Michael S. Horn, Amartya Banerjee, David Bar-El, Izaiah Hakim Wallace
Over the last decade, large multitouch displays have become commonplace in museums and other public spaces. While there is preliminary evidence that exhibits based on tangible technologies can be more attractive and engaging for visitors than displays alone, very little empirical research has directly compared tangible to large multitouch displays in museums. In this paper, we present a study comparing the use of a tangible and a multitouch tabletop interface in an exhibit designed to explore musical rhythms. From an observation pool of 791 museum visitors, a total of 227 people in 82 groups interacted with one of the two versions of our exhibit. We share the exhibit design, experimental setup, and methods and measures. Our findings highlight advantages of tangible interaction in terms of attracting and engaging children and families. However, the two exhibits were equally effective at supporting collaborative interaction within visitor groups. We conclude with a discussion of the implications for museum exhibit design vis-à-vis visitor engagement and learning.
{"title":"Engaging families around museum exhibits: comparing tangible and multi-touch interfaces","authors":"Michael S. Horn, Amartya Banerjee, David Bar-El, Izaiah Hakim Wallace","doi":"10.1145/3392063.3394443","DOIUrl":"https://doi.org/10.1145/3392063.3394443","url":null,"abstract":"Over the last decade, large multitouch displays have become commonplace in museums and other public spaces. While there is preliminary evidence that exhibits based on tangible technologies can be more attractive and engaging for visitors than displays alone, very little empirical research has directly compared tangible to large multitouch displays in museums. In this paper, we present a study comparing the use of a tangible and a multitouch tabletop interface in an exhibit designed to explore musical rhythms. From an observation pool of 791 museum visitors, a total of 227 people in 82 groups interacted with one of the two versions of our exhibit. We share the exhibit design, experimental setup, and methods and measures. Our findings highlight advantages of tangible interaction in terms of attracting and engaging children and families. However, the two exhibits were equally effective at supporting collaborative interaction within visitor groups. We conclude with a discussion of the implications for museum exhibit design vis-à-vis visitor engagement and learning.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131431474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the years, concreteness fading has been used to design learning materials and educational tools for children. Unfortunately, it remains an underspecified technique without a clear guideline on how to design it, resulting in varying forms of concreteness fading and conflicting results due to the design inconsistencies. To our knowledge, no research has analyzed the existing designs of concreteness fading implemented across different settings, formulated a generic framework, or explained the design dimensions of the technique. This poses several problems for future research, such as lack of a shared vocabulary for reference and comparison, as well as barriers to researchers interested in learning and using this technique. Thus, to inform and support future research, we conducted a systematic literature review and contribute: (1) an overview of the technique, (2) a discussion of various design dimensions and challenges, and (3) a synthesis of key findings about each dimension. We open source our dataset to invite other researchers to contribute to the corpus, supporting future research and discussion on concreteness fading.
{"title":"How do we design for concreteness fading? Survey, general framework, and design dimensions","authors":"Sangho Suh","doi":"10.1145/3392063.3394413","DOIUrl":"https://doi.org/10.1145/3392063.3394413","url":null,"abstract":"Over the years, concreteness fading has been used to design learning materials and educational tools for children. Unfortunately, it remains an underspecified technique without a clear guideline on how to design it, resulting in varying forms of concreteness fading and conflicting results due to the design inconsistencies. To our knowledge, no research has analyzed the existing designs of concreteness fading implemented across different settings, formulated a generic framework, or explained the design dimensions of the technique. This poses several problems for future research, such as lack of a shared vocabulary for reference and comparison, as well as barriers to researchers interested in learning and using this technique. Thus, to inform and support future research, we conducted a systematic literature review and contribute: (1) an overview of the technique, (2) a discussion of various design dimensions and challenges, and (3) a synthesis of key findings about each dimension. We open source our dataset to invite other researchers to contribute to the corpus, supporting future research and discussion on concreteness fading.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122353284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper explores students' learning about gases in chemistry through constructing computational models of complex systems with the new Much.Matter.in.Motion platform (MMM; [7]). The design of MMM is based on the agent-based modelling approach to complex systems. The interface is governed by an epistemological structure into which programming blocks are integrated. They are inserted into one of three sections: properties, actions and interactions, for each population of entities. 22 Seventh-grade students' learning of science and systems concepts and modeling practices using the MMM are compared with 28 students' learning with a normative curriculum. Findings shows that conceptual learning is deeper and more integrated; the system's levels are better distinguished and related. Students' modeling expresses a gradual increase in explorative-ness and most importantly, show a gradual shift from relying on the external modeling platform to activating and developing their own internal mental models on the fly.
