Google
Google Scholar
MS Academic
CiteSeerX
CORE
Semantic Scholar12. IDC 2013: New York, NY, USA
- Nitin "Nick" Sawhney, Emily Reardon, Juan Pablo Hourcade:
Interaction Design and Children 2013, IDC '13, New York, NY, USA - June 24 - 27, 2013. ACM 2013, ISBN 978-1-4503-1918-8 - Louise P. Flannery, Brian Silverman, Elizabeth R. Kazakoff, Marina Umaschi Bers, Paula Bontá, Mitchel Resnick:
Designing ScratchJr: support for early childhood learning through computer programming. 1-10 - Kyle J. Harms, Dennis Cosgrove, Shannon Gray, Caitlin Kelleher:
Automatically generating tutorials to enable middle school children to learn programming independently. 11-19 - Kanjun Qiu, Leah Buechley, Edward Baafi, Wendy M. DuBow
:
A curriculum for teaching computer science through computational textiles. 20-27 - Sayamindu Dasgupta:
From surveys to collaborative art: enabling children to program with online data. 28-35 - Phil Heslop, Ahmed Kharrufa, Madeline Balaam, David Leat, Paul Dolan, Patrick Olivier:
Learning extended writing: designing for children's collaboration. 36-45 - Abigail Durrant, Jonathan Hook, Roisin McNaney, Keir Williams, Thomas Smith, Mathew Kipling, Tony Stockman, Patrick Olivier:
Design to support interpersonal communication in the special educational needs classroom. 46-55 - Alyssa M. Alcorn, Helen Pain, Judith Good:
Discrepancies in a virtual learning environment: something "worth communicating about" for young children with ASC? 56-65 - David Meckin, Nick Bryan-Kinns:
moosikMasheens: music, motion and narrative with young people who have complex needs. 66-73 - Iris Soute, Susanne Lagerström, Panos Markopoulos:
Rapid prototyping of outdoor games for children in an iterative design process. 74-83 - Pascal Landry, Joseph Minsky, Marta Castañer i Balcells, Oleguer Camerino i Foguet, Rosa Rodriguez-Arregui, Enric Ormo, Narcís Parés:
Design strategy to stimulate a diversity of motor skills for an exergame addressed to children. 84-91 - Linda De Valk, Tilde Bekker, Berry Eggen:
Leaving room for improvisation: towards a design approach for open-ended play. 92-101 - Laura Bartoli, Clara Corradi, Franca Garzotto, Matteo Valoriani:
Exploring motion-based touchless games for autistic children's learning. 102-111 - Guy Hoffman, Ayelet Gal-Oz, Shlomi David, Oren Zuckerman:
In-car game design for children: child vs. parent perspective. 112-119 - Michael S. Horn, Sarah AlSulaiman, Jaime Koh:
Translating Roberto to Omar: computational literacy, stickerbooks, and cultural forms. 120-127 - Betsy McCarthy, Linlin Li, Michelle Tiu, Sara Atienza:
PBS KIDS mathematics transmedia suites in preschool homes. 128-136 - Marikken Høiseth, Michail N. Giannakos, Ole Andreas Alsos, Letizia Jaccheri, Jonas Asheim:
Designing healthcare games and applications for toddlers. 137-146 - Véronique Celis, Jelle Husson, Vero Vanden Abeele, Leen Loyez, Lieven Van den Audenaeren, Pol Ghesquière, Ann Goeleven, Jan Wouters, Luc Geurts:
Translating preschoolers' game experiences into design guidelines via a laddering study. 147-156 - Lisa Anthony, Quincy Brown, Jaye Nias, Berthel Tate:
Examining the need for visual feedback during gesture interaction on mobile touchscreen devices for kids. 157-164 - Regan L. Mandryk, Shane Dielschneider, Michael Kalyn, Christopher P. Bertram, Michael Gaetz, Andre Doucette, Brett Taylor, Alison Pritchard Orr, Kathy Keiver:
Games as neurofeedback training for children with FASD. 165-172 - Paulo Blikstein:
Gears of our childhood: constructionist toolkits, robotics, and physical computing, past and future. 173-182 - Rachel Charlotte Smith, Ole Sejer Iversen, Thomas Hjermitslev, Aviaja Borup Lynggaard:
Towards an ecological inquiry in child-computer interaction. 183-192 - Gavin Sim, Brendan Cassidy, Janet C. Read:
