Shiyan Jiang, Xudong Huang, Charles Xie, S. Sung, Rabia Yalcinkaya
Augmented reality (AR) has great potential to radically change science education by making abstract science concepts visible and interactive. In this paper, we describe initial investigations into high school students' perceptions of learning science with an AR technology (i.e., SmartIR) through analyzing semi-structured interviews. SmartIR is an app that supports the investigation of science, such as thermodynamics. Specifically, it can show changes in thermal imaging over time and provides a data analytics function that visualizes data for analyzing and interpreting the changes. Our analysis of 31 interviews shows that students perceived the exploration of science phenomena with "fine details", including a full vision of second-by-second changes in thermal imaging, as helpful and engaging to understand science concepts. In future work, these findings will be triangulated with logging data of their interactions with SmartIR and student-generated lab reports.
{"title":"Augmented scientific investigation: support the exploration of invisible \"fine details\" in science via augmented reality","authors":"Shiyan Jiang, Xudong Huang, Charles Xie, S. Sung, Rabia Yalcinkaya","doi":"10.1145/3392063.3394406","DOIUrl":"https://doi.org/10.1145/3392063.3394406","url":null,"abstract":"Augmented reality (AR) has great potential to radically change science education by making abstract science concepts visible and interactive. In this paper, we describe initial investigations into high school students' perceptions of learning science with an AR technology (i.e., SmartIR) through analyzing semi-structured interviews. SmartIR is an app that supports the investigation of science, such as thermodynamics. Specifically, it can show changes in thermal imaging over time and provides a data analytics function that visualizes data for analyzing and interpreting the changes. Our analysis of 31 interviews shows that students perceived the exploration of science phenomena with \"fine details\", including a full vision of second-by-second changes in thermal imaging, as helpful and engaging to understand science concepts. In future work, these findings will be triangulated with logging data of their interactions with SmartIR and student-generated lab reports.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130101483","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 recent UN Global Assessment report on Biodiversity and Ecosystem Services identified human-induced biodiversity loss as one of the greatest threats facing humanity today. Despite this, the field of Child-Computer Interaction (CCI) has so far paid little attention towards how it might directly contribute to biodiversity conservation efforts. This paper begins to address this gap by exploring how digital applications may be designed to support the nature-play experiences known to instill a value for nature and motivate environmental stewardship behavior in children. It describes a co-envisioning process carried out with nine children (7-11 years) within their nature-play contexts to understand how they would appropriate abstract 'digital functions' to enhance or support their situated nature-play. The functions envisioned by children are then reinterpreted as five design openings for CCI researchers to pursue to support nature-play opportunities for children. This research provides an initial framework for CCI researchers to contribute to global biodiversity conservation efforts by supporting the nature-play experiences known to promote long-term environmental stewardship in children.
{"title":"CCI in the wild: designing for environmental stewardship through children's nature-play","authors":"Bronwyn J. Cumbo, O. Iversen","doi":"10.1145/3392063.3394398","DOIUrl":"https://doi.org/10.1145/3392063.3394398","url":null,"abstract":"The recent UN Global Assessment report on Biodiversity and Ecosystem Services identified human-induced biodiversity loss as one of the greatest threats facing humanity today. Despite this, the field of Child-Computer Interaction (CCI) has so far paid little attention towards how it might directly contribute to biodiversity conservation efforts. This paper begins to address this gap by exploring how digital applications may be designed to support the nature-play experiences known to instill a value for nature and motivate environmental stewardship behavior in children. It describes a co-envisioning process carried out with nine children (7-11 years) within their nature-play contexts to understand how they would appropriate abstract 'digital functions' to enhance or support their situated nature-play. The functions envisioned by children are then reinterpreted as five design openings for CCI researchers to pursue to support nature-play opportunities for children. This research provides an initial framework for CCI researchers to contribute to global biodiversity conservation efforts by supporting the nature-play experiences known to promote long-term environmental stewardship in children.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130161019","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}
Xiaoyu Wan, Xiaofei Zhou, Zaiqiao Ye, Chase K. Mortensen, Zhengyan Bai
There is an increasing need to prepare young learners to be Artificial Intelligence (AI) capable for the future workforce and everyday life. Machine Learning (ML), as an integral subfield of AI, has become the new engine that revolutionizes practices of knowledge discovery. Making ML experience accessible to young learners, however, remains challenging due to its high demand for mathematical and computational skills. This research focuses on designing novel learning environments that help demystify ML technologies for K-12 students, and also investigating new opportunities for maximizing ML accessibility through integration with scientific discovery in STEM education. We developed SmileyCluster - a hands-on and collaborative learning environment that utilizes glyph-based data visualization and superposition comparative visualization to assist learning an entry-level ML technology, namely k-means clustering. Findings from an initial case study with high school students in a pre-college summer program show that SmileyCluster leads to positive change in learning ML concepts, methods and sense-making of patterns. Findings of this study also shed light on understanding ML as a data-enabled approach to support evidence-based scientific discovery in K-12 STEM education.
