- ItemOpen AccessCo-design Techniques for and with Children based on Physical Theatre Practice to Promote Embodied Awareness(Association for Computing Machinery (ACM), 2021-07-23) Schaper, Marie-Monique; Pares, NarcisResearch in Full-Body Interaction suggests the benefits of activities based on using embodied resources to strengthen the sensorimotor, cognitive and socio-emotional aspects of the user experience. However, scholars in this field have been often primarily concerned with the comprehension of and design for the user's mind. Little attention has been drawn on its connection to the bodily experience. The scarcity of adequate co-design methods with and for children to raise an awareness of their body during design risks of deriving interaction design decisions only from the perspective of adult designers. In this article, we present our research on novel co-design techniques to elicit children's embodied awareness. These techniques were analysed in the context of a design workshop series with a local theatre school. For the analysis, we used the Think4EmCoDe research framework, a tool to foreground key aspects of an embodied co-design technique for children. Results indicate the benefits of techniques based on physical theatre practice that (1) help children understand their body and space as mediators of ideas and meaning making processes; (2) allow them to incorporate the specific features of Full-Body Interaction in their co-design.
- ItemEmbargoComputational Empowerment and Children: Expanding Empowerment, Agency and Participation in Computation(Elsevier, 2023-12) Schaper, Marie-Monique; Smith, Rachel Charlotte; Sejer Iversen, Ole; Frauenberger, Christopher; Iivari, Netta; Zeisinger, Anja; Tissenbaum, Mike; Bonsignori, Elizabeth Marie; Yip, JasonThe contributions of this special issue illustrate how Computational Empowerment is currently applied in practice and discuss future directions in supporting children's development in our digitalized society. The authors discuss conceptual contributions, new application areas, and the need to mature the field in Computational Empowerment.
- ItemOpen AccessComputational empowerment in practice: Scaffolding teenagers' learning about emerging technologies and their ethical and societal impact(Elsevier, 2022) Schaper, Marie-Monique; Smith, Rachel Charlotte; Tamashiro, Mariana Aki; van Mechelen, Maarten; Lunding, Mille; Bilstrup, Karl-Emil; Kaspersen, Magnus Høholt; Jensen, Kasper Løvborg; Graves Petersen, Marianne; Sejer Iversen, OleWhereas computational empowerment is well established in child-computer interaction research, less effort has been made to integrate this approach in practice. Building on four existing principles in child-computer interaction, namely Closeness, Embodied Learning, Design Process and Decoding, we explore how computational empowerment can be scaffolded in practice. This study was part of an interdisciplinary research project exploring emerging technologies in education (CEED). We involved 9 teachers and 26 students (14-15 y) in Denmark in teaching about machine learning and augmented reality. In the article we develop a framework for applying computational empowerment in formal educational contexts. Based on the study, we found that computational empowerment builds on distinct layers which are these four principles. Specifically, merging the principles Closeness and Embodied Learning can increase student engagement and motivation in the activities; in addition, Decoding and Design Process are key principles for promoting student awareness of the societal impacts of emerging technologies. Based on qualitative data from this intervention, we discuss the opportunities and challenges for child-computer interaction in moving toward computational empowerment in practice.
- ItemOpen AccessEmerging Technologies in K-12 Education: A Future HCI Research Agenda(Association for Computing Machinery (ACM), 2023-06-10) van Mechelen, Maarten; Smith, Rachel Charlotte; Schaper, Marie-Monique; Tamashiro, Mariana Aki; Bilstrup, Karl-Emil; Lunding, Mille; Graves Petersen, Marianne; Sejer Iversen, OleThis systematic mapping review sheds light on how emerging technologies have been introduced and taught in various K-12 learning settings, particularly with regard to artificial intelligence (AI), machine learning (ML), the internet of things (IoT), augmented reality (AR), and virtual reality (VR). These technologies are rapidly being integrated into children's everyday lives, but their functions and implications are rarely understood due to their complex and distributed nature. The review provides a rigorous overview of the state of the art based on 107 records published across the fields of human-computer interaction, learning sciences, computing education, and child-computer interaction between 2010 and 2020. The findings show the urgent need on a global scale for inter- and transdisciplinary research that can integrate these dispersed contributions into a more coherent field of research and practice. The article presents nine discussion points for developing a shared agenda to mature the field. Based on the HCI community's expertise in human-centred approaches to technology and aspects of learning, we argue that the community is ideally positioned to take a leading role in the realisation of this future research agenda.
- ItemOpen AccessAn evaluation-driven design approach to develop learning environments based on full-body interaction(Association for Educational Communications and Technology, 2016-07-15) Malinverni, Laura; Schaper, Marie-Monique; Pares, NarcisThe development of learning environments based on Full-Body Interaction has become an increasingly important field of research in recent years. However, the design and evaluation strategies currently used present some significant limitations. Two major shortcomings are: the inadequate involvement of children in the design process and a lack of research into what meanings children construct within these learning environments. To tackle these shortcomings we present an Evaluation-Driven design approach, which aims at analyzing situated interpretations made by children. These interpretations are then used to guide and optimize design in an iterative process of design and assessment. This Evaluation-Driven Design method was applied in the development of the EcoSystem Project, a Full-Body Interaction Learning Environment for children aimed at supporting learning about environmental relationships. The application of this iterative approach proved to be highly effective both in facilitating continuous improvements in the proposed design and in reducing misconceptions by children using the environment. Moreover, experimental evaluation reported significant learning gains in children. This suggests both the potential of using Full-Body Interaction to support learning and the effectiveness of our Evaluation-Driven approach in optimizing design solutions through the analysis of children's interpretations.