Understanding the fidelity effect when evaluating games with children. 193-200 - Jason C. Yip, Tamara L. Clegg, Elizabeth M. Bonsignore, Helene Gelderblom, Emily Rhodes, Allison Druin:
Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with children. 201-210 - Erika Shehan Poole, Tamara Peyton:
Interaction design research with adolescents: methodological challenges and best practices. 211-217 - Dor Abrahamson:
Toward a taxonomy of design genres: fostering mathematical insight via perception-based and action-based experiences. 218-227 - Marie Bodén, Andrew Dekker, Stephen Viller, Ben Matthews:
Augmenting play and learning in the primary classroom. 228-236 - Elizabeth M. Bonsignore, Derek L. Hansen, Kari Kraus, Amanda Visconti, June Ahn, Allison Druin:
Playing for real: designing alternate reality games for teenagers in learning contexts. 237-246 - Todd Shimoda, Barbara Y. White, Marcela Borge, John Frederiksen:
Designing for science learning and collaborative discourse. 247-256 - David Ahlström, Martin Hitz:
Revisiting PointAssist and studying effects of control-display gain on pointing performance by four-year-olds. 257-260 - Sharon Lynn Chu, Francis K. H. Quek:
Things to imagine with: designing for the child's creativity. 261-264 - Sam Jacoby, Leah Buechley:
Drawing the electric: storytelling with conductive ink. 265-268 - Pontus Wärnestål, Jens Nygren:
Building an experience framework for a digital peer support service for children surviving from cancer. 269-272 - Victor R. Lee, Joel Drake:
Quantified recess: design of an activity for elementary students involving analyses of their own movement data. 273-276 - Sabrina Connell, Pei-Yi Kuo, Liu Liu, Anne Marie Piper:
A Wizard-of-Oz elicitation study examining child-defined gestures with a whole-body interface. 277-280 - George J. Schafer, Keith Evan Green, Ian D. Walker, Elise Lewis, Susan King Fullerton, Arash Soleimani, Matthew Norris, Katrina Fumagali, Jingjie Zhao, Reisha Allport, Xuefei Zheng, Reinaldo Gift, Ajay Padmakumar:
Designing the LIT KIT, an interactive, environmental, cyber-physical artifact enhancing children's picture-book reading. 281-284 - Jorick Vissers, Lode De Bot, Bieke Zaman:
MemoLine: evaluating long-term UX with children. 285-288 - Luca Colombo, Monica Landoni:
Low-tech and high-tech prototyping for eBook co-design with children. 289-292 - Jason C. Yip, Elizabeth Foss, Elizabeth M. Bonsignore, Mona Leigh Guha, Leyla Norooz, Emily Rhodes, Brenna McNally, Panagis Papadatos, Evan Golub, Allison Druin:
Children initiating and leading cooperative inquiry sessions. 293-296 - Wan-Tzu Lo, Chris Quintana:
Students' use of mobile technology to collect data in guided inquiry on field trips. 297-300 - Yuebo Shen, Yiwu Qiu, Ke Li, Yi Liu:
Beelight: helping children discover colors. 301-304 - Caroline Pantofaru, Austin Hendrix, Andreas Paepcke, Dirk Thomas, Sharon Marzouk, Sarah Elliott:
Programming robots at the museum. 305-308 - Amanda Strawhacker, Amanda Sullivan, Marina Umaschi Bers:
TUI, GUI, HUI: is a bimodal interface truly worth the sum of its parts? 309-312 - Elizabeth Foss, Allison Druin, Mona Leigh Guha:
Recruiting and retaining young participants: strategies from five years of field research. 313-316 - Amy Ahearn, Vincent Kizza, José Douglas Martinez:
PuppetPlay: testing interactive puppets to promote reading comprehension in Uganda & El Salvador. 317-319 - Sanika Mokashi, Svetlana Yarosh, Gregory D. Abowd:
Exploration of videochat for children with autism. 320-323 - Fabio Pittarello, Luca Bertani:
CASTOR: listening to engaging context-aware stories outdoors. 324-327 - Elin Irene Krog Hansen, Ole Sejer Iversen:
You are the real experts!: Studying teenagers' motivation in participatory design. 328-331 - Susanne Lindberg:
Participatory design workshops with children with cancer: lessons learned. 332-335 - Michail N. Giannakos, Letizia Jaccheri:
Designing creative activities for children: the importance of collaboration and the threat of losing control. 336-339 - Christiane Moser, Manfred Tscheligi:
Playful taste interaction. 340-343 - Danli Wang, Yunfeng Qi, Yang Zhang, Tingting Wang:
TanPro-kit: a tangible programming tool for children. 344-347 - Thomas Winkler, Michael Herczeg:
The mobile learning exploration system (MoLES) in semantically modeled ambient learning spaces. 348-351 - Sean Andrist, Iolanda Leite, Jill Fain Lehman:
Fun and fair: influencing turn-taking in a multi-party game with a virtual agent. 352-355 - Rune Fogh, Asger Johansen:
The play grid. 356-359 - Chiara Ferrarini, Eva Eriksson, Roberto Montanari, Ruth Sims:
The DEVICE project: development of educational programs with a specific focus on design for children. 360-363 - Takayuki Adachi, Masafumi Goseki, Keita Muratsu, Hiroshi Mizoguchi, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda:
Human SUGOROKU: full-body interaction system for students to learn vegetation succession. 364-367 - Sibel Deren Guler, Michael Everett Rule:
Invent-abling: enabling inventiveness through craft. 368-371 - Kristen Pilner Blair:
Learning in critter corral: evaluating three kinds of feedback in a preschool math app. 372-375 - Ashley Lewis Presser, Philip Vahey, Christine Zanchi:
Designing early childhood math games: a research-driven approach. 376-379 - David Tinapple, John Sadauskas, Loren Olson:
Digital culture creative classrooms (DC3): teaching 21st century proficiencies in high schools by engaging students in creative digital projects. 380-383 - Liang Hiah, Tatiana Sidorenkova, Lilia Perez Romero, Yu-Fang Teh, Ferdy van Varik, Jacques M. B. Terken, Dalila Szostak:
Engaging children in cars through a robot companion. 384-387 - Robin Brewer, Lisa Anthony, Quincy Brown, Germaine Irwin, Jaye Nias, Berthel Tate:
Using gamification to motivate children to complete empirical studies in lab environments. 388-391 - Ahmed Sabbir Arif, Cristina Sylla:
A comparative evaluation of touch and pen gestures for adult and child users. 392-395 - Olga Lyra, Evangelos Karapanos, Rúben Gouveia, Valentina Nisi, Nuno Jardim Nunes:
Engaging children in longitudinal behavioral studies through playful technologies. 396-399 - Leilah Lyons, Brenda López Silva, Tom Moher, Priscilla Jimenez Pazmino, Brian Slattery:
Feel the burn: exploring design parameters for effortful interaction for educational games. 400-403 - Alexander Goldman, Monchu Chen:
Pirate island: an immersion-style language-learning RPG. 404-407 - David Weintrop, Uri Wilensky:
Know your enemy: learning from in-game opponents. 408-411 - Iulian Radu, Yan Xu, Blair MacIntyre:
Embodied metaphor elicitation through augmented-reality game design. 412-414 - Petri Saarinen, Timo Partala, Kaisa Väänänen-Vainio-Mattila:
Little backpackers: studying children's psychological needs in an interactive exhibition context. 415-418 - Thomas H. Park, Rachel M. Magee, Susan Wiedenbeck, Andrea Forte:
Children as webmakers: designing a web editor for beginners. 419-422 - Luis Armería Zavala, Sara C. Hernández Gallardo, Miguel Ángel García-Ruíz:
Designing interactive activities within Scratch 2.0 for improving abilities to identify numerical sequences. 423-426 - June Ahn, Michael Gubbels, Jason C. Yip, Elizabeth M. Bonsignore, Tamara L. Clegg:
Using social media and learning analytics to understand how children engage in scientific inquiry. 427-430 - Meg Cramer, Gillian R. Hayes:
The digital economy: a case study of designing for classrooms. 431-434 - Nadia Mana, Ornella Mich:
Towards the design of technology for measuring and capturing children's attention on e-learning tasks. 435-438 - Richard Lee Davis, Yasmin B. Kafai, Veena Vasudevan, Eunkyoung Lee:
The education arcade: crafting, remixing, and playing with controllers for Scratch games. 439-442 - Melanie Crean:
Once upon a time in the Bronx: working with youth to address violence through performance and play. 443-446 - Shelley Goldman, Molly Bullock:
Comic creation, comic relief: kids expression of self and others. 447-450 - Michael Tscholl, Robb Lindgren, Emily Johnson:
Enacting orbits: refining the design of a full-body learning simulation. 451-454 - Angela M. Puccini, Marisa Puccini, Angela Chang:
Acquiring educational access for neurodiverse learners through multisensory design principles. 455-458 - Dimitris Papanikolaou:
Cloudcommuting: games, interaction, and learning. 459-462 - Alexis Hiniker, Joy Wong Daniels, Heidi Williamson:
Go go games: therapeutic video games for children with autism spectrum disorders. 463-466 - Ryohei Egusa, Kumiko Wada, Takayuki Adachi, Masafumi Goseki, Miki Namatame, Fusako Kusunoki, Hiroshi Mizoguchi, Shigenori Inagaki:
Evaluation of interactive puppet theater based on inclusive design methods: a case study of students at elementary school for the deaf. 467-470 - Angela Chang, David Nunez, Tom Roberts, David Sengeh, Cynthia Breazeal:
Pre-pilot findings on developing a literacy tablet. 471-474 - Kiera Chase, Dor Abrahamson:
Rethinking transparency: constructing meaning in a physical and digital design for algebra. 475-478 - Amy Voss Farris, Pratim Sengupta:
On the aesthetics of children's computational modeling for learning science. 479-482 - Tamar Fuhrmann, Shima Salehi, Paulo Blikstein:
Meta-modeling knowledge: comparing model construction and model interaction in bifocal modeling. 483-486 - Gary S. Stager:
Papert's prison fab lab: implications for the maker movement and education design. 487-490 - Joshua Chan, Tarun Pondicherry, Paulo Blikstein:
LightUp: an augmented, learning platform for electronics. 491-494 - Timothy Charoenying:
Graph hopping: learning through physical interaction quantification. 495-498 - Melissa Malzkuhn, Melissa Herzig:
Bilingual storybook app designed for deaf children based on research principles. 499-502 - June Ahn, Jason C. Yip, Michael Gubbels:
SINQ: designing social media to foster everyday scientific inquiry for children. 503-506 - David Robert, Peter Schmitt, Alex Olwal:
Cloud rhymer: prototype demo and intervention proposal. 507-510 - Tomoko Kajiyama:
An educational application for botanical study in science classes at elementary schools. 511-514 - Arnan Sipitakiat, Paulo Blikstein:
Interaction design and physical computing in the era of miniature embedded computers. 515-518 - Paweena Prachanronarong:
Blockuits: innovating building blocks. 519-522 - Fabio Pittarello, Luca Bertani:
A software infrastructure for managing the lifecycle of context-aware stories. 523-526 - Christine Zanchi, Ashley Lewis Presser, Philip Vahey:
Next generation preschool math demo: tablet games for preschool classrooms. 527-530 - Giovanna Varni, Gualtiero Volpe, Roberto Sagoleo, Maurizio Mancini, Giacomo Lepri:
Interactive reflexive and embodied exploration of sound qualities with BeSound. 531-534 - Michael D. Jones, M. Jeannette Lawler, Eric Hintz, Nathan Bench, Fred Mangrubang:
Owl pellets and head-mounted displays: a demonstration of visual interaction for children who communicate in a sign language. 535-538 - Gillian R. Hayes, Stephen W. Hosaflook:
HygieneHelper: promoting awareness and teaching life skills to youth with autism spectrum disorder. 539-542 - Jonathan Kleiman, Michael Pope:
RoyoBlocks: an exploration in tangible literacy learning. 543-546 - Arlene Ducao, Catherine Milne, Ilias Koen:
AR-based chemistry learning with mobile molecules. 547-549 - Ellen Doherty, Michael Templeton, Marj Kleinman, Betsy McCarthy, Michelle Tiu:
Cyberchase 3D builder: a new way to look at geometry. 550-553 - Nathan Rudolph:
TOTA: a construction set for the impending apocalypse. 554-556 - Jun Sik (Jason) Kim:
Plus minus: passive education of basic circuitry through DIY product design. 557-560 - Kunal Chawla, Megan Chiou, Alfredo Sandes, Paulo Blikstein:
Dr. Wagon: a 'stretchable' toolkit for tangible computer programming. 561-564 - Alissa Nicole Antle, Alyssa Friend Wise, Amanda Hall, Saba Nowroozi, Perry Tan, Jillian L. Warren, Rachael Eckersley, Michelle Fan:
Youtopia: a collaborative, tangible, multi-touch, sustainability learning activity. 565-568 - Ana Carina Figueiredo, Ana Lucia Pinto, Pedro Branco, Nelson Zagalo, Maria Eduarda Coquet:
Bridging book: a not-so-electronic children's picturebook. 569-572 - Karen Hart, Rafiq Ahmed:
Using demibooks composer to create remedial learning apps for the profoundly deaf. 573-576 - Leyla Norooz, Jon Froehlich:
Exploring early designs for teaching anatomy and physiology to children using wearable e-textiles. 577-580 - Rachel Rose Ulgado, Katherine Nguyen, Van Erick Custodio, Aaron Waterhouse, Rachel Weiner, Gillian Hayes:
VidCoach: a mobile video modeling system for youth with special needs. 581-584 - Christine Keung, Alexa Lee, Shirley Lu, Megan O'Keefe:
BunnyBolt: a mobile fitness app for youth. 585-588 - Engin Bumbacher, Amit Deutsch, Nancy Otero, Paulo Blikstein:
BeatTable: a tangible approach to rhythms and ratios. 589-592
Workshop summaries
- Nadia Mana, Ornella Mich, Antonella De Angeli, Allison Druin:
Interactive e-books for children. 593-595 - Françoise Decortis, Elisa Rubegni, Anne Bationo Tillon, Edith Ackermann:
Interactive technologies that enhance children's creativity. 596-599 - Juan Rubio, Kori Inkpen, Anna Ly, Jessica Kaminsky, Chris Plutte:
Enhancing children's voices with media and technology. 600-602 - Roisin McNaney, Madeline Balaam, Kevin Marshall, Abigail Durrant, Janet C. Read, Judith Good, Judy Robertson, Gregory D. Abowd:
Designing for and with children with special needs in multiple settings. 603-605 - Ana Lucia Pinto, Nelson Zagalo, Cristina Sylla, Natalie Freed, Ana Carina Figueiredo, Jie Qi, Pedro Branco, Maria Eduarda Coquet:
Bridging books: the printed book as a support for digital experiences. 606-609 - Linda Little, Beth T. Bell, Greta Defeyter, Janet C. Read, Dan Fitton, Matthew Horton:
Behaviour change interventions: teenagers, technology and design. 610-612 - Paulo Blikstein, Dennis Krannich:
The makers' movement and FabLabs in education: experiences, technologies, and research. 613-616 - Ben Leduc-Mills, Jaymes Dec, John Schimmel:
Evaluating accessibility in fabrication tools for children. 617-620
Workshop best position papers
- Nicol Dalla Longa, Ornella Mich:
Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study. 621-624 - Judy Robertson, Madeline Balaam:
Designing for the needs of child patients in hospital settings. 625-627 - Michael S. Horn:
Interaction design, books, and cultural forms. 628-631 - Alex Abreu, Gye Won Gho, Daragh Byrne:
Scatter!: a mobile non-parallel multiplayer exertion game. 632-634 - Amy Hurst, Shaun K. Kane:
Making "making" accessible. 635-638
Doctoral consortium
- Allan Fowler:
Measuring learning and fun in video games for young children: a proposed method. 639-642 - George J. Schafer, Keith Evan Green, Ian D. Walker, Elise Lewis, Susan King Fullerton:
The LIT ROOM: advancing literacy in children through a networked suite of architectural robotic artifacts. 643-646 - Meagan K. Rothschild:
Two-way play: early learners' experiences with bi-directional television. 647-650 - Cristina Sylla:
Designing a tangible interface for collaborative storytelling to access 'embodiment' and meaning making. 651-654