How to model and augment player satisfaction : a review

This is a review on approaches for modeling satisfaction perceived by users interacting with entertainment systems. Experimental studies with adult and children users of games (screen-based and physical-interactive) are outlined and the most promising approaches for augmenting player satisfaction while the game is played (i.e. in real-time) are discussed.peer-reviewe

Fantasy, curiosity and challenge as adaptation indicators in multimodal dialogue systems for pre-schoolers

In this paper, we investigate how fantasy, curiosity and challenge contribute to the user experience in multimodal dialogue computer games for preschool children. For this purpose, an on-line multimodal platform has been designed, implemented and used as a starting point to develop five task oriented games suitable for preschoolers, with varying levels of fantasy and curiosity elements, as well as, variable difficulty levels. Nine preschool children were asked to play these games in different configurations and choose the application setup that they enjoyed most. Results show that fantasy and curiosity are correlated with children's entertainment, while the level of difficulty seems to depend on each child's individual preferences and capabilities. In addition, a variety of objective metrics (task completion, interaction time, wrong answers), audio features and emotional state have been investigated as potential features that can predict optimal levels of fantasy, curiosity and difficulty for each child. Emotional state recognition results are also reported.peer-reviewe

Musical Multimodal Child Computer Interaction

In this project an interactive computer system is designed that envisions to contribute to young children's musical education. From literature, requirements for musical interaction were derived. In this paper these requirements and the design of the system are described

Child-Computer Interaction SIG: Designing for Refugee Children

The global refugee crisis is a significant current challenge affecting millions of children. The process of refugee migration comes with major immediate as well as long-term risks to children’s physical and mental health, education, and prospects. Despite the multiple dangers and challenges during migration, most refugee families have access to and make use of interactive technologies, prior to, during, and after migration. This SIG meeting is an opportunity to discuss novel potential roles for technologies to alleviate some of the challenges faced by child refugees

Child-computer interaction, ubiquitous technologies, and big data

In this forum we celebrate research that helps to successfully bring the benefits of computing technologies to children, older adults, people with disabilities, and other populations that are often ignored in the design of mass-marketed products. The children’s technology landscape is changing quickly. The ubiquity of interactive technologies means children can access them just about anytime, anywhere. At the same time, these technologies constantly collect data from and about children, bringing them into the age of big data, voluntarily or not. These developments have the potential to significantly change children’s relationship to technology and the long-term impact of technology use. To discuss these changes, the child-computer-interaction community held a special interest group (SIG) meeting during the CHI 2018 conference

Child-Computer Interaction, Ubiquitous Technologies, and Big Data

The children\u27s technology landscape is changing quickly. The ubiquity of interactive technologies means children can access them just about anytime, anywhere. At the same time, these technologies constantly collect data from and about children, bringing them into the age of big data, voluntarily or not. These developments have the potential to significantly change children\u27s relationship to technology and the long-term impact of technology use. To discuss these changes, the child-computer-interaction community held a special interest group (SIG) meeting during the CHI 2018 conference

Mapping child–computer interaction research through co-word analysis

This paper employs hierarchical clustering, strategic diagrams, and network analysis to construct an intellectual map of the Child–Computer Interaction research field (CCI) and to visualize the thematic landscape of this field using co-word analysis. This approach assumes that an article’s keywords constitute an adequate description of its content and reflect the topics that the article covers. It also assumes that the co-occurrence of two or more keywords within the same article indicates a linkage between those topics. This study quantifies the thematic landscape of the CCI field and elaborates on emerging topics as these are manifested in publications in the two primary venues of the CCI field, namely the proceedings of the annual IDC conference and the International Journal of CCI. Overall, a total of 1059 articles, and their respective 2445 unique, author-assigned keywords, are included in our analyses — all papers have been published between 2003 and 2018. The results indicate that the community has focused (i.e., high frequency keywords) in areas including Participatory Design, Tangibles, Design, Education, Coding, and Making. These areas also demonstrate a high degree of ”coreness” (i.e., connection with different topics) and ”constraint” (i.e., connection with otherwise isolated topics). The analysis also highlights well-structured yet peripheral topics, as well as topics that are either marginally interesting, or have the potential to become of major importance to the entire research network in the near future. Limitations of the approach and future work plans conclude the paper

Experimental Studies in Learning Technology and Child–Computer Interaction

This book is about the ways in which experiments can be employed in the context of research on learning technologies and child–computer interaction (CCI). It is directed at researchers, supporting them to employ experimental studies while increasing their quality and rigor. The book provides a complete and comprehensive description on how to design, implement, and report experiments, with a focus on and examples from CCI and learning technology research. The topics covered include an introduction to CCI and learning technologies as interdisciplinary fields of research, how to design educational interfaces and visualizations that support experimental studies, the advantages and disadvantages of a variety of experiments, methodological decisions in designing and conducting experiments (e.g. devising hypotheses and selecting measures), and the reporting of results. As well, a brief introduction on how contemporary advances in data science, artificial intelligence, and sensor data have impacted learning technology and CCI research is presented. The book details three important issues that a learning technology and CCI researcher needs to be aware of: the importance of the context, ethical considerations, and working with children. The motivation behind and emphasis of this book is helping prospective CCI and learning technology researchers (a) to evaluate the circumstances that favor (or do not favor) the use of experiments, (b) to make the necessary methodological decisions about the type and features of the experiment, (c) to design the necessary “artifacts” (e.g., prototype systems, interfaces, materials, and procedures), (d) to operationalize and conduct experimental procedures to minimize potential bias, and (e) to report the results of their studies for successful dissemination in top-tier venues (such as journals and conferences). This book is an open access publication

Child-Centered Security

Children are spending more time online through the use of digital toys, games and the internet. These activities make children potentially vulnerable to security threats. This position paper puts forward an argument for and against creating a new research discipline in child-centered security, as a fusion of user-centered security and child computer interaction