{"title":"SmileyCluster","authors":"Xiaoyu Wan, Xiaofei Zhou, Zaiqiao Ye, Chase K. Mortensen, Zhengyan Bai","doi":"10.1145/3392063.3394440","DOIUrl":"https://doi.org/10.1145/3392063.3394440","url":null,"abstract":"There is an increasing need to prepare young learners to be Artificial Intelligence (AI) capable for the future workforce and everyday life. Machine Learning (ML), as an integral subfield of AI, has become the new engine that revolutionizes practices of knowledge discovery. Making ML experience accessible to young learners, however, remains challenging due to its high demand for mathematical and computational skills. This research focuses on designing novel learning environments that help demystify ML technologies for K-12 students, and also investigating new opportunities for maximizing ML accessibility through integration with scientific discovery in STEM education. We developed SmileyCluster - a hands-on and collaborative learning environment that utilizes glyph-based data visualization and superposition comparative visualization to assist learning an entry-level ML technology, namely k-means clustering. Findings from an initial case study with high school students in a pre-college summer program show that SmileyCluster leads to positive change in learning ML concepts, methods and sense-making of patterns. Findings of this study also shed light on understanding ML as a data-enabled approach to support evidence-based scientific discovery in K-12 STEM education.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123179262","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}
L. Dowthwaite, Helen Creswick, Virginia Portillo, Jun Zhao, Menisha Patel, Elvira Perez, A. Koene, M. Jirotka
Children and young people make extensive and varied use of digital and online technologies, yet issues about how their personal data may be collected and used by online platforms are rarely discussed. Additionally, despite calls to increase awareness, schools often do not cover these topics, instead focusing on online safety issues, such as being approached by strangers, cyberbullying or access to inappropriate content. This paper presents the results of one of the activities run as part of eleven workshops with 13-18 year olds, using co-designed activities to encourage critical thinking. Sets of 'data cards' were used to stimulate discussion about sharing and selling of personal data by online technology companies. Results highlight the desire and need for increased awareness about the potential uses of personal data amongst this age group, and the paper makes recommendations for embedding this into school curriculums as well as incorporating it into interaction design, to allow young people to make informed decisions about their online lives.
{"title":"\"It's your private information. it's your life.\": young people's views of personal data use by online technologies","authors":"L. Dowthwaite, Helen Creswick, Virginia Portillo, Jun Zhao, Menisha Patel, Elvira Perez, A. Koene, M. Jirotka","doi":"10.1145/3392063.3394410","DOIUrl":"https://doi.org/10.1145/3392063.3394410","url":null,"abstract":"Children and young people make extensive and varied use of digital and online technologies, yet issues about how their personal data may be collected and used by online platforms are rarely discussed. Additionally, despite calls to increase awareness, schools often do not cover these topics, instead focusing on online safety issues, such as being approached by strangers, cyberbullying or access to inappropriate content. This paper presents the results of one of the activities run as part of eleven workshops with 13-18 year olds, using co-designed activities to encourage critical thinking. Sets of 'data cards' were used to stimulate discussion about sharing and selling of personal data by online technology companies. Results highlight the desire and need for increased awareness about the potential uses of personal data amongst this age group, and the paper makes recommendations for embedding this into school curriculums as well as incorporating it into interaction design, to allow young people to make informed decisions about their online lives.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"459 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116774803","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}
This paper contributes to the contemporary debate on the increasing use of computational thinking (CT) in primary schools. It is based on an empirical study in which 28 Swedish third-grade school children (9-10 years of age) participated in a creative workshop where they were challenged to design a digital game using stop-motion film technique, working in groups. The study applies a designerly approach to game design activities to investigate what aspects of computational skills can be identified when children employ stop motion filmmaking as a means to envision a digital game design idea and how a designerly approach can enable them to enact dimensions of their computational skills? The data included video observations, casual conversations, and stop-motion videos representing the children's game design ideas. The analysis identified three aspects of computational thinking strategies while children produced stop-motion films: step-by-step procedural skills; design and arrangement skills; and computational perspectives.
