% of all papers at the Interaction Design and Children conference presents the design of an artefact accompanied by an evaluation (to which we will refer as 'artefact-centered' papers). While exploring the design space in the form of artefacts is important and valuable, it can be argued that those artefact-centered papers generally make a smaller contribution to the field as a whole, which is also visible in the number of citations to such papers in comparison to the number of citations to other kinds of papers. As a first step towards more intermediate-level knowledge, we have thus attempted to formulate and ground three suggestions for strong concepts in CCI, namely Head-up gaming, Collective storytelling and Remote sensing. We based these concepts on an analysis of a set of relatively often-cited artefactcentered papers from the IDC conference proceedings. The three strong concepts we present here aim to show that the artefact-centered papers presented at the IDC conference over the last 15 years potentially contain useful knowledge that should be capitalized upon. The contribution of this paper is to initiate a discussion in the CCI community on the need for intermediate-level knowledge and how this knowledge, such as strong concepts, should be generated.
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| 5. |
- Barendregt, Wolmet, et al.
(författare)
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Legitimate Participation in the Classroom Context – Adding Learning Goals to Participatory Design
- 2016
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Ingår i: 15th International ACM Conference on Interaction Design and Children (IDC), Univ Cent Lancashire, England, JUN 21-24, 2016. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450343138
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Konferensbidrag (refereegranskat)abstract
- In this paper we examine the challenges of introducing learning goals in Participatory Design (PD) activities in a school context. In order to increase the transparency of mutual learning in accordance with traditional PD values, we argue that learning through design approaches can inspire us to actively formulate learning goals, stage activities and include reflection as an integral part in the PD activity in order to meet those learning goals. We tested this approach in several master student projects, where the students were required to involve children in schools in the design of a technology. Our data analysis is based on their written reports as well as a specific exam question. We found that defining good learning goals was hard, but useful, especially when designing and discussing informed consent forms with teachers. Staging activities in order to meet the learning goals was possible, although learning goals were sometimes derived from the activities. Finally, incorporating moments of reflection for children was still difficult for our students because they felt pressed for time. We present some of the advantages and problems so that practitioners can consider the added value of this approach.
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| 6. |
- Barendregt, Wolmet, et al.
(författare)
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StringForce - A forced collaborative interaction game for special education
- 2017
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Ingår i: IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we present the forced collaborative interaction game StringForce. StringForce is developed for a special education context to support training of collaboration skills, using readily available technologies and avoiding the creation of a "mobile bubble". In order to play StringForce two or four physically collocated tablets are required. These tablets are connected to form one large shared game area. The game can only be played by collaborating. StringForce extends previous work, both technologically and regarding social-emotional training. We believe StringForce to be an interesting demo for the IDC community, as it intertwines several relevant research fields, such as mobile interaction and collaborative gaming in the special education context.
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| 7. |
- Barendregt, Wolmet, et al.
(författare)
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The Role Definition Matrix: Creating a Shared Understanding of Children’s Participation in the Design Process
- 2016
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Ingår i: 15th International ACM Conference on Interaction Design and Children (IDC), Univ Cent Lancashire, Child Comp Interact, Media City, ENGLAND, JUN 21-24, 2016. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450343138
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Konferensbidrag (refereegranskat)abstract
- In this paper we propose the Role Definition Matrix that helps authors to describe more precisely the involvement of children in the design process. Although the previously defined roles for children (user, tester, informant, and design partner) have had a positive impact on researchers’ and designers’ awareness of the different ways to involve children in the design process, the Role Definition Matrix clarifies what was exactly done during a project, enables the reader to understand the credibility of the design decisions presented, avoids the misuse of certain terminology, and enables the consideration of trade-offs between the different roles. We propose to describe children’s involvement in terms of the phases in design (Requirements, Design and Evaluation) and activity in relation to designer (Indirect, Feedback, Dialogue, Elaboration) during these phases. We present the Role Definition Matrix, including examples, and invite other researchers to use it as a tool to present their work.
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| 8. |
- Baykal, GÖkçe Elif, et al.
(författare)
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Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review
- 2021
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Ingår i: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :49, s. 111-134
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Tidskriftsartikel (refereegranskat)abstract
- Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 141 papers that make the link between terms ‘reflection’ and ‘collaboration’ explicit, where only 13 of these involve children as the primary actors of reflection. The results show that this topic is increasingly gaining attention, however, the link between reflection and collaborative interaction remains underdeveloped. The contribution of this study is to provide a theoretical and methodological basis to understand, analyze and support children’s reflections within a collaborative activity through technology.
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| 9. |
- Börjesson, Peter, 1980, et al.
(författare)
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Designing technology for and with developmentally diverse children: a systematic literature review
- 2015
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Ingår i: IDC '15 Proceedings of the 14th International Conference on Interaction Design and Children. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450335904
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Konferensbidrag (refereegranskat)abstract
- This paper presents the results of a systematic literature review of research papers on the involvement of developmentally diverse children in design. The review shows that there is a growing tendency to include developmentally diverse children in the design process. Compared to other groups of developmentally diverse children, children with high-functioning autism between 8 and 12 years old are the ones that are most often actively involved in the design process. Other groups of children often have a more passive role, being observed, both in the requirements, design and evaluation phase. Working with mixed groups of children, either children with different disabilities, or typically developing children together with developmentally diverse children, also occurs more seldom. Compared to design with typically developing children, adults are involved more intensively in the design, either as users, proxies, experts and/or facilitators. Specific guidelines for how to prepare and perform design sessions with developmentally diverse children often emphasize the need for a coherence of activities, a clear structure in the sessions, verbal as well as textual explanations, and the active participation of caregivers, teachers and therapists. Based on these findings we give several suggestions for further research.
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| 10. |
- Börjesson, Peter, 1980, et al.
(författare)
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Modelling the Roles of Designers and Teaching Staff when Doing Participatory Design with Children in Special Education
- 2018
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Ingår i: Proceedings of PDC'18. - New York, NY, USA : ACM. - 9781450363716
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Konferensbidrag (refereegranskat)abstract
- In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year projectin a special education school, we first present a two-dimensionalmodel for ’who participates with whom in what’, describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer’s relational work to balance the differentkinds of authority and what may happen if there are mismatches between the different stakeholders’ expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will playout, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be preparedfor the situations they may encounter in their own work in specialeducation schools.
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