{"title":"\"When is the pressure zero inside a container? Mission impossible\": 7th grade students learn science by constructing computational models using the much.matter.in.motion platform","authors":"Janan Saba, H. Hel-Or, S. Levy","doi":"10.1145/3392063.3394442","DOIUrl":"https://doi.org/10.1145/3392063.3394442","url":null,"abstract":"The paper explores students' learning about gases in chemistry through constructing computational models of complex systems with the new Much.Matter.in.Motion platform (MMM; [7]). The design of MMM is based on the agent-based modelling approach to complex systems. The interface is governed by an epistemological structure into which programming blocks are integrated. They are inserted into one of three sections: properties, actions and interactions, for each population of entities. 22 Seventh-grade students' learning of science and systems concepts and modeling practices using the MMM are compared with 28 students' learning with a normative curriculum. Findings shows that conceptual learning is deeper and more integrated; the system's levels are better distinguished and related. Students' modeling expresses a gradual increase in explorative-ness and most importantly, show a gradual shift from relying on the external modeling platform to activating and developing their own internal mental models on the fly.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126236268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.
{"title":"An english language learning study with rural chinese children using an augmented reality app","authors":"Min Fan, A. Antle","doi":"10.1145/3392063.3394409","DOIUrl":"https://doi.org/10.1145/3392063.3394409","url":null,"abstract":"Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127157863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Victor Cheung, A. Antle, Shubhra Sarker, Min Fan, Jianyu Fan, Philippe Pasquier
Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.
{"title":"Techniques for augmented-tangibles on mobile devices for early childhood learning","authors":"Victor Cheung, A. Antle, Shubhra Sarker, Min Fan, Jianyu Fan, Philippe Pasquier","doi":"10.1145/3392063.3394412","DOIUrl":"https://doi.org/10.1145/3392063.3394412","url":null,"abstract":"Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133739279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Serena Lee-Cultura, K. Sharma, Sofia Papavlasopoulou, S. Retalis, M. Giannakos
Motion-Based Touchless Games (MBTG) are being investigated as a promising interaction paradigm in children's learning experiences. Within these games, children's digital persona (i.e, avatar), enables them to efficiently communicate their motion-based interactivity. However, the role of children's Avatar Self-Representation (ASR) in educational MBTG is rather under-explored. We present an in-situ within subjects study where 46 children, aged 8--12, played three MBTG with different ASRs. Each avatar had varying visual similarity and movement congruity (synchronisation of movement in digital and physical spaces) to the child. We automatically and continuously monitored children's experiences using sensing technology (eye-trackers, facial video, wristband data, and Kinect skeleton data). This allowed us to understand how children experience the different ASRs, by providing insights into their affective and behavioural processes. The results showed that ASRs have an effect on children's stress, arousal, fatigue, movement, visual inspection (focus) and cognitive load. By exploring the relationship between children's degree of self-representation and their affective and behavioural states, our findings help shape the design of future educational MBTG for children, and emphasises the need for additional studies to investigate how ASRs impacts children's behavioural, interaction, cognitive and learning processes.