{"title":"A designerly approach as a foundation for school children's computational thinking skills while developing digital games","authors":"E. Brooks, J. Sjöberg","doi":"10.1145/3392063.3394402","DOIUrl":"https://doi.org/10.1145/3392063.3394402","url":null,"abstract":"This paper contributes to the contemporary debate on the increasing use of computational thinking (CT) in primary schools. It is based on an empirical study in which 28 Swedish third-grade school children (9-10 years of age) participated in a creative workshop where they were challenged to design a digital game using stop-motion film technique, working in groups. The study applies a designerly approach to game design activities to investigate what aspects of computational skills can be identified when children employ stop motion filmmaking as a means to envision a digital game design idea and how a designerly approach can enable them to enact dimensions of their computational skills? The data included video observations, casual conversations, and stop-motion videos representing the children's game design ideas. The analysis identified three aspects of computational thinking strategies while children produced stop-motion films: step-by-step procedural skills; design and arrangement skills; and computational perspectives.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133253320","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}
Sumita Sharma, K. Achary, Marianne Kinnula, N. Iivari, Blessin Varkey
Digital technologies are increasingly used with individuals with special needs for skill-building, social inclusion, and empowerment. However, different stakeholders involved in raising an individual with special needs have different and sometimes conflicting understanding of empowerment and motivations towards it. Using an empowerment framework, we collaboratively analyzed and critically reflected on the design and outcomes of three user studies conducted at a special needs school in New Delhi, India. The studies focused on learning how to make compost out of everyday kitchen waste, to assemble a solar lantern, and to buy groceries from a local store. Findings from the analysis provide insights into the complex socio-cultural conditions that enable, and in some cases limit, empowerment of individuals in an underserved and special needs context. We contribute to discussions on empowerment of children through design and use of digital technologies.
{"title":"Gathering garbage or going green?: shifting social perspectives to empower individuals with special needs","authors":"Sumita Sharma, K. Achary, Marianne Kinnula, N. Iivari, Blessin Varkey","doi":"10.1145/3392063.3394394","DOIUrl":"https://doi.org/10.1145/3392063.3394394","url":null,"abstract":"Digital technologies are increasingly used with individuals with special needs for skill-building, social inclusion, and empowerment. However, different stakeholders involved in raising an individual with special needs have different and sometimes conflicting understanding of empowerment and motivations towards it. Using an empowerment framework, we collaboratively analyzed and critically reflected on the design and outcomes of three user studies conducted at a special needs school in New Delhi, India. The studies focused on learning how to make compost out of everyday kitchen waste, to assemble a solar lantern, and to buy groceries from a local store. Findings from the analysis provide insights into the complex socio-cultural conditions that enable, and in some cases limit, empowerment of individuals in an underserved and special needs context. We contribute to discussions on empowerment of children through design and use of digital technologies.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129855873","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}
Brody Downs, Aprajita Shukla, Mikey Krentz, M. S. Pera, Katherine Landau Wright, C. Kennington, J. A. Fails
Spellchecking functionality embedded in existing search tools can assist children by offering a list of spelling alternatives when a spelling error is detected. Unfortunately, children tend to generally select the first alternative when presented with a list of options, as opposed to the one that matches their intent. In this paper, we describe a study we conducted with 191 children ages 6-12 in order to offer empirical evidence of: (1) their selection habits when identifying spelling suggestions that match the word they meant to type, and (2) the degree of influence multimodal cues, i.e., synthesized speech and images, have in prompting children to select the correct spelling suggestion. The results from our study reveal that multimodal cues, primarily synthesized speech, have a positive impact on the children's ability to identify their intended word from a list of spelling suggestions.
{"title":"Guiding the selection of child spellchecker suggestions using audio and visual cues","authors":"Brody Downs, Aprajita Shukla, Mikey Krentz, M. S. Pera, Katherine Landau Wright, C. Kennington, J. A. Fails","doi":"10.1145/3392063.3394390","DOIUrl":"https://doi.org/10.1145/3392063.3394390","url":null,"abstract":"Spellchecking functionality embedded in existing search tools can assist children by offering a list of spelling alternatives when a spelling error is detected. Unfortunately, children tend to generally select the first alternative when presented with a list of options, as opposed to the one that matches their intent. In this paper, we describe a study we conducted with 191 children ages 6-12 in order to offer empirical evidence of: (1) their selection habits when identifying spelling suggestions that match the word they meant to type, and (2) the degree of influence multimodal cues, i.e., synthesized speech and images, have in prompting children to select the correct spelling suggestion. The results from our study reveal that multimodal cues, primarily synthesized speech, have a positive impact on the children's ability to identify their intended word from a list of spelling suggestions.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122082731","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}
Research has shown that social robots carry potential to be used in an educational setting. The possibility to have multiple roles carried out by one tool does not only instigate curiosity but also raises concerns. Whereas practical challenges get tackled by rapid technological advances, the moral challenges often get overlooked. In this study, we examined the moral values related to educational robots from a teachers' perspective, by first identifying concerns and opportunities, and subsequently linking them to (moral) values. We conducted focus group sessions with teachers to explore their perceptions regarding concerns and opportunities related to educational robots. Teachers voiced several considerations ranging from having concerns towards privacy to seeing opportunities in adding friendship and attachment a robot could emanate.
