IDC ’18- Proceedings of the 17th ACM Conference on Interaction Design and Children
SESSION: Keynote addresses
The interaction between a child and a robot is not designed the same way in human-robot interaction (HRI) and in educational uses of robotics (R4L). For instance, HRI researchers aim at minimizing misunderstandings between humans and robots, which makes perfectly sense. However, in education, misunderstandings and disagreements are the fuel for learning: learning is the side effect of the cognitive effort – verbal elaborations- required to repair misunderstandings or resolve conflicts. This approach does not make the design of such agents easier, since the robot must be able to perceive them and to repair them, which is not a trivial design task. This additional cognitive effort is close to the concept of ‘germane cognitive load’, proposed in instructional psychology, i.e. the cognitive load induced by the construction of new schemas. No pain, no gain. I will illustrate it with our work on robots for learning to read and to write, based on the learning-by-teaching paradigm. Despite having escaped from the trap of anthropomorphism and its uncanny valley, educational robotics seem to be still affected by the myth of media richness, i.e. the belief that the more a robot interacts as a human (understands language, perceives emotions), the better it will be for learning. This is not totally false, but what learners learn depends first upon the cognitive activity they have to perform, hence upon the fine tuning of their germane load, and only indirectly on the robot properties.
Although technology is evolving to connect people in new and exciting ways, it still falls short of truly embracing the power of human connection. And for kids, that gap is all too evident. It is time to take a step back and let children inspire us to create technology that supports truly magical experiences. Designing “for” kids will disrupt the trajectory of telepresence and help us create environments that embody new forms of copresence. This talk with reflect on my years of research examining children playing together with technology. This work started with supporting children’s play through multiple mice on a desktop computer, and evolved to include shared experiences with a plethora of telepresence prototypes. Although the insights gained from this work have been enlightening, I am still disappointed with the current offerings we have to support children’s remote play. Not only do our kids deserve better, I believe they can inspire new evolutions in this space, if we make them a priority in our design.
This keynote talk focuses on teaching children through innovation and interaction with technology, and the presentation will focus on experiences from two highly successful technological innovations: EduApp4Syria and Kahoot!. EduApp4Syria, was an international innovation competition launched by the Norwegian government with the goal of creating the best game-based learning apps to help Syrian children to learn their mother tongue. The initial competition resulted in 78 bids from companies based in 31 countries. The end results of the competition were two innovative game-based learning apps that have a proven positive effect on learning and psychosocial learning. The second part of the talk will focus on experiences and research on children’s interaction with Kahoot!. Kahoot! is a game-based learning platform invented at NTNU which has reached in 2017 70 million monthly active users, and is currently the fastest growing learning brand in the world. You can read more about EduApp4Syria at: http://norad.no/eduapp4syria and more about Kahoot!at: http://kahoot.com.
SESSION: Mixed reality and playful environments
“Pump that press!”: design evaluation of audience interaction using collaborative digital and physical games
SESSION: Designing together
SESSION: Designing for different abilities
MyWord: enhancing engagement, interaction and self-expression with minimally-verbal children on the autism spectrum through a personal audio-visual dictionary
SESSION: Tangible interaction and toys
“Teegi’s so cute!”: assessing the pedagogical potential of an interactive tangible interface for schoolchildren
SESSION: Child-robot interaction
SESSION: Learning and literacy
SESSION: Communication, emotion and engagement
SESSION: Notes (short papers)
Child designers creating personas to diversify design perspectives and concepts for their own technology enhanced library
Co-designing tablet computer applications with Sri Lankan practitioners to support children with ASD
Computer mediated playful interactions: investigating how variations in the level of gaze affect children’s gameplay
Scratch memories: a visualization tool for children to celebrate and reflect on their creative trajectories
Critical design in interaction design and children: impossible, inappropriate or critical imperative?
SESSION: Art installations and demonstrations
Manipul8: an interactive experience to inspire pattern-based algebraic thinking and representational fluency
AssisT-task: a smartphone application to support people with cognitive disabilities in their daily life activities
SESSION: Work in progress/late breaking
Deep making: curricular modules for transferable content-knowledge and scientific literacy in makerspaces and FabLabs
Design considerations for family-centered health management: preliminary findings with pediatric BMT patients
“Should I answer what the atom feels?”: learning about forces in chemical bonding using ELI-chem simulation
Plan&do: a technology probe supporting children with intellectual disabilities in leisure activities
Maintaining long-distance relationships with children: exploring autobiographical designs and life logging
WORKSHOP SESSION: Workshops and courses
PANEL SESSION: Panel
SESSION: Research and design competition