Children's interests and concerns when using the international children's digital library

Druin, Allison; Weeks, Ann Carlson; Massey, Sheri Anita; Bederson, Benjamin B.

doi:10.1145/1255175.1255207

Cited by 26 publications

(20 citation statements)

References 15 publications

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“…Often, a school will want to "impress" the researchers by offering only their "best" students as design partners [37]. In our own research, the ability to choose design partners has sometimes been usurped by the school or setting [19], however we do not define a set of preconditions for children other than being able to commit to participating on the team.…”

Section: 3mentioning

confidence: 99%

Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design

Guha

Druin

Fails

2013

International Journal of Child-Computer Interaction

Self Cite

217

170

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Since its creation, the Cooperative Inquiry method of designing technology with and for children has been refined, expanded, and sometimes questioned. Cooperative Inquiry has been adopted and used widely throughout the world and continues to evolve and grow to meet current needs. This paper examines the origins of Cooperative Inquiry, discusses how it has changed since its original inception, and clarifies the intent of its techniques. This paper concludes by presenting how Cooperative Inquiry can support designing with and for today's international, independent, interactive, and information active children in the context of the developing world, mobile computing, social computing, and the ubiquity of search.

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Section: 3mentioning

confidence: 99%

Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design

Guha

Druin

Fails

2013

International Journal of Child-Computer Interaction

Self Cite

217

170

View full text Add to dashboard Cite

show abstract

“…There were two technical reasons for this: (1) during StoryKit's development (2009), the iOS API did not support video 18:6 E. Bonsignore et al and (2) we did not want to burden users with overlong story-sharing upload times that video might require. We also had storytelling and literacy reasons to forgo video, based on our experiences with the design and implementation of the ICDL [Druin 2005;Druin et al 2007;Hutchinson et al 2006]. Rather than limiting the expressive power of StoryKit, the absence of video editing was designed to focus child users on developing their writing abilities.…”

Section: Interface History and Interaction Featuresmentioning

confidence: 99%

Sharing Stories “in the Wild”

Bonsignore

Quinn

Druin

et al. 2013

ACM Trans. Comput.-Hum. Interact.

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Today's mobile devices are equipped with a variety of tools that enable users to capture and share their daily experiences. However, designing authoring tools that effectively integrate the discrete media-capture components of mobile devices to enable rich expression-especially by children-remains a challenge. Evaluating such tools authentically, as they are being used in-situ, can be even more challenging. We detail a long-term, multimethod study on the use of StoryKit, a mobile storytelling application. By taking advantage of a public distribution channel, we were able to evaluate StoryKit's use on a scale beyond that usually found in lab settings or limited field trials. Our results show that StoryKit's simple but well-integrated interface attracted a high number of dedicated users in education contexts at all levels, including children with special learning needs. We include a discussion of the challenges and opportunities that similar "in the wild" studies hold for HCI research.

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“…Computers also provide new ways of capturing, gathering, and organizing information, enabling children to generate their own content and make sense out of it. The International Children's Digital Library (ICDL), available at www.childrenslibrary.org, provides children with access to about 2000 books from dozens of countries in 39 different languages with ageappropriate interfaces for finding and reading books of interest [36,72,78,127]. It provides a searching and browsing interface for elementary school children that eliminates the need to navigate classification hierarchies [37].…”

Section: Accessing Organizing Gathering and Exploring Contentmentioning

confidence: 99%

Interaction Design and Children

Hourcade

2007

FNT in Human-Computer Interaction

229

121

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Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children's abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research.To understand children's developmental needs it is important to be aware of the factors that affect children's intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children's cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children's hands this survey also reviews literature on children's fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children's development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children's physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children's technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age "plagues" children are in danger of facing in the near future.

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Children's interests and concerns when using the international children's digital library

Cited by 26 publications

References 15 publications

Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design

Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design

Sharing Stories “in the Wild”

Interaction Design and Children

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