| 1. |
- Baykal, Gökçe Elif, et al.
(författare)
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Assessment of learning in child–computer interaction research: A semi-systematic literature review
- 2023
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689. ; 36
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Forskningsöversikt (refereegranskat)abstract
- In this paper, we investigate and map out how learning is assessed in Child–computer interaction (CCI) research. We have conducted a semi-systematic literature review in the CCI community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child–Computer Interaction (IJCCI). This eventually led to 30 publications that use the word stem ‘learn*’ in title, abstract and keywords being included in the corpus. Based on our analysis of these publications, the results demonstrate that there are three main strands of research approaches, namely quantitative, qualitative and mixed-methods, some of which are design-based. The case studies taking a qualitative approach dominate the field whereas the mixed-methods approach remains low in number. Furthermore, the findings showed that basic characteristics of research design and approaches to the assessment of learning are rarely defined, and that assessment of learning is scarcely operationalized. This affects the methodological rigor and possibility of understanding causality of technology interaction in children's learning. It was also found that only a limited number of works include assessment of learning regarding transfer of learning and controlled groups. The main findings from this review describe the current state-of-the art and address the gaps in CCI research in presenting evidence for learning in children as a desired impact. We conclude with suggestions for future avenues for the assessment of learning in CCI.
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| 2. |
- Baykal, Gökçe Elif, et al.
(författare)
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Collaboration in Co-located Collaborative Digital Games - Towards a Quadripartite Taxonomy
- 2023
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Ingår i: Conference on Human Factors in Computing Systems - Proceedings. - 9781450394222
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Konferensbidrag (refereegranskat)abstract
- In this paper, we propose a taxonomy for the classification of collaborative interaction situations derived from studying a set of co-located collaborative gameplay sessions. The taxonomy builds on the MDA framework and Activity Theory (AT) as top-level attributes, and offers the analytical dimensions WHAT, WHO, WHEN and HOW, each containing a number of sub-categories, for evaluating different levels of collaborative interaction mediated by games. The work is based on a three stage process: design of game instances, data collection, and analysis of play sessions. This taxonomy is an initial step towards capturing the complexity of collaboration mediated by games, and helps in understanding and studying collaboration as a phenomena in game design. Our preliminary work provides a characterization of multiple dimensions of collaborative interaction, providing game designers a starting point for deeper understanding into collaborative interaction mediated by a collocated gameplay.
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| 3. |
- 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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| 4. |
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| 5. |
- Baykal, Gökçe Elif, et al.
(författare)
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Teaching Design of Technologies for Collaborative Interaction in Physical-Digital Environments
- 2023
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Ingår i: ID&A Interaction design & architecture(s). - 1826-9745 .- 2283-2998. ; :58, s. 53-71
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness of the importance of considering and mediating human collaboration in the design of technology. There are several research approaches focused on this, such as e.g., computer supported cooperative work (CSCW) and computer supported cooperative learning (CSCL), however, less attention has been given to developing educational materials for the role that technology play in mediating human collaboration in human-computer interaction (HCI) in physical, digital and hybrid spaces, why hands-on teaching activities are insufficient. In this paper, we present an emergent pedagogical framework on teaching for collaborative interaction in HCI, consisting of a collection of eleven pedagogical patterns. The paper is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching patterns, and from pilot testing of patterns with students. Preliminary results from pilot testing indicate that teachers experience an increased capacity to teach design of technologies that mediate human collaborative interaction in relevant and innovative ways. As part of “Design Education for Hybrid Environments” special issue, we hope this emerging pedagogical framework can provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers of technologies for collaborative interaction and contribute crafting next-generation physical, digital and hybrid spaces.
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| 6. |
- Baykal, Gökçe Elif, et al.
(författare)
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Teaching Design of Technologies for Mediating Collaborative Interaction – An Emerging Pedagogical Framework
- 2023
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Ingår i: Connectivity and Creativity in times of Conflict : Cumulus Conference Proceedings Antwerp 2023.
