Exploring Research through Design in Animal-Computer Interaction

This paper explores Research through Design (RtD) as a potential methodology for developing new interactive experiences for animals. We present an example study from an on-going project and examine whether RtD offers an appropriate framework for developing knowledge in the context of Animal-Computer Interaction, as well as considering how best to document such work. We discuss the design journey we undertook to develop interactive systems for captive elephants and the extent to which RtD has enabled us to explore concept development and documentation of research. As a result of our explorations, we propose that particular aspects of RtD can help ACI researchers gain fresh perspectives on the design of technology-enabled devices for non-human animals. We argue that these methods of working can support the investigation of particular and complex situations where no idiomatic interactions yet exist, where collaborative practice is desirable and where the designed objects themselves offer a conceptual window for future research and development

Theoretical-practical research

Dissertação de Mestrado em Design, com a especialização em Design de Produto, apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.N/

Multimodal Lifeworlds: Pedagogies for Play Inquiries and Explorations

In this paper, we advocate a reconceptualisation of early learning in the 21st century in the form of multimodal lifeworlds. We review the research literature on the role of new technologies for young children’s learning, both in their homes and in educational contexts. We contend that, in order to make our work accessible, and to describe the ways in which digital artefacts can create new contexts for learning, we should foreground the learning that is possible in contemporary multimodal learning ecologies. We raise complex questions and issues that require consideration as we plan for pedagogies that will encourage, support and transform children’s learning. The paper presents an understanding of new and continually evolving technologies as artefacts that inhabit the contemporary child’s lifeworld. These resources form part of their suite of learning devices, which impact on children’s identities, learning ecologies and how they make meanings of self. Finally, we present a possible conceptualization, which combines these elements that are relevant for pedagogical planning, discussed in the article, to consider how new technologies, as social, cultural and personal artefacts can contribute to children’s learning ecologies

Virtual Reality vs Real Virtuality in Mathematics Teaching And Learning

The paper presents research activities carried out within DALEST Project (Developing an Active Learning Environment for the Learning of Stereometry). Some of the computer 3D applications based on Elica are considered together with possible educational activities in the context of nets of solids. The first impressions of the pilot experiment are presented from learners’, educators’; and developer’s perspective

Science as pantomime : explorations in contemporary children's non-fiction books

Imperial Users onl

Getting healthier : creating interactive cooking tools for kids

Cooking lessons are believed to be the basis for a healthy lifestyle for both children and adults. However, while children learn their eating habits during childhood, most people only learn to cook from the age of sixteen onwards. Therefore, it is suggested that people should learn to cook during childhood. Current cooking classes aim mainly at the cognitive skills, with children learning about food in a traditional setting, i.e. in class and from books. Children are taught that water boils at a hundred degrees Celsius by using numbers and visualizations of thermometers, instead of what boiling water looks like. This way of teaching contrasts very much with the rich sensorial experience that cooking actually is. Therefore, we argue that learning about cooking should be aimed more at exploiting the perceptual-emotional skills. In the current paper we present the design and development of an interactive learning environment that teaches children how to prepare healthy meals. The project was developed by means of a process referred to as research through design, i.e. by iteratively ideating concepts, making prototypes and evaluating them in context. A key element of this project is the facilitation of learning by doing in the interactive learning environment. It is argued that performing an action is a more effective way of learning than learning on a cognitive level. In addition, principles from tangible interaction have been integrated in the design. Tangible interfaces are believed to engage multiple senses, support natural learning and create playfulness. The Supersous Game supports an interactive feedback loop with five different cooking tools; a knife, a peeler, a masher, a scale and a rasp. The game guides the children through the process of cooking by auditory guides and visual explanations. Various prototype iterations have been evaluated on interaction and experience at an after school day care centre with children in the age group of 7 to 11 years. The experiential results, which were obtained by means of semi-structured interviews, suggest that after playing the game the children have a more positive attitude towards cooking. In addition, children have greater confidence in their ability to cook and have a better understanding of how they can eat healthier. Furthermore, all children indicated that they wanted to play the game more often, and some even mentioned that they would like to involve their parents in the process of cooking as well. Moreover, parents were surprised by the cooking skills of their children, as well as of their willingness to try out new self-prepared dishes. Finally, the evaluation of the interaction suggests possible improvements to the environment such as applying inherent feedback and personalization of guidance. The presented project suggests that interactive games may support a healthier lifestyle for children and that interactive learning environments could offer new opportunities for health promotion programs

Summer of Tinkering: Sociocultural Views of Children's Learning while Tinkering in Social and Material Worlds

abstract: As interest in making and STEM learning through making and tinkering continue to rise, understanding the nature, process, and benefits of learning STEM through making have become important topics for research. In addition to understanding the basics of learning through making and tinkering, we need to understand these activities, examine their potential benefits, and find out ways to facilitate such learning experiences for all learners with resources that are readily available. This dissertation is a study of children’s learning while tinkering inspired by the Educational Maker Movement. It is motivated by the projects that children playfully create with broken toys, art and craft resources, and other found objects, and the connections of such activities to learning. Adopting a sociocultural lens this dissertation examines eight to twelve-year-olds’ learning while tinkering in collaboration with friends and family, as well as on their own. Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children’s playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children’s everyday fabric of activities are considered.Dissertation/ThesisDoctoral Dissertation Learning, Literacies and Technologies 201

On the Timelessness and Timeliness of Categorical Analysis: the Past, Present, and Yet to Come of searching for Latent Meanings

From the past to the present, and from the present into the future, this paper (re)discovers categorical analysis as a cross qualitative technique, adapted to old and new communication objects. Categorical analysis has been performed on a wide variety of written, audio and visual documents, and undertaken by researchers in many different disciplines, including sociology, psychology, anthropology and political science, but also communication, management, marketing, sports, tourism, art or literature studies. Over the years and transversely, researchers using categorical analysis engage on a systematic and in-depth analysis of material looking for the latent meanings allowing to understand social reality. In this text, empirical illustration of such an endeavour is taken from the author’s own work operating QSR’s ©NVivo qualitative software. The detailed presentation and reflection upon a case study aims at leaving in the possible reader an impressionist trait on the long yet challenging path from data collection to the scientific writing. Ultimately, this text intends to be a creative venue, leading the very beginner student, the most fledgling or established researcher, employing either the pencil or laptop, free to imagine, design and explore innovative research objects of analysis through categorical analysis

Touch screen technology in the first three years

There has long been debate about the use of screen technology with young children. The first part of this paper reviews the literature currently available, looking at previous research about television viewing as well as emerging research about touch screens. The second part takes observation of three toddlers, ages 20-26 months, using iPads as well as playing with traditional toys and analyzes the differences in play and the developmental skills demonstrated by each