Lo-fi prototyping to design interactive-tabletop applications for children

Interactive tabletops are an exiting new platform for supporting children's collaboration. With design guidelines and standardized interaction principles still immature, there is a considerable need for iterative prototyping to define the task and interface. Lo-fi prototypes-using cardboard, paper, etc.- are easy to develop, flexible to adjust during design sessions, and intuitive for users to manipulate. Using them can be a valuable step in designing tabletop applications. In this paper, we detail the design process of two tabletop applications, concentrating on the role of lo-fi prototyping. TransTime is a pattern game for 5-6 year olds to engage how time progresses. OurSpace is a design tool for 7-9 year olds to arrange desks and assign seats for students in their classroom. By comparing the experiences, we arrive at a better understanding of the benefits, challenges, and limits of using lo-fi prototypes to design interactive-tabletop applications for children

KINDERTIVITY: Using Interactive Surfaces to Foster Creativity in Pre-kindergarten Children

© Owner/Author 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in {Interacción '15 Proceedings of the XVI International Conference on Human Computer Interactionhttp://dx.doi.org/10.1145/10.1145/2829875.2829881Taking into account the existent educative and pedagogical techniques, which have proved its effectiveness to foster the innovation and creativity, this thesis poses to develop, experiment and evaluate a new technological framework based on interactive surfaces to be applied in the context of preschool education. The goal is to facilitate the three factors required for creative learning: knowledge, creative thinking and motivation but taking into account the cognitive and interaction limitations of these very young users.Work supported by the MINECO (grants TIN2010-20488 and TIN2014-60077-R) and from GVA (ACIF/2015/075).Nácher-Soler, VE.; Jaén Martínez, FJ. (2015). KINDERTIVITY: Using Interactive Surfaces to Foster Creativity in Pre-kindergarten Children. ACM. https://doi.org/10.1145/2829875.2829881SBuxton, B. Multi-touch systems that I have known and loved. 2013. http://billbuxton.com/multitouchOverview.html.Catala, A., Jaen, J., van Dijk, B., and Jordà, S. Exploring tabletops as an effective tool to foster creativity traits. In Proc. of TEI'12, pp. 143--150.Comisión Europea. Conclusiones del Consejo de 12 de mayo de 2009 sobre un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»). 2009.Common Sense Media. Zero to Eight: Childrens Media Use in America 2013. 2013.Cropley, A.J. Creativity in Education and Learning: A Guide for Teachers and Educators. Kogan Page, (2001).Damon, W., Lerner, R.M., Kuhn, D., and Siegler, R.S., eds. Handbook of Child Psychology, Volume 2, Cognition, Perception, and Language. Wiley, 2006.Fleck, R., Rogers, Y., Yuill, N., et al. Actions speak loudly with words. Proc. of ITS'09, pp. 189--196.Helmes, J., Cao, X., Lindley, S.E., and Sellen, A. Developing the story. Proc. of ITS'09, pp. 49--52.Hourcade, J.P. Interaction Design and Children. Foundations and Trends® in Human-Computer Interaction 1, 4 (2007), 277--392.Johnson, L., Adams, S., and Cummins, M. The NMC Horizon Report: 2012 K-12. The New Media Consortium, Austin, Texas, 2012.Khandelwal, M. and Mazalek, A. Teaching table: a tangible mentor for pre-k math education. Proc. of TEI'07, 191--194.Mansor, E.I., De Angeli, A., and De Bruijn, O. Little fingers on the tabletop: A usability evaluation in the kindergarten. Proc. of TABLETOP'08, 93--96.Nacher, V., Jaen, J., & Catala, A. (2014). Exploring Visual Cues for Intuitive Communicability of Touch Gestures to Pre-kindergarten Children. Proc. of ITS'14, 159--162.Nacher, V., Jaen, J., Navarro, E., Catala, A., and González, P. Multi-touch gestures for pre-kindergarten children. International Journal of Human-Computer Studies 73 (2015), 37--51.Nacher, V., Jaen, J., Catala, A., Navarro, E., and Gonzalez, P. Improving Pre-Kindergarten Touch Performance. Proc. of ITS '14, 163--166..Rick, J., Francois, P., Fields, B., Fleck, R., Yuill, N., and Carr, A. Lo-fi prototyping to design interactive-tabletop applications for children. Proc. of IDC'10, pp. 138--146.Rick, J. and Rogers, Y. From DigiQuilt to DigiTile: Adapting educational technology to a multi-touch table. Proc. of TABLETOP'08, pp. 73--80.Sluis, R.J.W., Weevers, I., van Schijndel, C.H.G.J., Kolos-Mazuryk, L., Fitrianie, S., and Martens, J.B.O.S. Read-It: Five-to-seven-year-old children learn to read in a tabletop environment. Proc. of IDC'04, pp. 73--80.Smith, S.P., Burd, E., and Rick, J. Developing, evaluating and deploying multi-touch systems. International Journal of Human-Computer Studies 70, 10 (2012), 653--656

Interactive technologies for preschool game-based instruction: Experiences and future challenges

This is the author’s version of a work that was accepted for publication in Entertainment Computing. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Entertainment Computing, vol. 17 (2016). DOI 10.1016/j.entcom.2016.07.001.[EN] According to current kindergarten curricula, game play is an important basis for children development and it is the main driving force when designing educational activities during early childhood. This paper presents a review of the current state of the art of game technologies that support pre-kindergarten and kindergarten children development. Moreover, the most emergent technologies for developing educational games for preschool children are identified and a set of future challenges are discussed. The main goal of this work is to review the state of the art in interactive technologies which will help educators, game designers and Human-Computer Interaction (HCI) experts in the area of game-based kindergarten instruction. 2016 Elsevier B.V. All rights reserved.This work received financial support from Spanish Ministry of Economy and Competitiveness and funded by the European Development Regional Fund (EDRF-FEDER) with the project TIN2014-60077-R (SUPEREMOS). This work is also supported by a predoctoral fellowship within the FPU program from the Spanish Ministry of Education, Culture and Sports to V. Nacher (FPU14/00136) and from GVA (ACIF/2014/214) to F. Garcia-Sanjuan.Nácher-Soler, VE.; García Sanjuan, F.; Jaén Martínez, FJ. (2016). Interactive technologies for preschool game-based instruction: Experiences and future challenges. Entertainment Computing. 17:19-29. https://doi.org/10.1016/j.entcom.2016.07.001S19291

Estudio de las capacidades motoras de niños en edad preescolar para la realización de gestos en superficies multi-táctiles

[ES] El estilo de interacción mediante manipulación directa soportado por la tecnología multi-táctil hace de ésta una tecnología ideal para promover actividades de aprendizaje para niños desde preescolar hasta la adolescencia. Sin embargo, en las aplicaciones comerciales dirigidas a niños de preescolar encontramos que las dos operaciones de interacción más frecuentes son el toque o tap y el arrastre. Este trabajo se centra en evaluar la habilidad de los niños de preescolar (entre 2 y 3 años) para realizar gestos sobre superficies multi-táctiles además de las dos operaciones básicas de tap y arrastre. La evaluación muestra que los niños de preescolar pueden realizar de forma efectiva gestos adicionales como rotación con un dedo y escalados, empequeñecer y agrandar, con dos dedos con tasas de éxito equivalentes a los dos gestos ya utilizados independientemente de su género o edad. Adicionalmente, este trabajo identifica una serie de problemas cognitivos y de precisión que tienen impacto en el rendimiento y la viabilidad de varias de las interacciones (toque doble, toque prolongado, empequeñecer y rotación con dos dedos) y propone un conjunto de guías de diseño para mitigar estos problemas asociados y ayudar a los diseñadores de interacciones a concebir mecanismos efectivos de interacción para este exigente rango de edad[EN] The direct manipulation interaction style supported by multi-touch technology makes it an ideal mechanism to promote learning activities from pre-kindergarteners to adolescents. However, tap and drag are the only operations most frequently supported in commercial pre-kindergarten applications. This work investigates pre-kindergartener¿s (age 2-3) ability to perform gestures on multi-touch surfaces other than the already basic tap and drag operations. The evaluation finds that pre-kindergarteners can effectively perform additional gestures such as one-finger rotation and two-finger scale up and down with equivalent success rates than those observed for the basic gestures despite gender and age. Additionally, this work identifies cognitive and precision issues that may have an impact on the performance and feasibility of several types of interactions (double tap, long press, scale down and two-finger rotation) and proposes a set of design guidelines to mitigate the associated problems and help interaction designers envision effective interaction mechanisms for this challenging age range.Nácher Soler, VE. (2013). Estudio de las capacidades motoras de niños en edad preescolar para la realización de gestos en superficies multi-táctiles. http://hdl.handle.net/10251/37129Archivo delegad

Lo-Fi prototyping to design interactive-tabletop applications for children

Interactive tabletops are an exiting new platform for supporting children's collaboration. With design guidelines and standardized interaction principles still immature, there is a considerable need for iterative prototyping to define the task and interface. Lo-fi prototypes-using cardboard, paper, etc.-are easy to develop, flexible to adjust during design sessions, and intuitive for users to manipulate. Using them can be a valuable step in designing tabletop applications. In this paper, we detail the design process of two tabletop applications, concentrating on the role of lo-fi prototyping. TransTime is a pattern game for 5-6 year olds to engage how time progresses. OurSpace is a design tool for 7-9 year olds to arrange desks and assign seats for students in their classroom. By comparing the experiences, we arrive at a better understanding of the benefits, challenges, and limits of using lo-fi prototypes to design interactive-tabletop applications for children. Copyright 2010 ACM

Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children

Tesis por compendio[ES] La tecnología multi-táctil se ha convertido en una de las más emergentes tras experimentar un enorme crecimiento desde sus pasos iniciales en los años ochenta hasta su amplia aceptación y uso en la actualidad. Por una parte, la tecnología multi-táctil se basa en el estilo de interacción de manipulación directa el cual proporciona a los usuarios la ventaja de ver los objetos y las acciones de interés, sustituir comandos escritos por acciones de señalado y, además, permite la realización de acciones rápidas, reversibles e incrementales evitando el uso de instrucciones complejas. Por otra parte, diversos trabajos han evaluado las virtudes derivadas de utilizar conjuntamente la manipulación directa con el toque directo mostrando que es posible evitar los problemas inherentes a otras técnicas de interacción como el ratón y el teclado. Por lo tanto, aprovechando la interacción natural e intuitiva proporcionada por la tecnología multi-táctil, ésta parece una forma ideal para dar soporte a la creación de escenarios educativos dirigidos a niños en edad preescolar. Sin embargo, a pesar de la existencia de diversos estudios que evalúan la idoneidad de utilizar el estilo de interacción de manipulación directa, existe una falta de trabajos abordando el uso dispositivos basados en superficies táctiles con niños de una temprana edad. Asimismo, en la actualidad existe una creciente tendencia a diseñar aplicaciones educativas y lúdicas dirigidas a niños en edad preescolar utilizando dispositivos multi-táctiles como los teléfonos inteligentes o las tabletas. Además, diversos informes señalan que los niños son usuarios frecuentes de este tipo de dispositivos y los utilizan incluso antes de ser capaces de hablar. Sin embargo, a pesar de este crecimiento en el uso de la tecnología multi-táctil y su aparente idoneidad para ser utilizado en el desarrollo de aplicaciones educativas para niños en edad preescolar, no existen unas interacciones universales y estandarizadas para preescolares a la hora de utilizar dispositivos táctiles ya que habitualmente sólo se utilizan dos gestos básicos (básicamente, el toque con un dedo para seleccionar y el arrastre con un dedo para el movimiento). Por lo tanto, existe una clara necesidad de llevar a cabo estudios empíricos para contribuir y avanzar en el diseño de aplicaciones que den un soporte adecuado y encaje con las habilidades de los niños en su temprano desarrollo. Por tanto, esta tesis propone, diseña y evalúa diversas estrategias de usabilidad y comunicabilidad adaptadas a los niños en edad preescolar para establecer la base para el diseño y desarrollo de futuras aplicaciones basadas en dispositivos táctiles dirigidas a preescolares. Estas estrategias llevarán a la adecuada definición de guías de diseño que permitirán a los niños aprovechar al máximo la tecnología multi-táctil, harán posible el desarrollo de nuevas y atractivas aplicaciones y, eventualmente, también podrán ayudar al desarrollo cognitivo y motor de los niños.[CA] La tecnologia multi-tàctil s'ha convertit en una de les més emergents després d'experimentar un enorme creixement des dels seus passos inicials als anys vuitanta fins l'actualitat on es àmpliament acceptada i utilitzada. D'una banda, la tecnologia multi-tàctil es basa en l'estil d'interacció de manipulació directa, el qual proporciona als usuaris l'avantatge de veure els objectes i les accions d'interès, substituir comandos escrits per accions d'assenyalament i, a més, permet la realització d'accions, ràpides, reversibles i incrementals evitant l'ús d'instruccions complexes. D'altra banda, diversos treballs han avaluat les virtuts derivades d'utilitzar conjuntament la manipulació directa amb el toc directe mostrant que és possible evitar els problemes inherents a altres tècniques d'interacció com el ratolí i el teclat. Per tant, aprofitant la interacció natural i intuïtiva proporcionada per la tecnologia multi-tàctil, aquesta sembla una forma ideal per donar suport a la creació d'escenaris educatius per a xiquets en edat preescolar. No obstant això, malgrat l'existència de diversos estudis que avaluen la idoneïtat d'utilitzar l'estil d'interacció de manipulació directa, existeix una manca de treballs abordant l'ús de dispositius basats en superfícies tàctils amb xiquets d'edat primerenca. Així mateix, en l'actualitat existeix una creixent tendència a dissenyar aplicacions educatives i lúdiques dirigides a xiquets en edat preescolar utilitzant dispositius tàctils com els telèfons intel¿ligents o les tauletes. A més, diversos informes assenyalen que els xiquets són usuaris freqüents d'aquests tipus de dispositius i els utilitzen fins i tot abans de ser capaços de parlar. Malgrat aquest creixement en l'ús de la tecnologia multi-tàctil i la seua aparent idoneïtat per a ser utilitzada en el desenvolupament d'aplicacions educatives per a xiquets en edat preescolar, no existeixen unes interaccions universals i estandarditzades per a preescolars a l'hora d'utilitzar dispositius tàctils ja que habitualment només s'utilitzen dos gestos bàsics (bàsicament, el toc amb un dit per a seleccionar i l'arrossegament amb un dit per al moviment). Per tant, hi ha una clara necessitat de dur a terme estudis empírics per a contribuir i avançar en el disseny d'aplicacions que donen un suport adequat i s'ajusten amb les habilitats dels xiquets en el seu primerenc desenvolupament. Per tant, la tesi proposa, dissenya i avalua diverses estratègies de usabilitat i comunicabilitat adaptades als xiquets en edat preescolar per tal d'establir la base per al disseny i desenvolupament de futures aplicacions basades en dispositius tàctils dirigides a preescolars. Aquestes estratègies portaran a l'adequada definició de guies de disseny que permetran als xiquets aprofitar al màxim la tecnologia multi-tàctil, faran possible el desenvolupament de noves i atractives aplicacions i, eventualment, podran també ajudar al desenvolupament cognitiu i motor dels xiquets.[EN] Multi-touch technology has become one of the most emergent technologies and has had an enormous growth since its initial steps in the eighties to be widespread accepted and used in the present. On the one hand, multi-touch technology relies on the direct manipulation interaction style which gives users the advantage to view the objects and actions of interest, replace typed commands by pointing actions and to perform rapid, reversible and incremental actions avoiding using complex instructions. On the other hand, several works have evaluated the virtues when joining direct manipulation with direct-touching showing that it solves the problems inherent in other interaction devices, such as those involving mouse or keyboard. Hence, taking advantage of the intuitive and natural interaction provided by multi-touch technology it seems an ideal way to support educational scenarios targeted to kindergarten children. Although several works have assessed the suitability of using the direct manipulation style with children, there is a lack of works addressing the use of touchscreen devices by this specific type of users. Moreover, there is a growing trend of designing educational and playful applications targeted to kindergarten children based on touchscreen devices such as smartphones and tablets. In addition, several reports point out that children use touchscreen devices even before they are able to speak and they are frequent users of devices such as smartphones and tablets. However, despite this growth in the use of multi-touch technology by children and its apparent suitability to be used to develop applications targeted to young children, there is a lack of standardized and universally accepted interactions for young children when using touchscreen devices since only two basic gestures are commonly used (basically, consisting of only one-finger touch for selection and one-finger drag for movement). Hence, there is a need of carrying out empirical studies to help and advance in the design of applications that adequately support and fit with children's development and skills. Therefore, this thesis proposes, designs and evaluates several usability and communicability strategies tailored to children in their early development stage to establish the design and development of future applications targeted to kindergarten children. These strategies will lead to define appropriate design strategies that enable infants to take full advantage of multi-touch technology, would make it possible to develop attractive new applications and, eventually, could also aid children's cognitive and motor development.Nácher Soler, VE. (2019). Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/116833TESISCompendi

Digital Media in a Special Educational Needs Classroom: A Study

PhDThis thesis presents a series of design-led case studies concerned with the use of digital technology and the practice of interaction design for children within the context of UK special educational needs classrooms. It explores the use and development of accessible digital systems to support groups of students who have a range of special educational needs. Working with groups of mixed ability students has found to be the most typical situation for teaching in the participant schools and is a rich but underexplored area of concern for interaction design research. This thesis presents detailed accounts and grounded analysis of four embedded, design-led, case studies in two UK special needs schools. It makes three main contributions to the community of researchers, designers and educational practitioners who are concerned with the use of digital technology with children and more specifically working within the field of interaction design for children with special educational needs. These contributions are: A set of design guidelines developed through an analysis of the detailed and thorough accounts of four embedded design-led research projects in two special needs school in the UK. A discussion of the development of the research approach taken in this thesis. A set of design personas of teaching staff interaction designers are likely to encounter when working in a UK special needs schoolRCUK under the Digital Economy Doctoral Training Centre scheme