Requirements for the design of a handwriting recognition based writing interface for children

Abstract

This paper describes how the design of a novel writing interface for children was informed by requirements gathering. The derivation of a set of system requirements from observations of children using early prototypes of the interface and from modelling the system is described, and then two methods of gathering further requirements by surveying children are outlined. The relative advantages and disadvantages of each method are discussed. The children were not able to contribute to the full range of requirements necessary for a complete system, but they contributed fun requirements that the observational work failed to identify. A model of the child's relationship to interactive systems is used to discuss why this is the case.

Multiple voices in ICT design with children – a nexus analytical enquiry

“…Adults interviewing children might also lead children to feel being tested for correct answers. (Druin et al, 1999, Read, MacFarlane, andGregory, 2004), Adults should consciously try to avoid being positioned as authority figures (Druin, 1999;Druin et al, 1999) even if they may have responsibilities that cannot be removed, e.g., providing the structure for the design sessions and adopting the caregiver role when needed (Guha et al, 2013). Traditional power structures may be resisted, when both children and teachers are unfamiliar with the technology in question, by giving them the possibility for elaborating shared meanings and practices (Pardo, Vetere, and Howard, 2005).…”

“…Children's experiences, preconceptions, understandings, associations with familiar real-world experiences, memories, expertise and knowledge affect the data children produce for the researchers (Desjardins and Wakkary, 2011;Frauenberger, Food, and Keay-Bright, 2010;Iivari et al, 2014;Kuure et al, 2010;Price and Falcão, 2009;Read et al, 2004). Hence, there is also a strong tendency among children to borrow and recycle elements from their life world during design.…”

Methods and Techniques for Involving Children in the Design of New Technology for Children

“…Because of the importance of the design process in this monograph, we elaborate more on these stages or goals in the Section 2. Others may define design process differently, such as the work between the time of requirements gathering and implementation [97]. We accept the validity of this definition and the authors of [97] accept that other definitions of design process, such as the one employed here, are also valid.…”

“…Others may define design process differently, such as the work between the time of requirements gathering and implementation [97]. We accept the validity of this definition and the authors of [97] accept that other definitions of design process, such as the one employed here, are also valid. The definition used for this monograph is intentionally broad enough to encompass what we believe are all phases of the design process.…”

“…Requirements gathering can be either a passive or an active process. Designers can 97 research what has been done in the past, they can observe people, in this case children, in the situation for which a solution is needed, or they may observe users interact with the prototypes of the product to be designed or of technology that currently purports to solve the identified problem. Researchers may gather requirements more directly and interactively from those who will use the product through direct questioning and interactions with intended users.…”