CyberPLAYce, A Cyber-Physical-Spatial Storytelling Tool: Results from an Empirical Study with 8-10-Year-Old Storytellers

详细信息    查看全文

• 关键词：Computer support tools ; Play ; Childhood education ; Storytelling ; Interactive environments ; Architecture ; Usability evaluation ; User ; Centered design ; Tangible computing ; Prototyping
• 刊名：Lecture Notes in Computer Science
• 出版年：2015
• 出版时间：2015
• 年：2015
• 卷：9192
• 期：1
• 页码：438-446
• 全文大小：3,885 KB
• 参考文献：1.Dourish, P.: Where the Action is: The Foundations of Embodied Interaction. MIT Press, Cambridge (2001)
  2.Antle, A.N.: Embodied child computer interaction: why embodiment matters. Interactions 16(2), 27鈥?0 (2009)View Article
  3.Papert, S.: Mindstorms Children, Computers, and Powerful Ideas, p. 23. Basic Books, New York (1993)
  4.Soleimani, A., Green, K. E., Herro, D., Walker, I., Garder-McCune, C.: Design Team: Learning with CyberPLAYce. In: Proceedings of the CHI 2014, p. 165. ACM (2014)
  5.Leong, D.J., Bordrova, E.: Assessing and scaffolding: make-believe play. Natl. Assoc. Educ. Young Child. 67(1), 28鈥?4 (2012)
  6.Gaver, B.: Designing for homo ludens, still. In: Binder, T., et al. (eds.) (Re)searching the Digital Bauhaus, pp. 163鈥?78. Springer, London (2009)
  7.Lindley, E. S., Harper, R., Sellen, A.: Designing a technological playground: a field study of the emergence of play in household messaging. In: Proceedings of the CHI 2010, pp. 2351鈥?360. ACM (2010)
  8.Monk, A., Hassenzahl, M., Blythe, M., Reed, D.: Funology: designing enjoyment. Interactions 2002, 11 (2002)
  9.National Literacy Trust: Literacy Guide for Secondary Schools. National Literary Trust, London (2012)
  10.脜kerman, P., Puikkonen, A.: Prochinima: using pico projector to tell situated stories. In: Proceedings of the Mobile HCI 2011, pp. 337鈥?46. ACM (2011)
  11.Garzotto, F., Forfori, M.: Hyperstories and social interaction in 2D and 3D edutainment spaces for children. In: Proceedings of the HYPERTEXT 2006, pp. 57鈥?8. ACM (2006)
  12.Decortis, F., Rizzo, A.: New active tools for supporting narrative structures. Pers. Ubiq. Comput. 6(5鈥?), 416鈥?29 (2002)View Article
  13.Hourcade, J., et al.: KidPad: collaborative storytelling for children. In: Proceedings of the CHI EA 2002, p. 500. ACM (2002)
  14.Druin, A., Hendler, J.: Robtos for Kids: Exploring New Technologies for Learning, pp. 75鈥?4. Academic Press, San Diego (2000)
  15.Cassell, J., Ryokai, K.: Making space for voice: technologies to support children鈥檚 fantasy and storytelling. Pers. Ubiq. Comput. 5(3), 169鈥?90 (2001)View Article
  16.Montemayor, J., et al.: Tools for children to create physical interactive storyrooms. J. Comput. Entertain. 2(1), 1鈥?4 (2004)View Article
  17.Wing, J.M.: Computational thinking. Commun. ACM 49(3), 33鈥?5 (2006)MathSciNet View Article
  18.Read, J., Markopoulos, P.: C15: evaluating children鈥檚 interactive technology. In: Course Notes SIGCHI Conference on Human Factors in Computing Systems, Vancouver, 7鈥?2 May 2011
  
• 作者单位：Arash Soleimani (15)
  Keith Evan Green (15)
  Danielle C. Herro (15)
  Ian D. Walker (15)
  Christina Gardner-McCune (16)
  
  15. Institute for Intelligent Materials, Systems and Environments [CU-iMSE], Clemson University, Clemson, SC, 29634, USA
  16. Department of Computer and Information Science and Engineering, University of Florida, Gainesville, FL, 32611, USA
  
• 丛书名：Learning and Collaboration Technologies
• ISBN：978-3-319-20609-7
• 刊物类别：Computer Science
• 刊物主题：Artificial Intelligence and Robotics
  Computer Communication Networks
  Software Engineering
  Data Encryption
  Database Management
  Computation by Abstract Devices
  Algorithm Analysis and Problem Complexity
  
• 出版者：Springer Berlin / Heidelberg
• ISSN：1611-3349

文摘

The product of a multidisciplinary and iterative process, CyberPLAYce is an interactive, portable learning tool for children enhancing personal and computational expression, and particularly, playful storytelling. CyberPLAYce finds inspiration in the concept of embodied child-computer interaction, where meaning is constructed through spatially reconfiguring the physical environment. This paper briefly outlines the motivations for CyberPLAYce, and focuses on an iterative design, mixed-methodology and usability studies involving 8-10-year-old storytellers. The kinds of digital-physical-spatial activity afforded by CyberPLAYce promise to scaffold thinking, imagining, creating, and sharing in children. Lessons learned from this research-through-design case will aid members of the HCI International community as they design and test tools for our youngest learners.