{"title":"Using sensing technologies to explain children's self-representation in motion-based educational games","authors":"Serena Lee-Cultura, K. Sharma, Sofia Papavlasopoulou, S. Retalis, M. Giannakos","doi":"10.1145/3392063.3394419","DOIUrl":"https://doi.org/10.1145/3392063.3394419","url":null,"abstract":"Motion-Based Touchless Games (MBTG) are being investigated as a promising interaction paradigm in children's learning experiences. Within these games, children's digital persona (i.e, avatar), enables them to efficiently communicate their motion-based interactivity. However, the role of children's Avatar Self-Representation (ASR) in educational MBTG is rather under-explored. We present an in-situ within subjects study where 46 children, aged 8--12, played three MBTG with different ASRs. Each avatar had varying visual similarity and movement congruity (synchronisation of movement in digital and physical spaces) to the child. We automatically and continuously monitored children's experiences using sensing technology (eye-trackers, facial video, wristband data, and Kinect skeleton data). This allowed us to understand how children experience the different ASRs, by providing insights into their affective and behavioural processes. The results showed that ASRs have an effect on children's stress, arousal, fatigue, movement, visual inspection (focus) and cognitive load. By exploring the relationship between children's degree of self-representation and their affective and behavioural states, our findings help shape the design of future educational MBTG for children, and emphasises the need for additional studies to investigate how ASRs impacts children's behavioural, interaction, cognitive and learning processes.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128624596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael McEwan, Cody J. Phillips, Peta Wyeth, Daniel M. Johnson
This paper outlines the theory-driven design and development of Puppy Island, a serious game for children aged three to five who are living with the chronic illness cystic fibrosis. Puppy Island differs from typical serious games, as its central learning and design objectives relate to long-term wellbeing and empowerment rather than short-term knowledge transfer. The Early Years Learning Framework and Self-Determination Theory informed the design and development of the iPad prototype, while domain experts from industry, academia and the broader cystic fibrosis community were consulted to establish user requirements and evaluate the iterative designs. We analyse the development process, domain expert feedback, and how the game's features relate to core theoretical pillars in order to highlight key lessons that can be applied to future work on serious games with comparable aims or target audiences.
{"title":"Puppy island: theory-driven design of a serious game for young children with cystic fibrosis","authors":"Michael McEwan, Cody J. Phillips, Peta Wyeth, Daniel M. Johnson","doi":"10.1145/3392063.3394435","DOIUrl":"https://doi.org/10.1145/3392063.3394435","url":null,"abstract":"This paper outlines the theory-driven design and development of Puppy Island, a serious game for children aged three to five who are living with the chronic illness cystic fibrosis. Puppy Island differs from typical serious games, as its central learning and design objectives relate to long-term wellbeing and empowerment rather than short-term knowledge transfer. The Early Years Learning Framework and Self-Determination Theory informed the design and development of the iPad prototype, while domain experts from industry, academia and the broader cystic fibrosis community were consulted to establish user requirements and evaluate the iterative designs. We analyse the development process, domain expert feedback, and how the game's features relate to core theoretical pillars in order to highlight key lessons that can be applied to future work on serious games with comparable aims or target audiences.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"5 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134101558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jingya Li, E. D. Spek, Xiaoyu Yu, Jun Hu, L. Feijs
Social learning games can enhance students' learning engagement in the field of STEM. However, students do not always have the chance to experience social interactions during their learning activities. Augmented reality (AR) games have the ability to enable social interactions among students and allow them to interact with the virtual content while engaging in natural communication in the real world. However, little is still known on how to design social AR games for learning. In this paper, we presented a textbook-based AR social learning game for elementary school students to practice math together. We designed and developed the game concepts based on previous studies and co-design sessions and conducted a user study to explore how students would behave and interact with each other in the game. Our findings extend the understanding of students' social patterns in both collaboration and competition conditions under AR settings. Based on the findings, we propose design implications for designing AR social learning games in the future.
