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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. |
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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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| 9. |
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| 10. |
- Benton, Laura, et al.
(författare)
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A Critical Examination of Feedback in Early Reading Games
- 2018
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Ingår i: Proceedings of CHI 2018. - : ACM.
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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.
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