| 1. |
- Barendregt, Wolmet, et al.
(författare)
-
A Course on Interaction Games and Learning for Interaction Design Students
- 2013
-
Ingår i: Proceedings of FDG.
-
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.
|
|
| 2. |
- Barendregt, Wolmet, et al.
(författare)
-
Attacking Immune Attack™? An Evaluation by Teacher Students
- 2010
-
Ingår i: 4th European Conference on Games Based Learning.
-
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.
|
|
| 3. |
- Barendregt, Wolmet, et al.
(författare)
-
Child-Robot Interaction: Social Bonding, Learning and Ethics
- 2014
-
Ingår i: Workshop proceedings of Interaction Design and Children Conference IDC´14. - : Association for Computing Machinery (ACM). - 9781450322720
-
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.
|
|
| 4. |
|
|
| 5. |
- Barendregt, Wolmet, et al.
(författare)
-
Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children
- 2020
-
Ingår i: Interaction Design and Architecture(s) Journal - IxD&A. - 1826-9745 .- 2283-2998. ; :44, s. 109-128
-
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.
|
|
| 6. |
- Barendregt, Wolmet, et al.
(författare)
-
Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
-
Ingår i: Proceedings of the 11th International Conference on Interaction Design and Children. - New York : ACM Press. - 9781450310079 ; , s. 204-207
-
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.
|
|
| 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.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
| 11. |
- Barendregt, Wolmet, et al.
(författare)
-
Exploring the Potential of the Drawing Intervention Method for Design and Evaluation by Young Children
- 2013
-
Ingår i: Proceedings of CHI - WiP.
-
Konferensbidrag (refereegranskat)abstract
- This paper describes the preliminary results of an exploratory study on the use of the Drawing Intervention method for both design and evaluation activities with young children (4-7). In this study we wanted to a) investigate how a variant of this method can be used to evaluate a game with younger children than the ones participating in previous studies, b) how well it works as a method to invite children to generate design ideas, and c) whether it works as a collaborative design method. Findings suggest that in general children were able to create drawings related to the proposed themes and showing their understanding of several aspects of the technologies/games that they encountered. The youngest children found it hard to collaborate and usually worked on one side of the paper if forced to share a paper, while some older children sometimes were able to create one game together.
|
|
| 12. |
- Barendregt, Wolmet, et al.
(författare)
-
Getting it Right – Unfolding Factors for Reporting on Participatory Design with Children with Special Needs
- 2015
-
Ingår i: Workshop Unfolding Participation in conjunction with the The Fifth Decennial Aarhus Conference 17- 21 August 2015, Aarhus, Denmark.
-
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.
|
|
| 13. |
|
|
| 14. |
- Barendregt, Wolmet, et al.
(författare)
-
Including Children with Disabilities in the Design Process : Interaction Design with Children with Disabilities
- 2014
-
Ingår i: Workshop Proceedings of Interaction Design and Children Conference IDC´14.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This workshop aims to bring together researchers and designers to exchange experiences with (participatory) design techniques for children with disabilities that may hinder communication, such as hearing aids, autism or Down’s syndrome. More specifically, the main aim is to identify commonalities and differences in current practices and discuss how to apply and adapt participatory design techniques for the different target groups. This workshop will he held jointly with the workshop on “Values and Stances in Interaction Design with Children with Disabilities".
|
|
| 15. |
- Barendregt, Wolmet, et al.
(författare)
-
Including Children with Disabilities in the Design Process
- 2014
-
Ingår i: Workshop Proceedings of Interaction Design and Children Conference IDC´14.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This workshop aims to bring together researchers and designers to exchange experiences with (participatory) design techniques for children with disabilities that may hinder communication, such as hearing aids, autism or Down’s syndrome. More specifically, the main aim is to identify commonalities and differences in current practices and discuss how to apply and adapt participatory design techniques for the different target groups. This workshop will he held jointly with the workshop on “Values and Stances in Interaction Design with Children with Disabilities".
|
|
| 16. |
- Barendregt, Wolmet, 1971, et al.
(författare)
-
Intermediate-Level Knowledge in Child-Computer Interaction
- 2018
-
Ingår i: Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC '18). - New York, NY, USA : ACM.
-
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.
|
|
| 17. |
- Barendregt, Wolmet, et al.
