Intrinsic motivation plays an important role in learning or engagement, and the factors that identifies intrinsic motivation have been insufficiently taken into account at the early stages of technology design for children. In this work-in-progress paper, we describe how we develop cards for children's intrinsic motivation in carrying out everyday tasks in home environment. The content of the cards were derived from 50 parents' views extracted through an online survey as well as a desk research literature review. Then we evaluated the cards in a focus group with four experts from different backgrounds in developmental research. We draw on our findings to set forth design considerations and possible refinements that make age specific knowledge about 9-13-year-old children's intrinsic motivations to inform technology design in child-computer interaction field.
Today, it has been broadly acknowledged in the CCI community that children are not only active learners and users of technology, but can also actively participate in the design process. However, it remains challenging to analyze children's experiences and creative contributions resulting from co-design activities (e.g. stories, paper prototypes, enacted ideas). Broadly speaking, a distinction can be made between researchers looking for inspiration in the form of useful design ideas, and researchers that take a more interpretative stance by looking beyond the surface level of children's ideas to better understand and empathize with them. This knowledge about children is often used to more accurately define the problem space at the early stages of design. Both perspectives to co-design can be seen as the opposite ends of the same continuum, and many researchers combine aspects of both depending on where they are in the design process (e.g. defining the design problem, prototyping stage). This workshop will explore different ways to analyze children's (0 to 18 years) experiences and contributions in co-design activities, the perceived benefits and challenges of these approaches, and will serve as a venue for synthesizing productive practices that will move the CCI community forward.
This paper presents insights about children's manipulative gestures in a spatial puzzle play (i.e. tangram) in both real and virtual environments. We present our initial work with 11 children (aged between 7 and 14) and preliminary results based on a qualitative analysis of children's goal-directed actions as one dimension of gestural input. Based on our early results, we list a set of goal-directed actions as a first stage for developing a manipulative gestural taxonomy. For a more comprehensive view, we suggest a further in-depth investigation of these actions combined with hand and finger kinematics, and outline a number of paths for future research.
In this paper, we propose a taxonomy for the classification of children's gestural input elicited from spatial puzzle play in VR hand tracking. The taxonomy builds on the existing manipulative gesture taxonomy in human-computer interaction, and offers two main analytical categories; Goal-directed actions and Hand kinematics as complementary dimensions for analysing gestural input. Based on our study with eight children (aged between 7-14), we report the qualitative results for describing the categories for analysis and quantitative results for their frequency in occurring in children's interaction with the objects during the spatial task. This taxonomy is an initial step towards capturing the complexity of manipulative gestures in relation to mental rotation actions, and helps designers and developers to understand and study children's gestures as an input for object interaction as well as an indicator for spatial thinking strategies in VR hand tracking systems.
Recent years have seen growing interest in 'ethics' within the Child-Computer Interaction (CCI) community. In this paper, we take stock of 18 years of CCI research by conducting a systematic literature study exploring how and to what extent ethics has been dealt with in the community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child-Computer Interaction (CCI). Searching all papers in the IDC conference proceedings and IJCCI, 157 papers were found that use the word stem 'ethic*'. Based on our analysis of these papers, our study demonstrates that while ethics is frequently mentioned, the literature remains underdeveloped in a number of areas including definition and theoretical basis, the reporting of formal ethical approval procedures, and the extent to which design and participation ethics is dealt with. Based on our study we provide five avenues of future research in the interests of developing a more explicit discourse on ethics in CCI.
This study aims to investigate the rapid transformation of Istanbul with regard to its visual making and remaking in terms of aesthetic and intellectual practices since the westernization efforts are on stage. It discusses when and to what extent the changes in the urban landscape and everyday practices have corresponded with modern and postmodern principles. The hypothesis, depending on the famous assertion of Lyotard that work can become modern only if it is first postmodern, claims to question if the visual character of Istanbul could be construed as perpetually postmodern or not. Accordingly the western understanding of art and architecture in modern and postmodern terms, and the visual making of Istanbul in its urbanization experiences are held in detail. Since the standing point of this study considers both modernism and postmodernism, although they are defined in distinct aesthetic and intellectual categories, it generates a constructional continuity – or contextual coherence - in western epistemology: This thesis tries to bring about proposes of three vectorial faculties (3A) – authenticity, autonomy, and arbitrariness – which are suggested as being fundamentally inherent to the matter of contextual continuity among modernism and postmodernism. Authenticity covers the historical context within past-present-future in terms of reintroducing (and regenerating) the primitive and traditional elements of a culture. Autonomy is taken as being highly related with socio-economic and political motives in recognizing the self, identity in relation with everyday practices. Arbitrariness, for binding natural conditions and cultural judgments together with responding and corresponding to the former concepts are evaluated in respect to their constructional wholeness.
Co-located games that bring players together have strong potential for supporting children's collaborative competencies. However, there is a challenge how to make results from research work related to this within Child-Computer Interaction (CCI) field easily transferable to future CCI research. Pursuing this challenge, we combined levels of Collaborative Activity (CA) with the design tool gameplay design patterns (GDPs). This combination was used to support comparative play tests of a co-located game with children who have learning difficulties. We report our observations on using our approach, arguing that the possibility of making patterns based on CA concepts such as Reflective Communication points towards collaborative GDPs. Furthermore, this study presents an exemplar that as a flexible and extensible tool GDPs can be used with different theories and models in the CCI field.
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