Development of a music organizer for children

Software development for children is challenging; children have their own needs, which often are not met by ‘grown up’ software. We focus on software for playing songs and managing a music collection—tasks that children take great interest in, but for which they have few or inappropriate tools. We address this situation with the design of a new music management system, created with children as design partners: the Kids Music Box

Scaffolds and design factors to increase creative outcomes in teaching Software Design and Testing

Graduates are expected to be able to provide holistic solutions, capable of meeting diverse objectives simultaneously. We aim to investigate how students would conceptualize, make sense, desire to know, find solutions and subsequently progress to collaborate, communicate and create new artefacts. We hypothesize that there would be a higher likelihood of better quality design process, explanations as well as modelling outcomes if first, students can relate between the ability to analyse problems with the ability to conceptualize/model and second, the design of the task focuses on not only functional but more importantly sustaining positive user experience. Findings highlight the importance of key design factors contributing to more creative outcomes

IT Education, Girls, and Game Modding

Researchers have argued that video games have great utility for learning. Games promote experiential learning and can be used to facilitate active learning. This paper examines the potential of video games in education. In particular, it examines the benefits of game modding compared to playing and/or creating games. However, video game classes have been primarily attended by male students. This paper looks further into the gender issue regarding the use of video game modding in education. This is demonstrated through a course developed by the authors on game design. The main goal of the course was to introduce middle school and high school female students to IT and assist them in acquiring five basic IT skills. During the course, survey data was collected from participating students. Results from the surveys as well as analysis of student projects and anecdotal evidence suggest that using video game modding is successful in increasing self-efficacy and motivation as well as teaching female students basic IT skills

Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative

This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers’ professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary school teachers’ technological, pedagogical and content knowledge of fraction equivalence, addition and subtraction. Verbal and written data from the workshops alongside observations and interviews from the school visits were analysed using the technological, pedagogical and content knowledge (TPACK) framework. The findings show that the assumptions of even experienced teachers were challenged when Fractions Lab was shared as an artefact on which they were asked to co-design and subsequently interact with, using it in subsequent phases of the cooperative inquiry process. Two original aspects of successful co-design of virtual manipulatives through communities of practice are identified and offered to others: (1) careful bootstrapping of the first design iteration that gathers intelligence about the content area and the technological affordances and constraints available; and (2) involvement of highly motivated teachers who perceive themselves as agents of change in the domain area

The Child-to-Child (C2C) Method: Participatory Design for, with and by Children in a Children's Museum

In this paper, we present the Child-to-Child method (C2C) for co-designing with children for children. The method is illustrated using a design case, where an interactive space for young children in Children’s Museum was designed. A three dimensional interactive books are envisioned and explored with children, and consequently embedded into the “Book Nook” exhibit. This interactive environment, intended for young children aged 3-5, was developed and prototyped by an intergenerational design team. The paper reflects upon challenges and opportunities provided by working with C2C method and presents results of preliminary investigation of an interactive space design that employs a novel concept of a 3D book. Further, we argue that C2C method is indeed a participatory design method for, with and by children. Reprint of a paper published in: IADIS International Journal on WWW/Internet Vol. 11, No. 2, pp. 92-113. Made available here with permission from IADIS. http://www.iadis.org

