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21st IDC 2022: Braga, Portugal
- IDC '22: Interaction Design and Children, Braga, Portugal, June 27 - 30, 2022. ACM 2022, ISBN 978-1-4503-9197-9
SESSION: Paper 1.1: Children with Special Needs
- Grazia Ragone
, Kate Howland, Emeline Brulé:
Evaluating Interactional Synchrony in Full-Body Interaction with Autistic Children. 1-12 - Evropi Stefanidi
Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHD. 13-25 - Zhen Bai, Elizabeth Codick, Ashely Tenesaca, Wanyin Hu, Xiurong Yu, Peirong Hao, Chigusa Kurumada, Wyatte Hall:
Signing-on-the-Fly: Technology Preferences to Reduce Communication Gap between Hearing Parents and Deaf Children. 26-36
SESSION: Paper 1.2: Learning & Design Theory
- Jillian L. Warren
Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences. 37-49 - Eva Eriksson
The Role of Learning Theory in Child-Computer Interaction - A Semi-Systematic Literature Review. 50-68 - Ricarose Roque, Mariana Aki Tamashiro:
Making Learning Visible in Constructionist Learning Contexts. 69-81 - Tiarnach McDermott
Mapping the Changing Landscape of Child-Computer Interaction Research Through Correlated Topic Modelling. 82-97
SESSION: Paper 2.1: Learning & Embodied Interactions
- Julia Chatain
Grasping Derivatives: Teaching Mathematics through Embodied Interactions using Tablets and Virtual Reality. 98-108 - Ceylan Besevli
Designing Physical Objects for Young Children's Magnitude Understanding: A TUI Research Through Design Journey. 109-122 - Sandra Monica Câmara Olim
Periodic Fable Augmenting Chemistry with Technology, Characters and Storytelling. 123-136 - Sofia Tancredi
Balance Board Math: "Being the graph" through the sense of balance for embodied self-regulation and learning. 137-149
SESSION: Paper 2.2: Learning and literacy
- Gennie Mansi
Ready, Set, Art: Technology Needs and Tools for Remote K-2 Art Education. 150-184 - Grace C. Lin, Ilana Schoenfeld, Meredith M. Thompson, Yiting Xia, Cigdem Uz Bilgin, Kathryn Leech:
"What color are the fish's scales?" Exploring parents' and children's natural interactions with a child-friendly virtual agent during storybook reading. 185-195 - Niloofar Zarei, Francis K. H. Quek, Sharon Lynn Chu, Angela Chan, Joshua Howell:
Designing Interactive Contextual Cues for Children's Video-Stimulated Writing. 196-205
SESSION: Paper 2.3: Computational Literacy
- Aditi Wagh, Tamar Fuhrmann, Adelmo Antonio da Silva Eloy, Jacob Wolf, Engin Bumbacher, Paulo Blikstein, Michelle Hoda Wilkerson:
MoDa: Designing a Tool to Interweave Computational Modeling with Real-world Data Analysis for Science Learning in Middle School. 206-211 - Ralph Vacca, Kayla DesPortes, Marian Tes, Megan Silander, Anna Amato, Camillia Matuk
What Do You Meme? Students Communicating their Experiences, Intuitions, and Biases Surrounding Data Through Memes. 212-224 - Karl-Emil Kjær Bilstrup, Magnus Høholt Kaspersen, Mille Skovhus Lunding
Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils' Relationship to Data. 225-236 - Stefania Druga
How families design and program games: a qualitative analysis of a 4-week online in-home study. 237-252 - Cassia Fernandez, João Adriano Freitas, Roseli de Deus Lopes, Paulo Blikstein:
Using video analysis and learning analytics to understand programming trajectories in data science activities with Scratch. 253-260
SESSION: Paper 2.4: Learning & Coding
- Majeed Kazemitabaar, Viktar Chyhir, David Weintrop, Tovi Grossman:
CodeStruct: Design and Evaluation of an Intermediary Programming Environment for Novices to Transition from Scratch to Python. 261-273 - Gabriella Tisza, Kshitij Sharma, Sofia Papavlasopoulou, Panos Markopoulos, Michail N. Giannakos:
