Carolina Beniamina Rutta, G. Schiavo, M. Zancanaro, Elisa Rubegni
This work explores how comic-based digital storytelling can support primary school children in reflecting on situations involving conflict in the classroom. In particular, we focus on investigating three specific aspects: (1) the potential of digital story composition conducted collaboratively or individually, (2) the children's perception on the use of digital storytelling for reflecting on conflicts that might arise in class and, (3) the teachers' experience of introducing a digital tool for collaborative storytelling and comics composition in an educational context. In this paper, we explored these aspects by developing a case study. A class of 12 children and 2 teachers explore the use of a digital tool, named Communics, aimed at creating digital narratives individually and collaboratively. The results show that digital narratives created from collaborative storytelling are longer, more structured, and richer with meaning compared to stories from individual work. Moreover, it emerged that children prefer to work collaboratively, even if it meant compromising, going slower and waiting for their turn. Finally, teachers appreciated the collaborative use of Communics, and in particular, the turn-based feature as children can practice the narrative re-elaboration with a peer while waiting for their turn.
{"title":"Collaborative comic-based digital storytelling with primary school children","authors":"Carolina Beniamina Rutta, G. Schiavo, M. Zancanaro, Elisa Rubegni","doi":"10.1145/3392063.3394433","DOIUrl":"https://doi.org/10.1145/3392063.3394433","url":null,"abstract":"This work explores how comic-based digital storytelling can support primary school children in reflecting on situations involving conflict in the classroom. In particular, we focus on investigating three specific aspects: (1) the potential of digital story composition conducted collaboratively or individually, (2) the children's perception on the use of digital storytelling for reflecting on conflicts that might arise in class and, (3) the teachers' experience of introducing a digital tool for collaborative storytelling and comics composition in an educational context. In this paper, we explored these aspects by developing a case study. A class of 12 children and 2 teachers explore the use of a digital tool, named Communics, aimed at creating digital narratives individually and collaboratively. The results show that digital narratives created from collaborative storytelling are longer, more structured, and richer with meaning compared to stories from individual work. Moreover, it emerged that children prefer to work collaboratively, even if it meant compromising, going slower and waiting for their turn. Finally, teachers appreciated the collaborative use of Communics, and in particular, the turn-based feature as children can practice the narrative re-elaboration with a peer while waiting for their turn.","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":"129406669","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}
Saba Kawas, Nicole S. Kuhn, Mina Tari, Alexis Hiniker, K. Davis
Can a mobile application encourage children to spend more time outdoors and promote their connectedness to nature? In this paper, we present results from a three-week experimental deployment study of NatureCollections, a mobile application that allows users to build, curate, and share nature photo collections. Twenty-eight children (aged 9-12) and their parents participated in the study; 15 used the NatureCollections app, and 13 used a basic Photo app. We found that the NatureCollections app significantly increased the time children spent outdoors compared to the Photo app. Children in both groups said they felt happy and excited about spending time in nature. However, children in the NatureCollections group reported that time spent outside with the app increased their curiosity about the types of species and plants they saw and photographed. Children in the NatureCollections group also engaged in nature-based conversations with their parents, and even sought to look up information online about the plants and animals they observed. In contrast, children in the basic Photo app group did not display this level of curiosity about what they saw in nature, and the photos they took were driven largely by the aesthetic qualities of nature elements. Our results suggest that NatureCollections promotes and supports children's connectedness to nature.