(författare)
-
Intermediate-level knowledge in child-computer interaction: A call for action
- 2017
-
Ingår i: IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. - New York, NY, USA : ACM.
-
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.
|
|
| 18. |
- Barendregt, Wolmet, et al.
(författare)
-
KanjiLearningLabDemo: Memorizing Kanji in a Playful Way
- 2011
-
Ingår i: 5th European Conference on Games Based Learning, Athens, Greece.
-
Konferensbidrag (refereegranskat)abstract
- The Chinese writing characters as used in modern Japanese are called kanji. As a foreign language learner with an alphabetic-language background it is very difficult to learn kanji. It requires an enormous memory load to memorize the extensive amount of information embedded in the script. Heisig (1986) states that in order to decrease mental overload one should a) use mnemonics to remember the meaning and writing of the kanji and b) separate the learning of the meaning and writing of the kanji from learning how the characters are pronounced. Based on this assumption, he has developed a complex mnemonic intervention that contains elements of elaboration, organization, and rehearsal. This learning strategy is published in a series of kanji learning textbooks (Heisig, 1986, 1987). In this paper we describe the design and evaluation of KanjiLearningLabDemo, an online game developed with inspiration from Heisig’s learning approach, but extending it on several points. The game aims to simplify the task of memorizing the meaning of 150 basic kanji by making the learning process playful and easy. KanjiLearningLabDemo has three main features: It uses mnemonics to support learning the meaning of the characters. It uses illustration and animation art work, sound and text to “visualize” the mnemonics in a way that triggers multiple senses and evokes emotions in the user. It uses mini games and examinations as a tool to review the newly acquired kanji meanings. The mini games train both forward recall (from meaning stimulus to kanji recall) and backward recall (from kanji stimulus to meaning recall) of the characters. We have tested the KanjiLearningLabDemo with 130 learners of Japanese as a second language between 10 and 30 years old. All students played for three to four sessions, each session lasting between 45 and 75 minutes. Most students, even the youngest ones, were able to keep their attention on game play throughout all sessions. Some of the students also voluntarily played in between the test sessions. The preliminary results show that the students had mastered 30 (for the youngest students) to 130 (for some of the adult students) new kanji, measured as the difference between a pre-test and a post-test. As a comparison, during their first year of Japanese study the younger students were introduced to 30 new kanji as well as 100 alphabetical letters. It should be noted that this also included learning how to write and pronounce the kanji. Finally, teachers indicated that they were very interested in adopting the game in their future teaching if the game were expanded to 400-500 kanji and re-designed to offer more customized features. In that way they would be able to use the game as a complement to their regular teaching material. We conclude that the KanjiLearningLabDemo could be an enjoyable and effective way for learning kanji, both in and outside the classroom. We therefore aim to further develop the demo into a commercial application.
|
|
| 19. |
- Barendregt, Wolmet, et al.
(författare)
-
Legitimate Participation in the Classroom Context – Adding Learning Goals to Participatory Design
- 2016
-
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
-
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.
|
|
| 20. |
- Barendregt, Wolmet, et al.
(författare)
-
Lessons from the Evaluation of Game for Developing Number Sense
- 2013
-
Ingår i: Chi 2013 Workshop.
-
Konferensbidrag (refereegranskat)abstract
- In this paper we describe the methodological lessons that we learned from the evaluation of Fingu, an iPad game to help children between 4 and 7 years old to develop number sense through use of their fingers. We pay attention to the recruitment of the teachers and children, the selection of the measurement instruments, the distribution of the game to the children, handling a group of testers, and controlling of the use of the game during the study.
|
|
| 21. |
|
|
| 22. |
- Barendregt, Wolmet, et al.
(författare)
-
StringForce - A forced collaborative interaction game for special education
- 2017
-
Ingår i: IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. - New York, NY, USA : ACM.
-
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.
|
|
| 23. |
- Barendregt, Wolmet, et al.