Understanding Fun in Learning to Code: A Multi-Modal Data approach. 274-287 - Luis Morales-Navarro, Naomi Thompson, Yasmin B. Kafai, Mia S. Shaw, Nichole Pinkard:
Reimagining and Co-designing with Youth an Hour of Code Activity for Critical Engagement with Computing. 288-296
SESSION: Paper 3.1: Well-being & Sustainability
- Tessa Aarts, Panos Markopoulos, Lars Giling, Tudor Vacaretu, Sigrid Pillen:
Snoozy: A Chatbot-Based Sleep Diary for Children Aged Eight to Twelve. 297-307 - Lorraine Underwood
Energy in Schools: Empowering Children to Deliver Behavioural Change for Sustainability. 308-314 - Corey E. Brady
Designing with Feeling: How Students Constructed Embodied Participatory Simulations for Groups of Younger Learners to Understand and Care About Sustainability in Ecosystems. 315-326 - Alissa Nicole Antle, Yumiko Murai, Alexandra Kitson, Yves Candau, Zoe Minh-Tam Dao-Kroeker, Azadeh Adibi:
"There are a LOT of moral issues with biowearables" ... Teaching Design Ethics through a Critical Making Biowearable Workshop. 327-340
SESSION: Paper 3.2: Social Robots & Agents
- Elmira Yadollahi, Marta Couto
Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task? 341-351 - Elisa Rubegni, Laura Malinverni, Jason C. Yip:
"Don't let the robots walk our dogs, but it's ok for them to do our homework": children's perceptions, fears, and hopes in social robots. 352-361 - Bengisu Cagiltay
Understanding Factors that Shape Children's Long Term Engagement with an In-Home Learning Companion Robot. 362-373 - Ha Nguyen:
Examining Teenagers' Perceptions of Conversational Agents in Learning Settings. 374-381 - Bengisu Cagiltay
Exploring Children's Preferences for Taking Care of a Social Robot. 382-388
SESSION: Paper 3.3: Computational Thinking & Makers
- Antonia Clasina Södergren
Pre-schoolers' Stewardship - Embracing Higgledy-piggledy Behaviours through Participatory Plaything. 389-407 - Matin Mahboob Kanafi, Netta Iivari, Marianne Kinnula, Sumita Sharma:
Uncovering Children's Situated Design Capital - A Nexus Analytic Inquiry. 408-421 - Ewelina Bakala, Anaclara Gerosa
Design Factors Affecting the Social Use of Programmable Robots to Learn Computational Thinking in Kindergarten. 422-429 - Griffin Dietz, Jennifer King Chen, Jazbo Beason, Matthew Tarrow, Adriana Hilliard, R. Benjamin Shapiro
ARtonomous: Introducing Middle School Students to Reinforcement Learning Through Virtual Robotics. 430-441 - Jin Yu, Sherry Hsi
My: Talkies: Designing a Craft Kit to Support Learning about Communication Devices through Making. 442-447
SESSION: WiP 1: Designing for Learning and Engagement
- Junnan Yu
Young Children's Perceptions of Coding and Implications. 448-451 - Noora Bosch
Design of the Participatory Learning Experience: Teachers' new roles as designers of engaging design and maker-based learning experiences. 452-457 - Chun Han (Ariel) Wang, Stephen Tsung-Han Sher, Isabela Salman, Kelly Janek, Chia-Fang Chung:
"TikTok Made Me Do It": Teenagers' Perception and Use of Food Content on TikTok. 458-463 - Isser Troy Mangin Gagan, Maria Angela Mikaela Eusebio Matias, Ivy Tan, Christianne Marie Vinco, Ethel Ong, Ron Resurreccion:
Designing A Virtual Talking Companion to Support the Social-Emotional Learning of Children with ASD. 464-471 - Xiaoxue Du
Exploring changes in special education teachers' attitudes and design belief towards pedagogical agents in co-designing with children. 472-478 - Benjamin Bettencourt