{"title":"\"Otter this world\": can a mobile application promote children's connectedness to nature?","authors":"Saba Kawas, Nicole S. Kuhn, Mina Tari, Alexis Hiniker, K. Davis","doi":"10.1145/3392063.3394434","DOIUrl":"https://doi.org/10.1145/3392063.3394434","url":null,"abstract":"Can a mobile application encourage children to spend more time outdoors and promote their connectedness to nature? In this paper, we present results from a three-week experimental deployment study of NatureCollections, a mobile application that allows users to build, curate, and share nature photo collections. Twenty-eight children (aged 9-12) and their parents participated in the study; 15 used the NatureCollections app, and 13 used a basic Photo app. We found that the NatureCollections app significantly increased the time children spent outdoors compared to the Photo app. Children in both groups said they felt happy and excited about spending time in nature. However, children in the NatureCollections group reported that time spent outside with the app increased their curiosity about the types of species and plants they saw and photographed. Children in the NatureCollections group also engaged in nature-based conversations with their parents, and even sought to look up information online about the plants and animals they observed. In contrast, children in the basic Photo app group did not display this level of curiosity about what they saw in nature, and the photos they took were driven largely by the aesthetic qualities of nature elements. Our results suggest that NatureCollections promotes and supports children's connectedness to nature.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"54 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":"115780767","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}
Voice-based applications powered by conversational agents can potentially support young children's literacy development in informal settings. Yet, to realize such potential, designers must consider young users' typical communication and learning patterns. In this paper, we developed a framework of seven design dimensions across three aspects (i.e., learning content and goals, interactions and gamifications, and conversation design) that could influence the educational benefits young children receive from voice-based apps. We then used this framework to conduct a content analysis of 535 literacy-focused voice apps on the market to examine whether the prevalent design features of these apps meet the unique needs of young learners. Lastly, we discussed the implications of current design tendencies with the aim of encouraging future voice-based app designers to bridge the gap between research and practice.
{"title":"A content analysis of voice-based apps on the market for early literacy development","authors":"Ying Xu, M. Warschauer","doi":"10.1145/3392063.3394418","DOIUrl":"https://doi.org/10.1145/3392063.3394418","url":null,"abstract":"Voice-based applications powered by conversational agents can potentially support young children's literacy development in informal settings. Yet, to realize such potential, designers must consider young users' typical communication and learning patterns. In this paper, we developed a framework of seven design dimensions across three aspects (i.e., learning content and goals, interactions and gamifications, and conversation design) that could influence the educational benefits young children receive from voice-based apps. We then used this framework to conduct a content analysis of 535 literacy-focused voice apps on the market to examine whether the prevalent design features of these apps meet the unique needs of young learners. Lastly, we discussed the implications of current design tendencies with the aim of encouraging future voice-based app designers to bridge the gap between research and practice.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"10 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":"130940838","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}
If we expect our children to be driving technology design agendas in the future, we must first help them recognize that opinions and beliefs are baked into the technologies that we create and that these opinions may serve some groups of people more than others. In this paper, we discuss an ethical design activity completed by 19 middle school-aged children. The activity encourages students to see technical systems as socio-technical systems, to engage them in stakeholder analysis, and to apply ethical design tools in order to redesign YouTube. Results indicate students are capable of transforming into critical users and ethical designers of technology. They are able to recognize the underlying design agendas for popular technologies such as YouTube, identify stakeholders who shape those design agendas, and apply an array of tools to reimagine technologies in a more inclusive manner.
{"title":"Decoding design agendas: an ethical design activity for middle school students","authors":"Daniella DiPaola, Blakeley H. Payne, C. Breazeal","doi":"10.1145/3392063.3394396","DOIUrl":"https://doi.org/10.1145/3392063.3394396","url":null,"abstract":"If we expect our children to be driving technology design agendas in the future, we must first help them recognize that opinions and beliefs are baked into the technologies that we create and that these opinions may serve some groups of people more than others. In this paper, we discuss an ethical design activity completed by 19 middle school-aged children. The activity encourages students to see technical systems as socio-technical systems, to engage them in stakeholder analysis, and to apply ethical design tools in order to redesign YouTube. Results indicate students are capable of transforming into critical users and ethical designers of technology. They are able to recognize the underlying design agendas for popular technologies such as YouTube, identify stakeholders who shape those design agendas, and apply an array of tools to reimagine technologies in a more inclusive manner.","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":"128749570","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}
Calvin A. Liang, Katie Albertson, Florence Williams, David J. Inwards-Breland, Sean A Munson, J. Kientz, Kym R. Ahrens
Transgender and gender-diverse youth deserve proper sex education, but current educational and clinical structures largely ignore their developmental experiences. As a result, many of these teens go online to seek crucial information. Designers and researchers alike can benefit from an understanding of the design needs of gender-diverse youth for sex education online resources. We recruited 19 gender-diverse youth, ages 15 to 21, to participate in a mix of in-person and online design methods. This research makes three contributions; 1) identification of preferences for where gender-diverse teens prefer to get certain kinds of sexual health information, 2) design considerations for an online resource, 3a) a new method for eliciting preferences, the Four Corners Exercise, and 3b) a new method for combining the Asynchronous Remote Community (ARC) method with in-person sessions. Through this research, we provide key considerations in developing an online sex education resource for gender-diverse youth.
