| 1. |
- Barendregt, Wolmet, et al.
(författare)
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A Course on Interaction Games and Learning for Interaction Design Students
- 2013
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Ingår i: Proceedings of FDG.
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Konferensbidrag (refereegranskat)abstract
- The design of serious games involves many different skills and designers of such games can come from many different backgrounds, such as education, computer science, or communication. In this paper, we present the structure, format, and outcomes from a new 8-week course called Interaction, Games, and Learning for master students in the Interaction Design Programme at Chalmers University of Technology in Gothenburg, Sweden. Although the course was rather successful in teaching several evaluation models as well as letting students design a serious game and write a paper about it, there are several lessons to be learned, both for improvement of this specific course as well as for other teachers developing similar courses.
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| 2. |
- Barendregt, Wolmet, et al.
(författare)
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Attacking Immune Attack™? An Evaluation by Teacher Students
- 2010
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Ingår i: 4th European Conference on Games Based Learning.
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Tidskriftsartikel (refereegranskat)abstract
- A crucial factor in the adoption of educational games in schools is the attitude of teachers towards these games. In this paper, we describe the results of an evaluation of the educational game Immune Attack™ by a group of teacher education students in the course Learning and Information Technology at Gothenburg University, Sweden. Immune Attack™ is meant to be a supplemental teaching tool for middle school and high school biology, introducing molecular and cellular biology in detail. The player assumes the role of a pilot remote-controlling a nanobot, called Explorer. With the help of advisors, the player must learn about the different cells and environments in the human body in order to determine how to train the immune system. Visual and audio clues in the game provide the information needed to accomplish this goal. The game has received a lot of positive media attention and has been developed by a team of researchers and developers from institutions such as the Federation of American Scientists (FAS), Escape Hatch Entertainment, Brown University, and the University of Southern California under a grant of the National Science Foundation. According to the designers of the game, preliminary test data has pointed out that students are learning and are gaining confidence with molecular and cellular biology by playing this game. Although many educational games do not succeed in being as motivational as other commercial games, or being convincingly effective as teaching tools, this game promises to be a candidate to convince future teachers to use educational games in their classroom. We thus considered Immune Attack™ an ideal game to be evaluated by the future teachers in our university program. Surprisingly, the results of the evaluation by teacher students discussed in this paper show that none of the teacher students would want to use the game in its current form for their teaching. Despite the general openness towards the use of computers in the classroom and Game Based Learning, these students also have a critical analytical attitude when evaluating the use of ICT in classroom settings. The paper first describes how the evaluation was performed and in what context. Then the arguments of the teacher students for why they would not use the present version of Immune Attack™ in their teaching are presented. These arguments are related to aspects like usability, integration of the learning content in the game, appeal, and motivation for the educational topic. The paper also presents some of the positive comments made about the game, such as the background music and graphic representation of the human body. Finally, the paper discusses the representativeness of this study for teachers’ views on a game like Immune Attack™ and presents recommendations for improvement of educational games in order to convince prospective teachers of the usefulness of such a game.
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| 3. |
- Barendregt, Wolmet, et al.
(författare)
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Child-Robot Interaction: Social Bonding, Learning and Ethics
- 2014
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Ingår i: Workshop proceedings of Interaction Design and Children Conference IDC´14. - : Association for Computing Machinery (ACM). - 9781450322720
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Konferensbidrag (refereegranskat)abstract
- This workshop aims to exchange experiences with issues surrounding Child-Robot Interaction. More specifically, the main aims are to discuss how social bonding between children and robots can be evaluated, how robots can be used to aid children in their learning process, but also what ethical issues arise when children learn from and bond with a robot. Another aim is to discuss how teachers’ and caretakers’ perspectives on children’s use of robots should be taken into account when designing and evaluating robots for children.
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| 4. |
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| 5. |
- Barendregt, Wolmet, et al.
(författare)
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Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children
- 2020
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Ingår i: Interaction Design and Architecture(s) Journal - IxD&A. - 1826-9745 .- 2283-2998. ; :44, s. 109-128
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 6. |
- Barendregt, Wolmet, et al.
(författare)
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Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
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Ingår i: Proceedings of the 11th International Conference on Interaction Design and Children. - New York : ACM Press. - 9781450310079 ; , s. 204-207
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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| 7. |
- Barendregt, Wolmet, et al.
(författare)
-
Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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