60 research outputs found
It's Too Small! Implications of Children's Developing Motor Skills on Graphical User Interfaces
Research has shown children's information processing speed increases with age
[19] [37]. This speed has a direct impact on motor skill, as the human motor
system depends on processed feedback from the perceptual system [4]. Children
use their motor skills when performing Fitts' law tasks, including the operation
of input devices [4]. Several experiments by psychologists and human factors
researchers have confirmed that young children perform at levels below older
children and adults when executing Fitts' law tasks. In spite of this evidence,
human-computer interaction researchers have seldom reported using this
information to influence the design of children's user interfaces. This paper
surveys the relevant literature from human development, psychology and
human-computer interaction, and examines its implications on the design of
children's graphical user interfaces, in particular young children's need of
larger visual targets.
(UMIACS-TR-2002-104)
(HCIL-TR-2002-24
HCI for peace: from idealism to concrete steps
This panel will contribute diverse perspectives on the use of computer technology to promote peace and prevent armed conflict. These perspectives include: the use of social media to promote democracy and citizen participation, the role of computers in helping people communicate across division lines in zones of conflict, how persuasive technology can promote peace, and how interaction design can play a role in post-conflict reconciliation
Comparing multi-touch tabletops and multi-mouse singledisplay groupware setups
ABSTRACT In spite of all the attention paid to multi-touch tabletop displays, little is known about the collaborative tasks they are best suited for in comparison to alternatives such as multi-mouse SingleDisplay Groupware setups. In this paper, we share the results of a study we conducted comparing a multi-mouse Single-Display Groupware (SDG) setup (two mice, 15" vertical display) to a multi-touch tabletop display (81cm by 61cm) for visual tasks that require coordination and collaboration. In the study, participants were more efficient when using the multi-mouse SDG setup, but preferred the multi-touch tabletop. We use the study as a platform for discussing how to interpret results from studies that compare an exciting technology to one that is not
Mapping childācomputer interaction research through co-word analysis
This paper employs hierarchical clustering, strategic diagrams, and network analysis to construct an intellectual map of the ChildāComputer Interaction research field (CCI) and to visualize the thematic landscape of this field using co-word analysis. This approach assumes that an articleās keywords constitute an adequate description of its content and reflect the topics that the article covers. It also assumes that the co-occurrence of two or more keywords within the same article indicates a linkage between those topics. This study quantifies the thematic landscape of the CCI field and elaborates on emerging topics as these are manifested in publications in the two primary venues of the CCI field, namely the proceedings of the annual IDC conference and the International Journal of CCI. Overall, a total of 1059 articles, and their respective 2445 unique, author-assigned keywords, are included in our analyses ā all papers have been published between 2003 and 2018. The results indicate that the community has focused (i.e., high frequency keywords) in areas including Participatory Design, Tangibles, Design, Education, Coding, and Making. These areas also demonstrate a high degree of ācorenessā (i.e., connection with different topics) and āconstraintā (i.e., connection with otherwise isolated topics). The analysis also highlights well-structured yet peripheral topics, as well as topics that are either marginally interesting, or have the potential to become of major importance to the entire research network in the near future. Limitations of the approach and future work plans conclude the paper
Building KidPad: An Application for Children's Collaborative Storytelling
Collaborating in small groups can be beneficial to children's learning and
socializing. However, there is currently little computer support for
children's collaborative activities. This was our motivation for
building KidPad, a collaborative storytelling tool for children. KidPad
provides children with drawing, typing, and hyperlinking capabilities in a
large, two-dimensional canvas. It supports collaboration by accepting
input from multiple mice. In building KidPad, we developed solutions to
problems common to all single-display groupware applications for children:
obtaining input from multiple devices, and using an intuitive user
interface metaphor that can support collaboration. Our solution for
obtaining input from multiple devices was MID, an architecture written in
Java. We addressed the need for an appropriate user interface metaphor byusing the local tools metaphor. This paper describes our work on MID and
local tools in the context of building of KidPad, and aims to provide
developers with valuable insights into how to develop collaborative
applications for children.
