ENABLING GEOGRAPHICALLY DISTRIBUTED, INTERGENERATIONAL, CO-OPERATIVE DESIGN

As more children's technologies are designed to be used with a global audience, new technologies need to be created to include more children's voices in the design process. However, working with those who that are geographically distributed as design partners is difficult because existing technologies do not support this process, do not enable distributed design, or are not child-friendly. In this dissertation, I take a research-through-design approach to develop an online environment that enables geographically distributed, intergenerational co-operative design. I began my research with participant-observations of in-person, co-located intergeneration co-operative design sessions that used Cooperative Inquiry techniques at the University of Maryland. I then analyzed those observations, determined a framework that occurs during in-person design sessions and developed a prototype online design environment based on that scaffolding. With the initial prototype deployed to a geographic distributed, intergenerational co-design team, I employed Cooperative Inquiry to design new children's technologies with children. I iteratively developed the prototype environment over eight weeks to better support geographically distributed co-design. Adults and children participated in these design sessions and there was no significant difference between the children and adults in the number of design sessions in which they chose to participate. After the design research on the prototype was complete, I interviewed the child participants who were in the online intergenerational design team to better understand their experiences. During the interviews, I found that the child participants had strong expectations of social interaction within the online design environment and were frustrated by the lack of seeing other participants online at the same time. In order to alleviate this problem, five of the participants involved their families in some way in the design process and created small, remote intergenerational design teams to compensate for the perceived shortcomings of the online environment. I compared Online Kidsteam with in-person Kidsteam to evaluate if the online environment was successful in supporting geographically-distributed, intergeneration co-design. I found that although it was not the same in terms of the social aspects of in-person Kidsteam, it was successful in its ability to include more people in the design process

Assessing fun: young children as evaluators of interactive systems.

In this paper, we describe an exploratory study on the challenges of conducting usability tests with very young children aged 3 to 4 years old (nursery age) and the differences when working with older children aged 5 to 6 years old (primary school). A pilot study was conducted at local nursery and primary schools to understand and experience the challenges working with young children interacting with computer products. We report on the studies and compare the experiences of working with children of different age groups in evaluation studies of interactive systems

Analysis and control of complex collaborative design systems

This paper presents a novel method for modelling the complexity of collaborative design systems based on its analysis and proposes a solution to reducing complexity and improving performance of such systems. The interaction and interfacing properties among many components of a complex design system are analysed from different viewpoints and then a complexity model for collaborative design is established accordingly. In order to simplify complexity and improve performance of collaborative design, a general solution of decomposing a whole system into sub-systems and using unified interface mechanism between them has been proposed. This proposed solution has been tested with a case study. It has been shown that the proposed solution is meaningful and practical

Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

This paper presents a classroom study that investigated the potential of using touch tabletop technology to support children's collaborative learning interactions. Children aged 7-10 worked in groups of three on a collaborative planning task in which they designed a seating plan for their classroom. In the single-touch condition, the tabletop surface allowed only one child to interact with the digital content at a time. In the multiple-touch condition, the children could interact with the digital content simultaneously. Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion. In the multiple-touch condition, children talked more about the task; in the single-touch condition, they talked more about turn taking. We also report age and gender differences

The effects of cooperative and competitive games on classroom interaction frequencies

This research looks at the effects of playing cooperative and competitive computer games on pupils’ classroom interaction frequency, as an index of their cooperation and engagement in class. It was predicted that students who played a cooperative game would receive higher teacher ratings of classroom interaction frequency, whereas students who played a competitive game would receive lower teacher ratings of classroom interaction frequency. Thirty-two school children with behaviour and learning difficulties played either a cooperative or competitive version of the Wii for a week. The pre- and post-game classroom interaction scores were different for the cooperative and competitive game conditions in the predicted directions. The findings suggest that cooperative games may benefit the social interaction of pupils within the classroom

Philosophy with children : helping designers cooperate with children

Engaging children in design through in-depth interviews is coming to prominence in the IDC community, which increasingly engages with issues about understanding the children's world. To date, research in this area has primarily focused on engaging children using techniques somehow similar to adult-techniques (moodboards, brainstorming, laddering,...). However, questioning or interviewing children is fraught with difficulties. The proposed workshop seeks to explore where and how a philosophy with children methodology can be adapted for design, exploring themes such as Socratic Attitudes, wondering, and question types. This workshop aims to build an interdisciplinary community of researchers, designers, and practitioners to share and discuss their work and experiences

Poking fun at the surface: exploring touch-point overloading on the multi-touch tabletop with child users

In this paper a collaborative game for children is used to explore touch-point overloading on a multi-touch tabletop. Understanding the occurrence of new interactional limitations, such as the situation of touch-point overloading in a multi-touch interface, is highly relevant for interaction designers working with emerging technologies. The game was designed for the Microsoft Surface 1.0 and during gameplay the number of simultaneous touch-points required gradually increases to beyond the physical capacity of the users. Studies were carried out involving a total of 42 children (from 2 different age groups) playing in groups of between 5-7 and all interactions were logged. From quantitative analysis of the interactions occurring during the game and observations made we explore the impact of overloading and identify other salient findings. This paper also highlights the need for empirical evaluation of the physical and cognitive limitations of interaction with emerging technologies