{"title":"Exploring an augmented reality social learning game for elementary school students","authors":"Jingya Li, E. D. Spek, Xiaoyu Yu, Jun Hu, L. Feijs","doi":"10.1145/3392063.3394422","DOIUrl":"https://doi.org/10.1145/3392063.3394422","url":null,"abstract":"Social learning games can enhance students' learning engagement in the field of STEM. However, students do not always have the chance to experience social interactions during their learning activities. Augmented reality (AR) games have the ability to enable social interactions among students and allow them to interact with the virtual content while engaging in natural communication in the real world. However, little is still known on how to design social AR games for learning. In this paper, we presented a textbook-based AR social learning game for elementary school students to practice math together. We designed and developed the game concepts based on previous studies and co-design sessions and conducted a user study to explore how students would behave and interact with each other in the game. Our findings extend the understanding of students' social patterns in both collaboration and competition conditions under AR settings. Based on the findings, we propose design implications for designing AR social learning games in the future.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124548136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abigail Zimmermann-Niefield, Shawn W. Polson, Celeste Moreno, R. Benjamin Shapiro
Machine learning (ML) technologies are ubiquitous and increasingly influential in daily life. They are powerful tools people can use to build creative, personalized systems in a wide variety of contexts. We believe ML has vast potential for young people to use to make creative projects, especially when used in conjunction with programming. This potential is understudied. We know little about what projects youth might create, or what computational practices they could engage in while building them. We combined a beginner-level ML modeling toolkit with a beginning programming tool and then investigated how young people created and remixed projects to incorporate custom ML-based gestural inputs. We found that (1) participants were able to build and integrate ML models of their own gestures into programming projects; (2) the design of their gestures ranged from coherent to disjoint with respect to the narratives, characters, and actions of their interactive worlds; and (3) they tested their projects by assessing the programmed vs. modeled aspects of them as distinct units. We conclude with a discussion of how we might support youth in combining code and ML modeling going forward.
{"title":"Youth making machine learning models for gesture-controlled interactive media","authors":"Abigail Zimmermann-Niefield, Shawn W. Polson, Celeste Moreno, R. Benjamin Shapiro","doi":"10.1145/3392063.3394438","DOIUrl":"https://doi.org/10.1145/3392063.3394438","url":null,"abstract":"Machine learning (ML) technologies are ubiquitous and increasingly influential in daily life. They are powerful tools people can use to build creative, personalized systems in a wide variety of contexts. We believe ML has vast potential for young people to use to make creative projects, especially when used in conjunction with programming. This potential is understudied. We know little about what projects youth might create, or what computational practices they could engage in while building them. We combined a beginner-level ML modeling toolkit with a beginning programming tool and then investigated how young people created and remixed projects to incorporate custom ML-based gestural inputs. We found that (1) participants were able to build and integrate ML models of their own gestures into programming projects; (2) the design of their gestures ranged from coherent to disjoint with respect to the narratives, characters, and actions of their interactive worlds; and (3) they tested their projects by assessing the programmed vs. modeled aspects of them as distinct units. We conclude with a discussion of how we might support youth in combining code and ML modeling going forward.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114712627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Griffin Dietz, Zachary Pease, Brenna McNally, Elizabeth Foss
The Giggle Gauge offers a quick and simple way for researchers to evaluate the engagement of systems designed for children. This self-report metric is based on prior work delineating the components of engagement and was designed to address the limitations of children's cognitive development (e.g., by focusing on simple language and rapid administration). Through a process of iterative design (N = 23, ages 4 -- 10) and co-design (N = 8, ages 7 -- 11), we refined the items of this metric to ensure children's comprehension. A validation study with 26 children, ages 4 -- 7, confirmed the validity and reliability of the Giggle Gauge through the assessment of three properties: known-groups validity, criterion validity, and test-retest reliability. We simultaneously developed a bifurcated response type, intended to reduce the cognitive load of traditional ordinal response, and show through participant quotes that it may decrease the cognitive load of self-report questions for children.
{"title":"Giggle gauge: a self-report instrument for evaluating children's engagement with technology","authors":"Griffin Dietz, Zachary Pease, Brenna McNally, Elizabeth Foss","doi":"10.1145/3392063.3394393","DOIUrl":"https://doi.org/10.1145/3392063.3394393","url":null,"abstract":"The Giggle Gauge offers a quick and simple way for researchers to evaluate the engagement of systems designed for children. This self-report metric is based on prior work delineating the components of engagement and was designed to address the limitations of children's cognitive development (e.g., by focusing on simple language and rapid administration). Through a process of iterative design (N = 23, ages 4 -- 10) and co-design (N = 8, ages 7 -- 11), we refined the items of this metric to ensure children's comprehension. A validation study with 26 children, ages 4 -- 7, confirmed the validity and reliability of the Giggle Gauge through the assessment of three properties: known-groups validity, criterion validity, and test-retest reliability. We simultaneously developed a bifurcated response type, intended to reduce the cognitive load of traditional ordinal response, and show through participant quotes that it may decrease the cognitive load of self-report questions for children.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126373391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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