{"title":"Teachers' perspectives on social robots in education: an exploratory case study","authors":"G. V. Ewijk, Matthijs H. J. Smakman, E. Konijn","doi":"10.1145/3392063.3394397","DOIUrl":"https://doi.org/10.1145/3392063.3394397","url":null,"abstract":"Research has shown that social robots carry potential to be used in an educational setting. The possibility to have multiple roles carried out by one tool does not only instigate curiosity but also raises concerns. Whereas practical challenges get tackled by rapid technological advances, the moral challenges often get overlooked. In this study, we examined the moral values related to educational robots from a teachers' perspective, by first identifying concerns and opportunities, and subsequently linking them to (moral) values. We conducted focus group sessions with teachers to explore their perceptions regarding concerns and opportunities related to educational robots. Teachers voiced several considerations ranging from having concerns towards privacy to seeing opportunities in adding friendship and attachment a robot could emanate.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128576022","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}
Joint book reading is a highly routinized activity that is nearly universal among families. Conversational agents (CAs) can potentially act as joint-reading partners by engaging children in story-related, scaffolded conversations. In this project, we develop a CA reading partner that incorporates components of effective conversational guidance (i.e., questions to stimulate thinking, specific feedback, and adaptive scaffolding) and examine children's interactions with this CA. We identify patterns in children's language production, flow maintenance, and affect when responding to the CA. We then lay out a set of affordances and challenges for developing CAs as conversation partners. We propose that, rather than attempting to develop CAs as an exact replicate of human conversational partners, we should treat child-agent interaction as a new genre of conversation and calibrate CAs based on children's actual communicative practices and needs.
{"title":"Exploring young children's engagement in joint reading with a conversational agent","authors":"Ying Xu, M. Warschauer","doi":"10.1145/3392063.3394417","DOIUrl":"https://doi.org/10.1145/3392063.3394417","url":null,"abstract":"Joint book reading is a highly routinized activity that is nearly universal among families. Conversational agents (CAs) can potentially act as joint-reading partners by engaging children in story-related, scaffolded conversations. In this project, we develop a CA reading partner that incorporates components of effective conversational guidance (i.e., questions to stimulate thinking, specific feedback, and adaptive scaffolding) and examine children's interactions with this CA. We identify patterns in children's language production, flow maintenance, and affect when responding to the CA. We then lay out a set of affordances and challenges for developing CAs as conversation partners. We propose that, rather than attempting to develop CAs as an exact replicate of human conversational partners, we should treat child-agent interaction as a new genre of conversation and calibrate CAs based on children's actual communicative practices and needs.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121716915","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}
This paper provides a framework that adapts a design tool known as personas to better capture the ways that caregivers mediate their children's use of interactive media. Interactive digital media has become a more pervasive part of families' lives and tensions have increased around children's engagement with digital media. Historically, caregivers have enacted various tactics to mediate their children's practices around digital media. However, the design of technologies for children fails to account for different approaches to caregiving and the relationships between caregivers and children, instead focusing on the caregiver and the child as separate entities. The goal of our framework is to enable designers to consider the caregiver-child relationship by adapting the persona design tool to account for the relationship between caregivers and children. Drawing from prior research from user experience on persona development and communication on parental mediation theory, the framework outlines five phases to be used as a guide to develop caregiver-child dyadic personas. A dyadic approach to persona design explicitly highlights the relationship between two individuals (in this case, caregiver and child). We suggest that designing with dyadic personas enables designers to be more aware of nuances in caregiver-child relationships and can surface opportunities to facilitate collaboration between caregivers and children around interactive media.
{"title":"Designing dyadic caregiver-child personas for interactive digital media use","authors":"Christie Abel, Thomas D. Grace","doi":"10.1145/3392063.3394391","DOIUrl":"https://doi.org/10.1145/3392063.3394391","url":null,"abstract":"This paper provides a framework that adapts a design tool known as personas to better capture the ways that caregivers mediate their children's use of interactive media. Interactive digital media has become a more pervasive part of families' lives and tensions have increased around children's engagement with digital media. Historically, caregivers have enacted various tactics to mediate their children's practices around digital media. However, the design of technologies for children fails to account for different approaches to caregiving and the relationships between caregivers and children, instead focusing on the caregiver and the child as separate entities. The goal of our framework is to enable designers to consider the caregiver-child relationship by adapting the persona design tool to account for the relationship between caregivers and children. Drawing from prior research from user experience on persona development and communication on parental mediation theory, the framework outlines five phases to be used as a guide to develop caregiver-child dyadic personas. A dyadic approach to persona design explicitly highlights the relationship between two individuals (in this case, caregiver and child). We suggest that designing with dyadic personas enables designers to be more aware of nuances in caregiver-child relationships and can surface opportunities to facilitate collaboration between caregivers and children around interactive media.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122847379","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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