(författare)
-
Teaching Values in Design in Higher Education : Towards a Curriculum Compass
- 2020
-
Ingår i: <em>Paradigm Shifts in ICT Ethics: Societal Challenges in the Smart Society</em>. - : Universidad de la Rioja. - 9788409202720 ; , s. 214-216
-
Konferensbidrag (refereegranskat)abstract
- Given that there are so many potential resources out there, we need to carefully select and present materials and activities in such a way that it can be easily accessed and used by teachers working across multiple disciplines (eg industrial design, computer science, educational technology), engaging with students on different levels (eg bachelor and master), and dealing with different sets of constraints (eg, time, location, person power, budget). Currently, we are working on the creation of a curriculum compass, a structural guidance that can help organize teaching activities together with relevant materials and tools, by employing educational design patterns as development framework (Goodyear, 2005; Mor & Winthers, 2008). For this structure, we have identified three main pillars for teaching about values in design: 1) Ethics and Human Values, 2) People and Stakeholders, and 3) Technology and Context. Building on these three pillars, we aim to further structure how a learner's understanding of values develops from a simple to more complex level. To do so, we are drawing from established taxonomies of learning, such as the SOLO taxonomy (Biggs & Collis, 1982) and the Bloom taxonomy (Bloom, 1956) to address different levels of competences. Finally, our overarching goal is to make sure that our students become caring and responsible designers of the future society in a holistic and grounded manner. To this end, our project not only focuses on developing conceptual knowledge about values and ethics and gaining practical skills to design in a value-sensitive way, but more importantly, on becoming a reflective and responsible designer.
|
|
| 24. |
- Barendregt, Wolmet, et al.
(författare)
-
The influence of the level of free-choice learning activities on the use of an educational computer game
- 2011
-
Ingår i: Computers and education. - : Elsevier BV. - 0360-1315. ; 56:1, s. 80-90
-
Tidskriftsartikel (refereegranskat)abstract
- Employing a mixed-method explorative approach, this study examined the in situ use of and opinions about an educational computer game for learning English introduced in three schools offering different levels of freedom to choose school activities. The results indicated that the general behaviour of the children with the game was very different for each of the schools while there were no significant differences in subjective opinions or previous computer game experience as measured with a questionnaire. The gaming records and interviews informed that children do enjoy playing the game in comparison with other formal learning activities, but appreciate it less as a leisure-time activity. Furthermore it appears that children used to teacher-initiated activities tend to depend on their teacher's directions for how and when to play. The study highlights the level of choice as one of the important aspects to consider when introducing a game in the classroom. The study also points out some suggestions for the design of educational games, such as providing communication possibilities between players and integrating fast-paced motor-skill based games with learning content in a meaningful way. (C) 2010 Elsevier Ltd. All rights reserved.
|
|
| 25. |
|
|
| 26. |
- Barendregt, Wolmet, et al.
(författare)
-
The Role Definition Matrix: Creating a Shared Understanding of Children’s Participation in the Design Process
- 2016
-
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
-
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.
|
|
| 27. |
|
|
| 28. |
|
|
| 29. |
|
|
| 30. |
|
|
| 31. |
- Benton, Laura, et al.
(författare)
-
A Critical Examination of Feedback in Early Reading Games
- 2018
-
Ingår i: Proceedings of CHI 2018. - : ACM.
-
Konferensbidrag (refereegranskat)abstract
- Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children’s reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.
|
|
| 32. |
- Benton, L., et al.
(författare)
-
What's Missing: The Role of Instructional Design in Children's Games-Based Learning
- 2019
-
Ingår i: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. - New York, NY, USA : ACM. - 9781450359702
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Learning games that address targeted curriculum areas are widely used in schools. Within games, productive learning episodes can result from breakdowns when followed by a breakthrough, yet their role in children's learning has not been investigated. This paper examines the role of game and instructional design during and after breakdowns. We observed 26 young children playing several popular learning games and conducted a moment-by-moment analysis of breakdown episodes. Our findings show children achieve productive breakthroughs independently less than half of the time. In particular, breakdowns caused by game actions are difficult for children to overcome independently and prevent engagement with the domain skills. Importantly, we identify specific instructional game components and their role in fostering strategies that result in successful breakthroughs. We conclude with intrinsic and extrinsic instructional design implications for both game designers and primary teachers to better enable children's games-based learning.
|
|
| 33. |
- Berkling, Kay, et al.
(författare)
-
Uncovering Failures of Game Design for Educational Content (and How to Fix Them)
- 2018
-
Ingår i: Computers Supported Education. - Cham : Springer International Publishing AG, part of Springer Nature. - 9783319946399 ; , s. 300-324
-
Bokkapitel (refereegranskat)abstract
- More than 800 users from a cross-section of ages and gender were asked about the games they play and what motivates them to play these. The answers were cross-matched with game features. Based on this match and subjective answers of those surveyed, a pattern emerges for the essential ingredients of addictive games across these demographics, as well as an anti-pattern. With the derived pattern and anti-pattern several games and real-world scenarios can be designed and existing ones analyzed. Examples show how the pattern or anti-pattern can be applied and elucidate which key ingredients tend to be missing.
|
|
| 34. |
|
|
| 35. |
- Björklund, Camilla, 1977, et al.