{"title":"Designing an online sex education resource for gender-diverse youth","authors":"Calvin A. Liang, Katie Albertson, Florence Williams, David J. Inwards-Breland, Sean A Munson, J. Kientz, Kym R. Ahrens","doi":"10.1145/3392063.3394404","DOIUrl":"https://doi.org/10.1145/3392063.3394404","url":null,"abstract":"Transgender and gender-diverse youth deserve proper sex education, but current educational and clinical structures largely ignore their developmental experiences. As a result, many of these teens go online to seek crucial information. Designers and researchers alike can benefit from an understanding of the design needs of gender-diverse youth for sex education online resources. We recruited 19 gender-diverse youth, ages 15 to 21, to participate in a mix of in-person and online design methods. This research makes three contributions; 1) identification of preferences for where gender-diverse teens prefer to get certain kinds of sexual health information, 2) design considerations for an online resource, 3a) a new method for eliciting preferences, the Four Corners Exercise, and 3b) a new method for combining the Asynchronous Remote Community (ARC) method with in-person sessions. Through this research, we provide key considerations in developing an online sex education resource for gender-diverse youth.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"10 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":"126446475","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 shows how design documentaries can motivate new perspectives for design and disability. We critically consider the ways in which design documentaries can foreground children's lived experiences and priorities, in cases where it is not always possible to involve children early on in the design process. By presenting a design case for supporting communication that involves children with severe speech and physical impairments and their social peers, we discuss how this narrative method can evoke designer empathy and guide new interpretations. Our findings show that design documentaries can convey to designers rich and multifaceted accounts of children's communication experiences. Although this is found to be generative, we also identify a tension with a bodily impairment understanding of disability. Drawing on reflections from our case study, we propose new methodological implications for embedding design documentaries in the design process of technologies for disability.
{"title":"Can design documentaries disrupt design for disability?","authors":"Seray B. Ibrahim, A. Vasalou, M. Clarke","doi":"10.1145/3392063.3394403","DOIUrl":"https://doi.org/10.1145/3392063.3394403","url":null,"abstract":"This paper shows how design documentaries can motivate new perspectives for design and disability. We critically consider the ways in which design documentaries can foreground children's lived experiences and priorities, in cases where it is not always possible to involve children early on in the design process. By presenting a design case for supporting communication that involves children with severe speech and physical impairments and their social peers, we discuss how this narrative method can evoke designer empathy and guide new interpretations. Our findings show that design documentaries can convey to designers rich and multifaceted accounts of children's communication experiences. Although this is found to be generative, we also identify a tension with a bodily impairment understanding of disability. Drawing on reflections from our case study, we propose new methodological implications for embedding design documentaries in the design process of technologies for disability.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"14 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":"132274141","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}
D. Long, Tom McKlin, Anna Weisling, William Martin, Steven M. Blough, Katlyn Voravong, Brian Magerko
Museum visitors often come into the museum space receptive to exploring new ideas, and this may encourage members of visitor groups to be supportive and cooperative when engaging together with exhibits. However, as participant groups explore the concepts of the exhibit, interruptions, conflicts, or disagreements may result. We collectively label this social tension as discord. This paper studies discord among family groups interacting with TuneTable, a museum exhibit designed to promote middle school students' interest in and learning of basic computing concepts (e.g. loops, conditionals) through music programming. We analyzed video recordings of each participant group and found that discord often appears alongside three markers of high engagement: a) complex physical manipulation of exhibit components; b) conversation demonstrating an in-depth understanding of how the exhibit works; and c) instances of collaboration between group members. Our findings suggest that certain types of discord could potentially be indicators of productive learning experiences at museum exhibits related to computing. In addition, when designing informal learning experiences for computing education, our findings suggest that discord is a potential trigger for deeper engagement that warrants further exploration.
