iPhone/iPad Human Interface Design

Ebner, Martin; Stickel, Christian; Kolbitsch, Josef

doi:10.1007/978-3-642-16607-5_34

Cited by 13 publications

(5 citation statements)

References 4 publications

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“…Reports indicate that the use of educational apps is permeating all levels of society, regardless of their socio‐economic status or literacy levels (Levine, ). Several calls have been made for greater researcher involvement in iPad apps' design and practice (Ebner, Kolbitsch & Stickel, ; Huber & Ebner, ). Underlying these calls is a shared concern and common commitment of researchers and educators to produce educationally sound resources for young children.…”

Section: Discussionmentioning

confidence: 99%

iRPD—A framework for guiding design‐based research for iPad apps

Kucirkova¹

2016

Brit J Educational Tech

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The last five years have been marked by an explosion of tablet and smartphone applications designed for young children and marketed towards their carers and teachers. This article explores the prospects of educational researchers collaboratively researching, implementing and producing iPad apps for educational purposes. A Research, Practice and Design framework (iRPD) for guiding such collaborative efforts is provided, along with five key principles: triple collaboration, shared epistemology, awareness of affordances and interconnected social factors, and child-centered pedagogy. The novel affordances of collaboratively produced iPad apps for educational design-based research are outlined, along with several examples of how such an engagement might enrich educational research and the app landscape.

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Section: Discussionmentioning

confidence: 99%

iRPD—A framework for guiding design‐based research for iPad apps

Kucirkova¹

2016

Brit J Educational Tech

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“…Research examining the implications of using tablet computers in different settings is also emerging, including studies on the consequences of use in the fields of medicine (Hess, Santucci, McTigue, Fischer, & Kapoor, ; Patel, Chapman, Luo, Woodruff, & Arora, ; Schefte & Hetland, ), education (Enriquez, ; Simon, Anderson, Hoyer, & Su, ), human‐computer interaction (Ebner, Stickel, & Kolbitsch, ; Salo, Arhippainen, & Hickey, ), psychology (Black, Segal, Vitale, & Fadjo, ; Hansen, ), and library and information studies (Marshall & Bly, ; McFall, ; Smith & Pietraszewski, ), among others. However, interdisciplinary studies that endeavor to reach beyond user‐study descriptions and toward novel ways of conceptualizing tablet computer use are less prevalent.…”

Section: Introductionmentioning

confidence: 99%

Intuitive or idiomatic: An interdisciplinary study of child‐tablet computer interaction

McEwen

Dubé

2015

Asso for Info Science & Tech

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Using Luhmann's communication framework, we examine the interaction implications for kindergarten to Grade 2 students using mathematics applications on four types of tablet computers. Research questions included what content is communicated between the child and the tablet computer and how engaged are children in the interaction. We found that mathematics applications developers have focused on creating applications for the practice of a priori knowledge, rather than on creating instructional applications. Results show preliminary evidence that child‐tablet communication is generally successful, but this success comes at the cost of richer, multimodal interactions. Tablet computer application developers are being cautious in offering a variety of options for children to interact with the devices, and we suggest that there is scope for a broadening of communicative interaction modes.

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“…Research examining the implications of using tablet computers in different settings is also emerging including studies on the consequences of use in the fields of medicine (Hess, Santucci, McTigue, Fischer, & Kapoor, ; Schefte & Hetland, ; Patel, Chapman, Luo, Woodruff, & Arora, ), education (Simon, Anderson, Hoyer, & Su, ; Enriquez, ), human‐computer interaction (Salo, Arhippainen, & Hickey, ; Ebner, Stickel, & Kolbitsch, ), psychology (Black, Segal, Vitale, & Fadjo, 2012; Hansen, ) and library and information studies (Smith & Pietraszewski, ; McFall, ; Marshall & Bly, ) among others. However, interdisciplinary studies that endeavor to reach beyond user‐study descriptions and towards novel ways of conceptualizing tablet computer use are less prevalent.…”

Section: Introductionmentioning

confidence: 99%

Intuitive or Idiomatic? An information‐cognitive psychology study of child‐tablet computer interaction

Rhonda

Dubé

2014

Proc of Assoc for Info

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Using Luhmann's communication framework we examine the interaction implications that arise when kindergarten‐grade 2 students use mathematics applications on four types of tablet computers. We asked a) what content is communicated between the child and the tablet computer, b) how is content communicated, c) how engaged are children in the tablet‐child interaction, and d) what factors influence this engagement. We found that mathematics applications developers across the four platforms have focused on creating applications for the practice of a priori knowledge rather than on creating instructional applications. Also, the overall the emphasis in the applications studied was not to ‘gamify’ mathematics by providing entertainment but to offer a more traditional pedagogy, and that currently there is a low degree of diversity from developers in making use of the range of affordances of tablet computers. This communication studies‐psychology interdisciplinary study offers a new conceptual approach to the study of child‐tablet interaction.

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iPhone/iPad Human Interface Design

Cited by 13 publications

References 4 publications

iRPD—A framework for guiding design‐based research for iPad apps

iRPD—A framework for guiding design‐based research for iPad apps

Intuitive or idiomatic: An interdisciplinary study of child‐tablet computer interaction

Intuitive or Idiomatic? An information‐cognitive psychology study of child‐tablet computer interaction

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