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Konferensbidrag (refereegranskat)abstract
- Collaboration is one of the 21st century skills, and in our new digital and hybrid reality, the importance of designing technologies that support collaborative interaction in various ways has increased due to e.g., the recent Covid-19 pandemic and the need to decrease travel to keep down environmental impact and avoid unnecessary contributions to the climate emergency. Accordingly, designers of digital tools need to be educated regarding supporting collaborative interaction, on-line, on-site and hybrid. However, there is a lack of concrete teaching materials for how to design collaborative technologies. In this paper, we present an emerging pedagogical framework targeting technology design educations in higher education in teaching to develop students’ knowledge and skills for how to design technology that mediates collaborative interaction. The pedagogical framework will be made available for everyone as an online open educational resource. The framework is developed through a pedagogical design pattern method using a three-phased model for conducting educational design research and developing educational materials. The results are based on Laurillard’s pedagogical pattern template [Laurillard 2012], and further extended with the SOLO taxonomy for defining learning objectives [Biggs 2003]. Using one specific approach throughout simplifies consistency and coherence among the various parts. The pedagogical framework consists of pedagogical patterns, which entail concrete teaching activities with accompanying learning goals. The teaching activities are divided into concepts, methods and practices: Concepts explain the underlying conceptual and theoretical foundations that students need in order to take human collaborative interaction into account, both in their methods and in their design process, as well as in taking responsibility for their end product or service. An example of a teaching activity is a lecture on ’Collaborative interaction in Activity theory’. Methods address methods for students to engage with groups, elicit requirements for design, and to practically design and evaluate collaborative technologies. An example of a teaching activity is a lecture and exercise on ’Requirements elicitation for collaborative technologies’. Practices consists of case studies that illustrate best practices and case studies in designing collaborative technologies. An example is a lecture with an accompanying exercise on ’Designing for Collaborative co-located multi-display environments’. Together, these teaching resources, which are all freely available online, make up a framework that support in developing students’ knowledge and skills for how to design technology that mediates collaborative interaction. We believe that this work has two contributions. First of all to propose what an emerging pedagogical framework for learning about designing collaborative technologies can be, and open it up for critique and further development. Secondly, we also believe that a discussion on teaching practices is important in that it can contribute to developing the research field, as students display through their learning process, aspects that would perhaps have been hidden if we studied experienced designers, or only reflected on our own research practice.
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| 7. |
- Buruk, Oguz'Oz', et al.
(författare)
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Children in 2077: Designing children's technologies in the age of transhumanism
- 2020
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Ingår i: Conference on Human Factors in Computing Systems - Proceedings. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- What for and how will we design children's technologies in the transhumanism age, and what stance will we take as designers? This paper aims to answer this question with 13 fictional abstracts from sixteen authors of different countries, institutions and disciplines. Transhumanist thinking envisions enhancing human body and mind by blending human biology with technological augmentations. Fundamentally, it seeks to improve the human species, yet the impacts of such movement are unknown and the implications on children's lives and technologies were not explored deeply. In an age, where technologies such as under-skin chips or brain-machine interfaces can clearly be defined as transhumanist, our aim is to reveal probable pitfalls and benefits of those technologies on children's lives by using the power of design fiction. Thus, main contribution of this paper is to create diverse presentation of provocative research ideas that will foster the discussion on the transhumanist technologies impacting the lives of children in the future.
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| 8. |
- Eriksson, Eva, et al.
(författare)
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Quadropong - Conditions for Mediating Collaborative Interaction in a Co-located Collaborative Digital Game using Multi-Display Composition
- 2022
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this demo, we present Quadropong, a co-located collaborative digital game using multi-display composition. It consists of conditions in the form of ten game instances designed to mediate various levels of collaborative interaction in players. The conditions were designed based on variations in interdependence and in symmetry and asymmetry in skills and resources. The preliminary results from playtests indicate that it is possible to design conditions to mediate various levels of collaborative interaction.
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| 9. |
- Eriksson, Eva, et al.
(författare)
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The CoCe Design Space: Exploring the Design Space for Co-Located Collaborative Games that Use Multi-Display Composition
- 2021
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Ingår i: DIS 2021 - Proceedings of the 2021 ACM Designing Interactive Systems Conference: Nowhere and Everywhere. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we map out the CoCe design space - a design space for co-located collaborative games that use multi-display composition. The design space grew out of the analysis of game instances based on the 4in1 concept. First, we did a horizontal analysis of 16 game instances with 31 corresponding gameplay design patterns (GDP), followed by a vertical analysis of 89 GDPs occurring in the description of the GDP Cooperation. Through inductive analysis, we have identified four perspectives with corresponding dimensions that span the CoCe design space. By applying the CoCe design space with game instances, we illustrate how it can be used both as an analytic tool for analysis of games and also as a generative tool in the design or re-design of cooperative games that use multi-display composition.
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| 10. |
- Eriksson, Eva, et al.
(författare)
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The Role of Learning Theory in Child-Computer Interaction - A Semi-Systematic Literature Review
- 2022
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Ingår i: Proceedings of Interaction Design and Children, IDC 2022. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we explore the role of learning theory in the Child-computer interaction (CCI) community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child-Computer Interaction (IJCCI). Searching all publications in the IDC conference proceedings and IJCCI, 63 papers that use the word stem ĝ€?FOR VERIFICATION>learn∗' in title, abstract and keywords were included in the corpus. Based on an analysis of these papers, our semi-systematic literature review demonstrates that assessment of learning regarding transfer of learning and controlled groups is rare, that the main role for learning theory is application, and that four main theoretical positions on learning can be recognized: constructivism, constructionism, cognitive theories, and socio-cognitive theory. The paper further presents an overview of how and which learning theories are used, and outlines paths for future CCI research based on the results.
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