{"title":"Out of tune: discord and learning in a music programming museum exhibit","authors":"D. Long, Tom McKlin, Anna Weisling, William Martin, Steven M. Blough, Katlyn Voravong, Brian Magerko","doi":"10.1145/3392063.3394430","DOIUrl":"https://doi.org/10.1145/3392063.3394430","url":null,"abstract":"Museum visitors often come into the museum space receptive to exploring new ideas, and this may encourage members of visitor groups to be supportive and cooperative when engaging together with exhibits. However, as participant groups explore the concepts of the exhibit, interruptions, conflicts, or disagreements may result. We collectively label this social tension as discord. This paper studies discord among family groups interacting with TuneTable, a museum exhibit designed to promote middle school students' interest in and learning of basic computing concepts (e.g. loops, conditionals) through music programming. We analyzed video recordings of each participant group and found that discord often appears alongside three markers of high engagement: a) complex physical manipulation of exhibit components; b) conversation demonstrating an in-depth understanding of how the exhibit works; and c) instances of collaboration between group members. Our findings suggest that certain types of discord could potentially be indicators of productive learning experiences at museum exhibits related to computing. In addition, when designing informal learning experiences for computing education, our findings suggest that discord is a potential trigger for deeper engagement that warrants further exploration.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"22 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":"123709038","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}
Bengisu Cagiltay, Hui-Ru Ho, Joseph E. Michaelis, Bilge Mutlu
Child-robot interactions in educational, developmental, and health domains are widely explored, but little is known about how families perceive the presence of a social robot in their home environment and its participation in day-to-day activities. To close this gap, we conducted a participatory design (PD) study with six families, with children aged 10--12, to examine how families perceive in-home social robots participating in shared activities. Our analysis identified three main themes: (1) the robot can have a range of roles in the home as a companion or as an assistant; (2) family members have different preferences for how they would like to interact with the robot in group or personal interactions; and (3) families have privacy, confidentiality, and ethical concerns regarding a social robot's presence in the home. Based on these themes and existing literature, we provide guidelines for the future interaction design of in-home social robots for children.
{"title":"Investigating family perceptions and design preferences for an in-home robot","authors":"Bengisu Cagiltay, Hui-Ru Ho, Joseph E. Michaelis, Bilge Mutlu","doi":"10.1145/3392063.3394411","DOIUrl":"https://doi.org/10.1145/3392063.3394411","url":null,"abstract":"Child-robot interactions in educational, developmental, and health domains are widely explored, but little is known about how families perceive the presence of a social robot in their home environment and its participation in day-to-day activities. To close this gap, we conducted a participatory design (PD) study with six families, with children aged 10--12, to examine how families perceive in-home social robots participating in shared activities. Our analysis identified three main themes: (1) the robot can have a range of roles in the home as a companion or as an assistant; (2) family members have different preferences for how they would like to interact with the robot in group or personal interactions; and (3) families have privacy, confidentiality, and ethical concerns regarding a social robot's presence in the home. Based on these themes and existing literature, we provide guidelines for the future interaction design of in-home social robots for children.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"9 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132571391","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 world is becoming increasingly multilingual. In the U.S., despite rapid growth in linguistic diversity, there is a complete lack of multilingual language assessment tools and a severe shortage of multilingual clinicians to detect language impairments among children who speak minority languages. To develop accessible child language assessment tools, we designed MECO-LAB, a web-based bilingual Mandarin-English assessment that uses parents as one of the potential groups of test administrators. We analyzed 16 videos of child-parent dyads and found that with minimal instructions, the majority (11 out of 16) of parents were capable of administering MECO-LAB to their children. We identified 296 interference and 381 support behaviors from parents that are influenced by linguistic, cognitive, emotional, and technical factors that researchers should consider when designing online language assessments. We proposed design recommendations for supporting child-parent interactions in similar applications that enable parents to administer online bilingual language assessments to their children.
