Interaction design and children

Markopoulos, Panos; Bekker, Tilde

doi:10.1016/s0953-5438(03)00004-3

Cited by 88 publications

(51 citation statements)

References 6 publications

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“…The robot should physically represent a toy or a playful creature. However its representation need not be very literal, to allow for children to associate with easily, as children in the age group of 12 years old are likely to discover abstract signals and icons [10]. 4.…”

Section: Design Processmentioning

confidence: 99%

“…The choice of age of our target group was another key decision. From prior literature [10], we deduced that at the age of 12 years old and more, children start to become more in touch with reality and develop a sense of reasoning and logic. In addition their cognitive thought processes become less egocentric and they start to think about their surroundings and the people in them.…”

Section: Introductionmentioning

confidence: 99%

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Floffy: Designing an Outdoor Robot for Children

Mubin

Vink

Oosterwijk

et al. 2013

Human-Computer Interaction – INTERACT 2013

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Abstract. In our research we utilized the domain of entertainment robotics to educate children on the principles of environmental awareness by playful means outdoors. Our research revolved around the iterative design of Floffy: the environmental robot, which was essentially a playful toy robot that would respond positively to interaction that was beneficial for the environment and the child's own well being and negatively to interaction or behaviour that was detrimental to the surroundings. We conducted an explorative, informal evaluation of Floffy with two small groups of children and they rated their experience with it positively. Our results show that there is potential in utilizing entertainment robots to educate children on serious and critical issues such as saving our environment and being sustainable.

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Section: Design Processmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Floffy: Designing an Outdoor Robot for Children

Mubin

Vink

Oosterwijk

et al. 2013

Human-Computer Interaction – INTERACT 2013

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show abstract

“…This goes considerably further than involving children merely as testers or informants. Also, in research on human-computer interaction, ways are being sought to involve children in various stages of the design process (Markopoulos and Bekker 2003). However, these initiatives are limited to the development of electronic products.…”

mentioning

confidence: 99%

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

2010

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Students' perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.Keywords Instructional design Á Participatory design Á Student perspectives How students perceive instruction determines the nature and quality of their learning processes. Instruction does not influence learning directly, but students' perceptions of instruction influence learning and study behavior and eventually learning outcomes (Doyle 1977;Elen and Lowyck 1999;Entwistle and Tait 1990). Additionally, students tend to stick on learning preferences and habits and only use those elements of instruction that are

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“…Bruckman and Bandlow (2003), for example, have discussed the implications of Piaget's (1970) theory of cognitive development for technology design issues, while Markopoulos and Bekker (2003) have looked at the developmental stages introduced by Acuff and Reiher (1997) for marketing research purposes, and applied them to the context of technology design.…”

Section: Learner-centred Design and Child-computer Interactionmentioning

confidence: 99%

“…Acuff andReiher (1997, cited by Markopoulos & have divided children's development into four stages: dependency/exploratory, emerging autonomy, rule/role, and early and late adolescence. Based on these stages that are derived from the development of children's cognitive, social, emotional, moral, and language skills, Markopoulos and Bekker (2003) have presented suggestions of the types of technology suitable for each of the groups. Furthermore, with regard to user interface design, Hanna et al (1999) have formulated practically oriented guidelines addressing the design of activities, instructions, and screen design of children's applications.…”

Section: Learner-centred Design and Child-computer Interactionmentioning

confidence: 99%

Children's Involvement in the Design of Game-Based Learning Environments

Nousiainen

Design and Use of Serious Games

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Interaction design and children

Cited by 88 publications

References 6 publications

Floffy: Designing an Outdoor Robot for Children

Floffy: Designing an Outdoor Robot for Children

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Children's Involvement in the Design of Game-Based Learning Environments

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