The effectiveness of computer based interactive oral health education

The Western Isles of Scotland have historically high levels of dental disease in the five year old age group amongst the worst in the UK. The “Action Plan for Scotland” has implemented a multidisciplinary approach to deal with this problem. This includes a major role for schools in supporting and improving oral health, by reducing the availability of cariogenic produce in schools and actively promoting healthier diets. In light of this the researcher created an interactive computer programme, designed to educate children about healthy eating and improve their ability to identify cariogenic foods. The interactive computer programme was designed to integrate into the school curriculum providing a combined teaching tool and learning resource; for elements of both the health curriculum and IT attainment targets. To assess the efficacy of the interactive computer programme a blind randomised controlled trial was designed to measure: • Its ability to teach children the difference between healthy and unhealthy food. • If it could positively influence the children’s selection of playtime snack. The computer programme was initially assessed by a peer group consisting of Primary School Teachers, Dental staff (Glasgow University Dental School) and Dieticians (Western Isles Health Board). This was to ensure the content contained the correct nutritional and oral health message and that the interactive computer programme was educationally appropriate, for the age group within the study. The computer programme was then assessed by a user group, consisting of pupils from Sandwick Hill Primary School, aged from four and a half to seven. Changes were then made in relation to the format and content of the programme to improve and refine it. An initial pilot study was undertaken within Sandwick Hill Primary School to assess the methodology of the controlled trial and the randomisation and blinding of the participants. This also allowed refinement of the assessment tool to be used within the study. The assessment tool was designed to determine the children’s ability to identify healthy and unhealthy foods and to record their playtime snack. Two schools were involved in the controlled trial, Stornoway Primary School and Laxdale Primary School. Positive consent was received for Eighty-six pupils in total. There were forty five boys (52.3%) and forty one girls (47.7%). The mean age was 5.7, (range 4 to 7 years). The teaching staff involved within the study were given a tutorial to explain the use of the programme and the protocols relating to randomisation and blinding. The participants were then randomly allocated to one of two groups, the intervention or control group. Both groups were then assessed to provide a comparative baseline. The intervention group were provided with the interactive computer programme. They were to use the programme for fifteen minutes a time over three weeks. The teachers were encouraged to allow the children to access the programme at least five to six times during this period. The control group were provided with traditional paper based educational material which was completed during class time. After three weeks the children were reassessed and the educational materials removed. The children were then assessed again after three months to assess longevity and retention of the acquired knowledge. The researcher remained blind to group allocation until the key was broken after analysis of the results. Regarding identification of healthy food, regression analysis showed significant improvement in both groups, but t-tests revealed no significant difference between them. The groups matched well at baseline [Two- Sample T-test for means, p=0.979 95% CI -4.88, 4.76]; the intervention group showed greater improvement at 3 weeks but this was not significant [Two- Sample T-test for means, p= 0.135 95% CI -7.56, 1.04]. There was no difference seen at 3 months [Two- Sample T-test for means. P= 0.547, 95% CI -5.12, 2.74]. There was neither an improvement nor a difference between the two groups in snack selection. This study provides evidence as to the effectiveness of interactive technology in relation to oral health education. It shows that interactive computer technology can provide an alternative to paper based educational materials. This study does not however show it to be significantly more effective. The study also shows that the use of the interactive computer programme was ineffective in modifying behaviour, in relation to diet, in this age group

Empowering children with ASD and their parents : design of a serious game for anxiety and stress reduction

Autism Spectrum Disorder (ASD) is characterized by social interaction difficulties and communication difficulties. Moreover, children with ASD often suffer from other co-morbidities, such as anxiety and depression. Finding appropriate treatment can be difficult as symptoms of ASD and co-morbidities often overlap. Due to these challenges, parents of children with ASD often suffer from higher levels of stress. This research aims to investigate the feasibility of empowering children with ASD and their parents through the use of a serious game to reduce stress and anxiety and a supporting parent application. The New Horizon game and the SpaceControl application were developed together with therapists and according to guidelines for e-health patient empowerment. The game incorporates two mini-games with relaxation techniques. The performance of the game was analyzed and usability studies with three families were conducted. Parents and children were asked to fill in the Spence's Children Anxiety Scale (SCAS) and Spence Children Anxiety Scale-Parents (SCAS-P) anxiety scale. The game shows potential for stress and anxiety reduction in children with ASD

UNDERSTANDING THE SOCIAL AND COGNITIVE EXPERIENCES OF CHILDREN INVOLVED IN TECHNOLOGY DESIGN PROCESSES

Technology has become ubiquitous not only in the lives of adults, but also in the lives of children. For every technology, there is a process by which it is designed. In many cases, children are involved in these design processes. This study examined the social and cognitive experiences of children who were integrally involved in a technology design process in partnership with adults. This research study employed a Vygotskian lens with a case study research method, to understand the cognitive and social experiences of child technology design partners over a one-year period of design and partnership. Artifact analysis, participant observation, and interviews were used to collect and analyze data. Results from this study demonstrated that children involved in technology design process in partnership with adults experienced social and cognitive experiences which fall into the areas of relationships, enjoyment, confidence, communication, collaboration, skills, and content

Neon Chalk: Designing Software to Support Drawing as Play for Children with Autism Spectrum Disorders

Neon Chalk is a prototype piece of software designed to support drawing as play, for children with Autism Spectrum Disorders (ASD). It incorporates a minimalist interface to reduce distraction while drawing, compelling colours and sound that are configurable for each user, and an interaction design that makes the stimulus reward outputted by the software contingent on input from the child drawing. The design and development of the Neon Chalk prototype has motivated and informed the assessment of user-centred data gathering techniques. Six children with ASD were involved in this research. The techniques used within this studied are evaluated based on their suitability of use with this challenging user population