{"title":"\"Try your best\": parent behaviors during administration of an online language assessment tool for bilingual Mandarin-English children","authors":"Yao Du, Li Sheng, Katie Salen Tekinbas","doi":"10.1145/3392063.3394441","DOIUrl":"https://doi.org/10.1145/3392063.3394441","url":null,"abstract":"The world is becoming increasingly multilingual. In the U.S., despite rapid growth in linguistic diversity, there is a complete lack of multilingual language assessment tools and a severe shortage of multilingual clinicians to detect language impairments among children who speak minority languages. To develop accessible child language assessment tools, we designed MECO-LAB, a web-based bilingual Mandarin-English assessment that uses parents as one of the potential groups of test administrators. We analyzed 16 videos of child-parent dyads and found that with minimal instructions, the majority (11 out of 16) of parents were capable of administering MECO-LAB to their children. We identified 296 interference and 381 support behaviors from parents that are influenced by linguistic, cognitive, emotional, and technical factors that researchers should consider when designing online language assessments. We proposed design recommendations for supporting child-parent interactions in similar applications that enable parents to administer online bilingual language assessments to their children.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"227 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":"126532901","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}
We present a case study of co-designing digital technology that offers positive and meaningful experiences with and for a child with profound learning difficulties and his family. We combine Method Stories and Participatory Evaluation to capture the process of engaging with Archie, a seven year old boy affected by brain damage, in performing independently an activity he enjoys and in the learning of communication skills. Our co-design process led to the creation of "Not On Any Map", an interactive physical device comprised of a custom made box, smart buttons and an Android application. Participatory evaluation with Archie showed that he was highly engaged with the technology, giving him more agency with an overall positive impact on his life and that of his direct family. We thus contribute an outline of an approach to co-designing bespoke technology, and present accounts of interaction in which a non-verbal child with profound learning difficulties can convey meaning through actions and joint attention. These findings open up new spaces for rethinking the function of Augmentative and Alternative Communication system and shape new directions for co-design in this context.
{"title":"Not on any map: co-designing a meaningful bespoke technology with a child with profound learning difficulties","authors":"Stephanie Robinson, S. Hannuna, Oussama Metatla","doi":"10.1145/3392063.3394427","DOIUrl":"https://doi.org/10.1145/3392063.3394427","url":null,"abstract":"We present a case study of co-designing digital technology that offers positive and meaningful experiences with and for a child with profound learning difficulties and his family. We combine Method Stories and Participatory Evaluation to capture the process of engaging with Archie, a seven year old boy affected by brain damage, in performing independently an activity he enjoys and in the learning of communication skills. Our co-design process led to the creation of \"Not On Any Map\", an interactive physical device comprised of a custom made box, smart buttons and an Android application. Participatory evaluation with Archie showed that he was highly engaged with the technology, giving him more agency with an overall positive impact on his life and that of his direct family. We thus contribute an outline of an approach to co-designing bespoke technology, and present accounts of interaction in which a non-verbal child with profound learning difficulties can convey meaning through actions and joint attention. These findings open up new spaces for rethinking the function of Augmentative and Alternative Communication system and shape new directions for co-design in this context.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"187 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":"114850616","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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