2023
Warren, Jillian L., Antle, Alissa N., Kitson, Alexandra, Davoodi, Alireza
In: International Journal of Child-Computer Interaction, pp. 100596, 2023, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Child-Computer Interaction, Covid-19, Digital health platforms, Intergenerational codesign, mental health, No child alone, Private social networks, Socioemotional wellbeing
@article{WARREN2023100596,
title = {A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://www.sciencedirect.com/science/article/pii/S2212868923000338},
doi = {https://doi.org/10.1016/j.ijcci.2023.100596},
issn = {2212-8689},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {International Journal of Child-Computer Interaction},
pages = {100596},
abstract = {In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.},
keywords = {Child-Computer Interaction, Covid-19, Digital health platforms, Intergenerational codesign, mental health, No child alone, Private social networks, Socioemotional wellbeing},
pubstate = {published},
tppubtype = {article}
}
In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (∼8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Company X (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.
2022
Warren, Jillian L., Antle, Alissa N., Kitson, Alexandra, Davoodi, Alireza
Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences Proceedings Article
In: Interaction Design and Children, pp. 37–49, Association for Computing Machinery, Braga, Portugal, 2022, ISBN: 9781450391979.
Abstract | Links | BibTeX | Tags: Child-Computer Interaction, Co-design with Children, Methodology, No child alone, Research Methods
@inproceedings{10.1145/3501712.3529722,
title = {Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences},
author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},
url = {https://doi.org/10.1145/3501712.3529722},
doi = {10.1145/3501712.3529722},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {37–49},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.},
keywords = {Child-Computer Interaction, Co-design with Children, Methodology, No child alone, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.
2020
Fan, Min, Antle, Alissa N., Warren, Jillian L.
In: Journal of Educational Computing Research, vol. 58, no. 6, pp. 1059–1100, 2020.
Abstract | Links | BibTeX | Tags:
@article{doi:10.1177/0735633120927489,
title = {Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes},
author = {Min Fan and Alissa N. Antle and Jillian L. Warren},
url = {https://doi.org/10.1177/0735633120927489},
doi = {10.1177/0735633120927489},
year = {2020},
date = {2020-01-01},
journal = {Journal of Educational Computing Research},
volume = {58},
number = {6},
pages = {1059--1100},
abstract = {In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.
2017
Wise, Alyssa Friend, Antle, Alissa Nicole, Warren, Jillian L.
Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation Proceedings Article
In: International Conference on Computer Supported Collaborative Learning, 2017.
BibTeX | Tags:
@inproceedings{Wise2017ExplanationGivingIA,
title = {Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation},
author = {Alyssa Friend Wise and Alissa Nicole Antle and Jillian L. Warren},
year = {2017},
date = {2017-01-01},
booktitle = {International Conference on Computer Supported Collaborative Learning},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
2016
Warren, Jillian L., Matkin, Brendan B., Antle, Alissa N.
Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables Proceedings Article
In: Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, pp. 603–608, Association for Computing Machinery, Eindhoven, Netherlands, 2016, ISBN: 9781450335829.
Abstract | Links | BibTeX | Tags: embodied interaction, