SmallTalk: Using tangible interactions to gather feedback from children

Gathering opinions from young children is challenging and different methods have been explored. In this paper we investigated how tangible devices can be used to gather feedback from children in the context of a theater performance. We introduce SmallTalk, a tangible survey system designed for use within a theater space to capture what children, aged 4 to 9, thought of a live performance they had just seen. We describe how the system was designed to build on previous feedback methods that had been tried; while at the same time meeting the constraints of the challenging theater context. We present results from seven deployments of SmallTalk and based on these we briefly discuss its value as a method for evaluating the theater performance. We then look at how the results validated the system design and present several design implications that more generally relate to tangible feedback systems for children

A comparative study into how pupils can play different roles in co-design activities

We explore the roles children play in the design and evaluation of technological tools in a formal educational environment. In order to do so, we describe two separate projects set in a formal educational context: primary schools, with children aged 8-10, in Switzerland (called PADS), and with older students, 11-12, in Scotland (called CHIS). In the first case the teacher and pupils were co- designing a novel application to support the creation of multimedia fairy tales, where in the second students and teachers worked towards the definition of new tools to assist them in searching for information. Tasks are different but comparable in terms of complexity and level of interest expressed by children. Researchers followed a similar approach in order to interact with the stakeholders. We here describe the different attitudes and assumptions of the teachers involved. In the Scottish study these encouraged students to make choices, propose solutions and work independently. In the Swiss study these aimed at supporting children use of digital media and artefacts for the creation of a digital fairy tale. Our investigation aims at getting a better understanding of the kind of roles and contributions young users could bring to collaborative design and how to better engage and motivate them

Engaging Young Users in Collaborative Design: How Much, How Far and How Deep?

We explore the roles children play in the design and evaluation of technological tools in a formal educational environment. In order to do so, we describe two separate projects set in a formal educational context: primary schools, with children aged 8–10, in Switzerland (called PADS), and with older students, 11–12, in Scotland (called CHIS). In the first case the teacher and pupils were co-designing a novel application to support the creation of multimedia fairy tales, where in the second students and teachers worked towards the definition of new tools to assist them in searching for information. The tasks were different but comparable in terms of complexity and level of interest expressed by children. Researchers followed a similar approach in order to interact with the stakeholders. We here describe the different attitudes and assumptions of the adults involved. In the Scottish study these encouraged students to make choices, propose solutions and work independently. In the Swiss study these aimed at supporting children use of digital media and artefacts for the creation of a digital fairy tale. Our investigation aims at getting a better understanding of the kind of roles and contributions young users could bring to collaborative design and how to better engage and motivate them