(författare)
-
Teachers’ Pedagogical Mathematical Awareness in Swedish Early Childhood Education
- 2016
-
Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:3, s. 359-377
-
Tidskriftsartikel (refereegranskat)abstract
- Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers’ current pedagogical mathematical awareness. A questionnaire was distributed to 147 teachers, asking them to respond to their habits of working with mathematics. The survey is based on theoretical conjectures of teacher professionality (pedagogical content knowledge), integrated with the idea of developmental pedagogy. Results from the questionnaire show that teachers account for mathematics as learning content but limitations are discerned concerning teachers’ awareness of spatial aspects of mathematics and problematization of mathematical content in goal-oriented manners. The results also point out areas for further stimulation in teacher training.
|
|
| 36. |
- Bunting, Leona, 1970, et al.
(författare)
-
Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom
- 2021
-
Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689. ; 27:Special issue
-
Tidskriftsartikel (refereegranskat)abstract
- The present study aims to understand Swedish primary school teachers’; views on a prospective system for children’s personalised reading skill development in the English classroom. This study was performed within the context of a larger EU funded project called iRead. This project aims to develop personalised learning technologies for reading. Understanding the context in which such technologies are aimed to be embedded is important if we want them to be adopted and used successfully by teachers. We address this question through a thematic analysis of semi-structured interviews with 11 primary school teachers. Our analysis shows that Swedish teachers experience large competence differences in English between children. The teachers consider personalised learning technologies a promising way to mitigate these differences. However, they also acknowledge that the Swedish’ curricular focus on communication, seen as mainly acquired through human-to-human dialogue, does not match the fundamental idea behind many personalised learning technologies. Based on these findings we discuss the potential and problems when aiming to introduce personalised learning technologies for learning English in Swedish schools.
|
|
| 37. |
- Börjesson, Peter, 1980, et al.
(författare)
-
Designing technology for and with developmentally diverse children: a systematic literature review
- 2015
-
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
-
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.
|
|
| 38. |
- Börjesson, Peter, 1980, et al.
(författare)
-
Modelling the Roles of Designers and Teaching Staff when Doing Participatory Design with Children in Special Education
- 2018
-
Ingår i: Proceedings of PDC'18. - New York, NY, USA : ACM. - 9781450363716
-
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.
|
|
| 39. |
- Börjesson, Peter, 1980, et al.
(författare)
-
Teachers’ expected and perceived gains of participation in classroom based design activities
- 2019
-
Ingår i: Conference on Human Factors in Computing Systems - Proceedings. - New York, NY, USA : ACM.
-
Konferensbidrag (refereegranskat)abstract
- This paper explores teachers’ expected and perceived gains from classroom participation in design projects. The results indicate that teachers hope the experience will be fun for the children, and that it will increase both children’s and their own knowledge about technology. Although they consider learning goals important, these do not necessarily have to be communicated to the children, since the teachers experience that the children are learning several skills anyway. However, early involvement in the definition of learning goals could make participation more beneficial. The teachers also see several gains from partication for themselves, especially related to using a design approach in the classroom. We discuss the implications of these finding and suggest a way to increase the user gains for both children and teachers by considering the opportunity to use classroom participation as a way to support teachers’ competence development, thereby fulfilling the promise of mutual learning as advocated in Participatory Design.
|
|
| 40. |
|
|
| 41. |
- Börjesson, Peter, 1980, et al.