(UMIACS-TR-2003-44)
(HCIL-2003-18
Accuracy, Target Reentry and Fitts' Law Performance of Preschool Children Using Mice
Several experiments by psychologists and human factors researchers
have shown that when young children execute pointing tasks, they perform at
levels below older children and adults. However, these experiments were not
conducted with the purpose of providing guidelines for the design of graphical
user interfaces. To address this need, we conducted a study to gain a better
understanding of 4 and 5 year-old children's use of mice. We compared the
performance of thirteen 4 year-olds, thirteen 5 year-olds and thirteen young
adults in point-and-click tasks. As expected, we found age had a significant
effect on accuracy, target reentry and Fitts' law's index of performance. We
also found that target size had a significant effect on accuracy and target
reentry. Measuring movement time at four different times (first entering target,
last entering target, pressing button, releasing button) yielded the result tha Fitts' law models children well only for the first time they enter the target.
Another interesting result was that using the adjusted index of difficulty (IDe)
in Fitts' law calculations yielded lower linear regression correlation
coefficients than using the unadjusted index of difficulty (ID). These results
provide valuable guidelines for the design of graphical user interfaces for
young children, in particular when it comes to sizing visual targets. They also
suggest designers should adopt strategies to accommodate users with varying
levels of skill.
(UMIACS-2003-42)
(HCIL-2003-16
The International Children's Digital Library: Viewing Digital Books Online
Reading books plays an important role in children's cognitive and social
development. However, many children do not have access to diverse collections of
books due to the limited resources of their community libraries. We have begun
to address this issue by creating a large-scale digital archive of children's
books, the International Children's Digital Library (ICDL). In this paper we
discuss our initial efforts in building the ICDL, concentrating on an informal
evaluation of innovative digital book readers.
Keywords
Children, digital libraries, books, book readers, graphical user interfaces.
(UMIACS-TR-2002-09)
(HCIL-TR-2002-03
A Collaborative Digital Library for Children: A Descriptive Study of Children's Collaborative Behavior and Dialogue
Over the last three years, we have been developing a collaborative digital
library interface where two children can collaborate using multiple mice on a
single computer to access multimedia information concerning animals. This
technology, called "SearchKids" leverages our lab's past work in co-present
collaborative zoomable interfaces for young children. This paper describes the
differences in children's collaborative behavior and dialogue when using two
different software conditions to search for animals in the digital library. In
this study, half the children had to "confirm" their collaborative activities
(e.g., both children had to click on a given area to move to that area). The
other half used an "independent" collaboration technique (e.g., just one mouse
click allows the pair to move to that area). The participants in this study were 98 second and third grade children (ages 7-9 years old) from a suburban public
elementary school in Prince George's County, Maryland. The children were
randomly divided into two groups and paired with a classmate of the same gender.
Each pair was asked to find as many items as possible from a list of 20 items
given a limit of 20 minutes. Sessions were video taped and the first and last
five minutes of each session were coded for discussion type and frequency. The
results of our study showed distinct differences between groups in how children
discussed their shared goals, collaborative tasks, and what outcomes they had in
successfully finding multimedia information in the digital library. These
findings suggest various ways educators might use and technologists might develop new collaborative technologies for learning.
Keywords
Children, Collaboration, Computer-Supported Collaborative Learning, Digital
Libraries, Educational Applications, Single Display Groupware (SDG), SearchKids,
Zoomable User Interfaces (ZUIs)
(UMIACS-TR-2002-46)
(HCIL-TR-2002-07
Young Children's Search Strategies and Construction of Search Queries
This paper describes a quantitative study focused on two
questions: (1) Can children understand and use a hierarchical domain
structure to find particular instances of animals? (2) Can children
construct search queries to conduct complex searches if sufficiently
supported, both visually and conceptually? These two questions have been
explored in the context of developing a digital library interface (called
"QueryKids") for children ages 5-10 years old that visualizes the
querying
process and its results. The results of this study showed that children
were able to search very efficiently, primarily using a "fewest-steps"
strategy, with the QueryKids software prototype. In addition, children
were
able to construct search queries with a high degree of accuracy. Results
are discussed in terms of the scaffolding support that QueryKids
provides,
and its effectiveness in helping children to search efficiently and
construct complex search queries.
Keywords: Children, information retrieval, digital libraries, empirical
evaluation, education applications
(Also cross-referenced as HCIL 2000-19)
(Also cross-referenced as UMIACS-TR-2000-68
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