What Children Learn in Smart-Thing Design at a Distance: An Exploratory Investigation

Roumelioti, Eftychia; Pellegrino, Maria Angela; D’Angelo, Mauro

doi:10.1007/978-3-030-86618-1_3

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…The SNaP toolkit comes into two versions, a physical one (see Figure 5) and a digital one (see left of Figure 6). They have both been used in workshops with children, in presence and at-a-distance described in [48][49][50][51] and in [52,53] respectively. The SNaP toolkit supports children or teens in the entire design workflow, by, firstly, enabling them to familiarise with smart-object components (e.g., sensors, actuators) and, secondly, it guides them in ideating novel smart objects by conceptualising them on boards.…”

Section: Snap Workhopsmentioning

confidence: 99%

“…Such choice affects the prototyping phase, as it is complex to provide participants with toolkits (it takes time for the distribution and requires additional costs for the material and the shipping), and restrictions imposed by the pandemic require avoiding not-sanitised material exchange among participants. In this context, the SNaP workshops, held at a distance with digital tools, can still organise smart-object design [52,53]. On the other hand, moving smart city workshops at a distance requires a shift in the design stages, as they mainly invest in the prototyping phase, which requires physical interaction.…”

Section: Settings and Modalitiesmentioning

confidence: 99%

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Children’s Participation in the Design of Smart Solutions: A Literature Review

Pellegrino

Roumelioti

D’Angelo³

2022

Smart Cities

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Smart solutions are widespread and diversified. Smart cities and smart objects are example of smart solutions. Their design usually follows certain patterns so that they can detect events and react accordingly. As future citizens, children are expected to interact with them in their daily lives. It is thus crucial to provide children with the tools for understanding, creating, and possibly programming them—in short, designing them. This paper presents a literature review of workshops involving children in designing smart solutions. The review coded a total of 25 papers that met the inclusion criteria. The discussion draws a research agenda using the workshops organized by the authors, the Roobopoli workshops for smart cities and the SNaP workshops for smart objects, as reference. Whereas smart cities and smart objects are usually addressed separately, this paper binds and compares them in order to investigate what, in different settings, enables children to be part of the design of smart solutions.

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