(författare)
-
The Merits of Situated Evaluation as an Alternative UX Evaluation Method to Understand Appropriation
- 2018
-
Ingår i: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :37, s. 78-98
-
Tidskriftsartikel (refereegranskat)abstract
- Oftentimes, technologies are not used in the ways designers had initially envisioned. Instead, people adapt technologies to their own needs, a phenomenon called ‘appropriation’. Appropriation is an important aspect of User Experience design, related to the situatedness and dynamics of the design, recognizing not only that initial needs and requirements may change over time, but also that a design may change the environment that it was designed for. Appropriation can also contribute to a sense of ownership as people use a design in their own way, sometimes in ways the designer did not intend. However, commonly used User Experience evaluation methods often do not focus on the appropriation process of a technology. Situated Evaluation is an approach that does focus on appropriation, although it has not yet been used extensively in the UX field. In this paper, we therefore present and critically discuss our use of the Situated Evaluation approach for the evaluation of a specific tool that aims to enhance the communication between children, parents, and teaching staff in special education. By presenting this case, we hope to inform other UX researchers and designer about the potential of the approach to understand appropriation is an important factor in UX design.
|
|
| 42. |
- Castellano, Ginevra, et al.
(författare)
-
Towards Empathic Virtual and Robotic Tutors
- 2013
-
Ingår i: Lecture Notes in Computer Science. - 0302-9743 .- 1611-3349. ; 7926, s. 733-736
-
Tidskriftsartikel (refereegranskat)abstract
- Building on existing work on artificial tutors with human-like capabilities, we describe the EMOTE project approach to harnessing benefits of an artificial embodied tutor in a shared physical space. Embodied in robotic platforms or through virtual agents, EMOTE aims to capture some of the empathic and human elements characterising a traditional teacher. As such, empathy and engagement, abilities key to influencing student learning, are at the core of the EMOTE approach. We present non-verbal and adaptive dialogue challenges for such embodied tutors as a foundation for researchers investigating the potential for empathic tutors that will be accepted by students and teachers.
|
|
| 43. |
- Deshmuck, Amol, et al.
(författare)
-
Towards Empathic Artificial Tutors
- 2013
-
Ingår i: Proceedings of the 8th ACM/IEEE international conference on Human-robot interaction, HRI 13. Tokyo, Japan — March 03 - 06, 2013. - : ACM/IEEE. - 9781467330558
-
Konferensbidrag (refereegranskat)abstract
- In this paper we discuss how the EMOTE project will design, develop and evaluate a new generation of artificial embodied tutors that have perceptive capabilities to engage in empathic interactions with learners in a shared physical space.
|
|
| 44. |
- Eriksson, Eva, 1976, et al.
(författare)
-
Digital Fabrication by IDAC – Aims, Steps and Transferable Principles
- 2014
-
Ingår i: FabLearn Europe 2014.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aims to present the digital fabrication approach driven by Gothenburg Working group for Interaction Design and Children – IDAC in Sweden. In addition to supporting local makerspace environments, educating teachers, school leaders and politicians, and conducting hacker clubs for children, we suggest including children in special education in a European agenda for digital fabrication at school, and make the maker movement matter for all children. In this paper, we identify three transferable principles for this.
|
|
| 45. |
- Eriksson, Eva, 1976, et al.
(författare)
-
Makerspace in School – Experiences from a Large-Scale National Testbed
- 2016
-
Ingår i: FabLearn Europe 2016.
-
Konferensbidrag (refereegranskat)abstract
- Digital fabrication and making are increasingly being used in formal and informal learning environments. However, while many of these initiatives often start from a grassroots perspective, with little coordination on a national level, we now present a study on the first part of a large-scale national testbed for Makerspace in schools (Makerskola). The project embodies a series of issues that arise when a maker approach is applied to a geographically widespread national education context. The results of this study are based on an analysis of the extensive project documentation and first-hand experiences. The findings focus on the on-going experiences with initiating and running a large-scale national testbed in Sweden, involving more than 30 formal actors and hundreds of active partners in a national educational landscape.
|
|
| 46. |
- Eriksson, Eva, 1976, et al.
(författare)
-
Perspectives on Digital Fabrication and Making in Special Education
- 2016
-
Ingår i: FabLearn Europe 2016.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we will focus on different perspectives ondigital fabrication and making in special education.Firstly, we will bring up observations from field studiesin a special education school. The observations concernthe implications of different teaching styles based onwhether the teacher is trained in design thinking or not.Secondly, further perspectives concern knowledgesharing among teachers in special education, and morespecifically how to index a digital archive of digitalfabrication teaching resources for special education.The paper will shortly introduce two of the projectswhere our perspectives stems from, and further discussthe perspectives. It is the hope of the authors that theperspectives will enrich the discussion on digitalfabrication and making in special education.
|
|
| 47. |
- Eriksson, Eva, et al.