Searching for Engagement: Child Engagement and Search Engine Result Pages. 479-484 - Sandrina Vieira, Isabel Machado Alexandre
The Child in Charge: The Case of Child-participatory Design of an Environmental Sustainability Serious Game. 485-491 - Livija Dana Rukmane, Elisa Rubegni, Janet C. Read:
Exploring Failures in Child-Computer Interaction.: Shifting the paradigm from "failures need to be hidden" to "failure is a learning opportunity". 492-497 - Sveva Valguarnera
Magic and Reality: what children's drawings tell us about their perception of technology. 498-503 - Herminio Bodon, Marcelo Worsley, Vishesh Kumar:
Youth Experiences with Authentically Embedded Computer Science in Sport. 504-509 - Aurora Constantin, Jessica Korte
A Distributed Participatory Design Research Protocol for Co-designing with Children. 510-516 - Janet C. Read, Gavin Sim, Matthew Horton, Dan Fitton:
Reporting Back in HCI Work with Children. 517-522 - Jun Zhao, Blanche Duron, Ge Wang
KOALA Hero: Inform Children of Privacy Risks of Mobile Apps. 523-528
SESSION: WiP 2: Physical Computing and Inclusion
- Xien Thomas, Larry Powell, Seth Polsley, Samantha Ray
Identifying Features that Characterize Children's Free-Hand Sketches using Machine Learning. 529-535 - Arzu Guneysu Ozgur
Designing Tangible Robot Mediated Co-located Games to Enhance Social Inclusion for Neurodivergent Children. 536-543 - Ipek Gürbüzsel, Tilbe Göksun, Aykut Coskun:
Eliciting parents' insights into products for supporting and tracking children's fine motor development. 544-550 - Pedro Rodrigues
The HUB: Designing an Interactive Social Space for Pre-Adolescents' Well-being. 551-556 - Silvia Ferrando, Erica Volta, Gualtiero Volpe:
Multisensory Technologies to Support Teaching: an Ongoing Project. 557-563 - Mighty Chen:
Small Leans into Big Steps: A Mixed-Reality Environment to Support Embodied, Ensembled Mathematics Learning. 564-568 - Jaline Gonçalves Mombach, Fábio Diniz Rossi
Children's Impressions of Early Spelling Assessment through Handwriting on Tablets vs. Paper-based Method. 569-575 - Yanhong Li, Szilvia Balogh, Armand Luttringer, Thomas Weber, Sven Mayer
Designing a Tangible Interface to "Force" Children Collaboration. 576-582 - Sibel Deren Guler
Tekniverse: Towards a connected future for sensors, education, and action: Fostering Environmental Literacy with IoT and Physical Computing. 583-589 - Marcelo Worsley:
PE++: Exploring Opportunities for Connecting Computer Science and Physical Education in Elementary School. 590-595 - Yu-Yu Liu
Computational Thinking through Tangible Play: Understanding Social Dialogues in Children's Learning. 596-603 - Sherry Yi, Yuqi Yao, Heidy Maldonado:
Studying Interest During a Pandemic: : A Case Study of Evaluating Interest of Young Children Through a Tangible Learning Game. 604-610 - Rahimu Kasibante, Elisa Rubegni, Letizia Jaccheri:
Designing a Digital StoryTelling platform to detect gender stereotypes. 611-616
SESSION: Demos & Art
- Ipek Kay, Cristina Maria Sylla
M&M - MONNOM meets MOBEYBOU: Digital Interfaces for Children's Embodied Interaction. 617-620 - Deanna Kocher, Emily Hana Abbruzzese, Olivia Rodriguez, Julia Mayourian, Keith Evan Green:
Sapling & the Travelling Forest: A table-top mobile robot platform for child-robot games. 621-624 - Beste Özcan
Interactive soft toys to support social engagement through sensory-motor plays in early intervention of kids with special needs. 625-628 - Maria Esperanza Sasaki Otani:
"Track-track: Let's follow the cat!" Reflecting on children's biometric data processing through a micro puppet show. 629-632 - Ana Andrade, Mara Dionisio, Valentina Nisi:
SeaStory: An interactive narrative using collaborative features. 633-636 - David Zikovitz, Nathan R. Holbert
The Secret Communication Panel: A Constructionist Communications Device for Developing Computational Thinking Skills in School-Age Children. 637-640
SESSION: Research and Design Challenge
- Aysegül Erdemir
Draw, Explore, Learn, and Unite the World: A Web Design Concept. 641-644 - My-Linh Ho, Dhanush kumar Ratakonda, Jerry Alan Fails:
KidConnect VR: Technology to Stay Connected. 645-648
SESSION: Doctoral Consortium
- Rebecca Michelson:
Mapping Child Care Access in King County: Tech-Based Advocacy and Coalition Support. 649-650 - Marte Hoff Hagen:
Designing Digital Psychosocial Follow-up of Survivors of Childhood Critical Illness. 651-654 - Yussy Miriam Chinchay Manco:
Designing an e-learning ecosystem to support people with autism spectrum disorders. A digital transformation in special education. 655-657 - Ibrahim El Shemy:
Language Learning with Mobile Augmented Reality and Artificial Intelligence for Children with Autism Spectrum Disorder. 658-661 - Daniel Swann:
Approaches to embodied interaction in the design of playful environments for young children. 662-664 - Pedro Silva Ferreira
"Quero Fazer": A Game Featured Platform for Early Childhood Informal Education. 665-667 - Evropi Stefanidi
Improving the digital well-being of neurotypical & neurodivergent children considering their care ecosystem. 668-671 - Xingran Ruan
Real-time Feedback based on Emotion Recognition for Improving Children's Metacognitive Monitoring Skill. 672-675 - Michael Schlauch
MEKIDS Media Education with Kids through Interactive Digital Storytelling. 676-678 - Nicole S. Kuhn:
American Indian and Alaska Native Youth's Experiences with COVID-19 Health Communication on TikTok. 679-682 - Yuhan Lin
Exploring the Child-Robot Interaction with the Programming in Mind: Bridging Physical and Virtual Programming for Young Children. 683-686 - Christie Abel
Exploring Caregiver Support for and Conceptualizations of Their Children's Entrepreneurship in Interactive Online Spaces. 687-689 - Tanci Simões Gomes, Taciana Pontual Falcão, Patrícia C. A. R. Tedesco:
An educational transmedia storytelling proposal to teach computational thinking for children. 690-692 - Marina Escobar-Planas:
Towards Trustworthy Conversational Agents for Children. 693-695
SESSION: Workshops
- Maria Soledad Pera, Monica Landoni
6th KidRec Workshop: Information Retrieval Systems for Children in the COVID-19 Era. 696-699 - Aurora Constantin, Valentina Andries, Jessica Korte
Ethical Considerations of Distributed Participatory Design with Children. 700-702 - Jacob Wolf, Tamar Fuhrmann, Aditi Wagh, Adelmo Antonio da Silva Eloy, Paulo Blikstein, Michelle Hoda Wilkerson:
After the Study Ends: Developing Heuristics To Design for Sustainable Use of Learning Technologies in Classrooms. 703-705 - Nikoleta Yiannoutsou, Asimina Vasalou, Seray B. Ibrahim
Embedding digital technologies in the school practice: Schools as agents of technology integration. 706-708 - Gabriella Tisza, Gavin Sim, Dimitris Gramenos, Sofia Papavlasopoulou:
Fun in Learning. 709-711 - Janet C. Read, Oussama Metatla, Matthew Horton, Elisa Rubegni, Jason C. Yip:
Where we Succeed and Fail: Reflecting on the Challenge of doing Research with Children. 712-714 - Ana Cristina Pires, Isabel Neto, Emeline Brulé, Laura Malinverni, Oussama Metatla, Juan Pablo Hourcade:
Co-Designing with Mixed-Ability Groups of Children to Promote Inclusive Education. 715-718
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