Introductory guidance for teachers (Active Shakespeare: Capturing evidence of learning)

Part of the 'Active Shakespeare: Capturing evidence of learning' suite of resources. "QCDA has worked with Globe Education and the Royal Shakespeare Company to develop six sets of materials to support the teaching and assessment of Shakespeare at Key Stage 3. There are two sets of Active Shakespeare materials available to support each of As You Like It, Romeo and Juliet and The Tempest." Page 4. "What is it about Providing active and engaging ways to integrate Shakespeare in the ongoing periodic assessment of pupils’ reading. What is it for? To support the teaching and assessment of Shakespeare at Key Stage 3." - Back cover

The Interactive Child Distress Screener: development and preliminary feasibility testing

Background Early identification of child emotional and behavioral concerns is essential for the prevention of mental health problems; however, few suitable child-reported screening measures are available. Digital tools offer an exciting opportunity for obtaining clinical information from the child’s perspective. Objective The aim of this study was to describe the initial development and pilot testing of the Interactive Child Distress Screener (ICDS). The ICDS is a Web-based screening instrument for the early identification of emotional and behavioral problems in children aged between 5 and 12 years. Methods This paper utilized a mixed-methods approach to (1) develop and refine item content using an expert review process (study 1) and (2) develop and refine prototype animations and an app interface using codesign with child users (study 2). Study 1 involved an iterative process that comprised the following four steps: (1) the initial development of target constructs, (2) preliminary content validation (face validity, item importance, and suitability for animation) from an expert panel of researchers and psychologists (N=9), (3) item refinement, and (4) a follow-up validation with the same expert panel. Study 2 also comprised four steps, which are as follows: (1) the development of prototype animations, (2) the development of the app interface and a response format, (3) child interviews to determine feasibility and obtain feedback, and (4) refinement of animations and interface. Cognitive interviews were conducted with 18 children aged between 4 and 12 years who tested 3 prototype animated items. Children were asked to describe the target behavior, how well the animations captured the intended behavior, and provide suggestions for improvement. Their ability to understand the wording of instructions was also assessed, as well as the general acceptability of character and sound design. Results In study 1, a revised list of 15 constructs was generated from the first and second round of expert feedback. These were rated highly in terms of importance (mean 6.32, SD 0.42) and perceived compatibility of items (mean 6.41, SD 0.45) on a 7-point scale. In study 2, overall feedback regarding the character design and sounds was positive. Children’s ability to understand intended behaviors varied according to target items, and feedback highlighted key objectives for improvements such as adding contextual cues or improving character detail. These design changes were incorporated through an iterative process, with examples presented. Conclusions The ICDS has potential to obtain clinical information from the child’s perspective that may otherwise be overlooked. If effective, the ICDS will provide a quick, engaging, and easy-to-use screener that can be utilized in routine care settings. This project highlights the importance of involving an expert review and user codesign in the development of digital assessment tools for children

CHILDREN AIMED INTERFACES FOR ANDROID RUNNING DEVICES

The paper focuses on the development of mobile interfaces for children. The Android operating system is presented from appearance with its features, hardware support and its advantages over others operating systems. Mobile software development requirements on different platforms for mobile devices are identified and described. A graphical interface aiming children is designed and its features are presented. The interface includes an application for managing the school related tasks and time. Children manage the time of the days of the week differently. They have access to a task management system and a progress reporting tool. The advantages and development requirements are identified and discussed.mobile, software, development, Android, devices, interfaces, children

A motion system for social and animated robots

This paper presents an innovative motion system that is used to control the motions and animations of a social robot. The social robot Probo is used to study Human-Robot Interactions (HRI), with a special focus on Robot Assisted Therapy (RAT). When used for therapy it is important that a social robot is able to create an "illusion of life" so as to become a believable character that can communicate with humans. The design of the motion system in this paper is based on insights from the animation industry. It combines operator-controlled animations with low-level autonomous reactions such as attention and emotional state. The motion system has a Combination Engine, which combines motion commands that are triggered by a human operator with motions that originate from different units of the cognitive control architecture of the robot. This results in an interactive robot that seems alive and has a certain degree of "likeability". The Godspeed Questionnaire Series is used to evaluate the animacy and likeability of the robot in China, Romania and Belgium

Children's interactions with interactive toy technology

Abstract Digital toys offer the opportunity to explore software scaffolding through tangible interfaces that are not bound to the desktop computer. This paper describes the empirical work completed by the CACHET (Computers and Children's Electronic Toys) project team investigating young children's use of interactive toy technology. The interactive toys in question are plush and cuddly cartoon characters with embedded sensors that can be squeezed to evoke spoken feedback from the toy. In addition to playing with the toy as it stands, the toy can be linked to a desktop PC with compatible software using a wireless radio connection. Once this connection is made the toy offers hints and tips to the children as they play with the accompanying software games. If the toy is absent, the same hints and tips are available through an on-screen animated icon of the toy's cartoon character. The toys as they stand are not impressive as collaborative learning partners, as their help repertoire is inadequate and even inappropriate. However, the technology has potential: children can master the multiple interfaces of toy and screen and, when the task requires it and the help provided is appropriate, they will both seek and use it. In particular, the cuddly interface experience can offer an advantage and the potential for fun interfaces that might address both the affective and the effective dimensions of learners' interactions

Character Design to Support Socialization of the Urban Forest Existence in Jakarta

The purpose of this study was to help the campaign of related messages and invites the public to participate in caring for the existence of the urban forest in Jakarta. Method design of this study was through the stages of observation in the form of search data by observation, literature reference, and then elaboration of mapping problem analysis, synthesis in the form of search and define the character core visual as the main idea. It was also supported by the theories related to the visual character animation, communication, semiotics, and gestalt. The result is character design with a variety of functions such mascot, campaign logo, and public service advertising. In conclusion, through this character design is expected to communicate messages easier about the existence of urban forest in Jakarta

An AR Safety Instruction APP Designed for Kids

Safety is very important for little kids. Our children could be harmed by various kinds of danger. According to the statistics, among those 0 to 19 years of age, more than 12,000 people die from unintentional injuries . Meanwhile, more than 9.2 million of them are treated in emergency departments for nonfatal injuries . There are few lessons which could teach kids about what can do with the surroundings and what they could not do. Few kids know when facing threats, how to fix it. In this paper, a safety instruction app is designed for kids. The app could help parents to educate their kids on the dangers within their environment, especially at home. And the app could guide them to find those dangerous items at home. Kids could play for fun and learn in the meantime. When all goals accomplished, kids could have a clear sense of what to do, and what to be cautious while at home. What’s more, AR technology is also involved in this design. Kids could use the rear camera of iPad Pro to look around their surroundings. Kids could recognize what should be paid attention to, and keep away from those items within the AR scene

Interactive animated storybook based on Korean folk tale

The intended purpose of my project was to develop an interactive animated storybook for children based on a Korean folk tale. Unlike a traditional storybook, I created an interactive computer program for children with diverse interactive animations. I wanted to explore how multimedia design can be entertaining and educational simultaneously