(författare)
-
Teaching for Values in Interaction Design : A Discussion About Assessment
- 2022
-
Ingår i: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :52, s. 221-233
-
Tidskriftsartikel (refereegranskat)abstract
- We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment for learning, including active participation of students in the design of learning goals and assessment activities.
|
|
| 48. |
- Eriksson, Eva, et al.
(författare)
-
Teaching values in design in higher education – towards a new normal
- 2021
-
Ingår i: Proceedings of the 19th International Conference ETHICOMP 2021. - Logroño, La Rioja, Spain. - 9788409286713
-
Konferensbidrag (refereegranskat)abstract
- We can see an uprising trend in various initiatives around the world in order to increase awareness of the role that values play in design. Besides in research and development, we now also see this trend in higher education curricula. Identifying ethical and social dilemmas is currently becoming a part of the explicit learning goals in a growing number of university courses aiming to contribute to sustainable and ethical development. However, there is still a lack of educational resources to support such teaching, and a clear articulation of what characterises progression towards becoming a responsible and ethical designer is largely missing. In response to this, the VASE project was initiated aiming to develop open educational resources made available online targeting teachers in higher education. However, although the main aim of teaching values in design is to educate responsible and ethical designers of tomorrow, one question remains – how do you know when your students have become responsible and ethical designers? To answer that question, we have developed a research-based model for understanding and articulating progression in teaching values in design. We propose this model as a common language for discussing, developing and determining learning goals and educational resources focused on values in design.
|
|
| 49. |
- Fallas Yamashita, Aiko, et al.
(författare)
-
Exploring potential usability gaps when switching mobile phones: An empirical study
- 2007
-
Ingår i: The 21st BCS HCI Group conference. ; , s. 1-8
-
Konferensbidrag (refereegranskat)abstract
- The study presented explores potential usability gaps when users switch from a familiar to an unfamiliar mobile phone interface. A within-subject experiment was performed in which nine users familiar with Sony-Ericsson T630 and nine familiar with Nokia 7250 performed tasks on both phones. On average, test subjects spent more time on finishing tasks with an unfamiliar phone than with a familiar one. For two of the four tasks, there was a significant difference in completion time between the first-time Nokia users and the first-time Sony-Ericsson users. The tasks of adding a contact to the address book and sending an SMS to a contact in the address book were performed more quickly by new Nokia users than by new Sony-Ericsson users. The subjective difficulty ranking also showed that first-time Nokia users found the new phone easier to use than first-time Sony-Ericsson users did. Hierarchic Task Analysis is used as a potential explanation, and three other theories that relate to these findings are presented: mental models, habit errors, and emotional attachment.
|
|
| 50. |
- Fjeld, Morten, 1965, et al.
(författare)
-
Epistemic action: a measure for cognitive support in tangible user interfaces?
- 2008
-
Ingår i: Proceedings of Measuring Behavior 2008 (Maastricht, The Netherlands, August 26-29, 2008). ; , s. 115-116
-
Konferensbidrag (refereegranskat)abstract
- In the field of Human-Computer Interaction the usability of a program or tool is often measured in terms of efficiency, effectiveness, and satisfaction [1]. Recently, in the field of Tangible User Interfaces (TUIs) an additional measure for the quality of tangible tools was introduced: epistemic action. Kirsh and Maglio [2] distinguish between ‘epistemic’ and ‘pragmatic’ actions. An epistemic action is an action whereby users change their environment to search for a solution or strategy to perform a certain task. A pragmatic action is strictly the action needed to actually perform this task. Kirsh and Maglio illustrate this with the example of how players of the game, Tetris, rapidly rotate the falling bricks instead of mentally determining the correct position for a brick and then rotating it to the correct position. Players use epistemic actions to modify the environment which helps them to determine the correct position. They can do this faster than the corresponding mental rotations. It might be easier to physically modify the external world and then interpret it rather than compute and interpret a new state internally. It has been suggested that epistemic action is a relevant concept when researching computer interfaces that involve physical objects such as TUIs [3]. Sharlin et al. [4] suggest that support for epistemic actions is an important factor in the success of a TUI. In this paper we look at three different spatial planning tools and aim to relate the traditional measures of efficiency, effectiveness, and satisfaction with the number of epistemic actions to determine whether this last measure can additionally be a useful measure of quality for TUIs.
|
|
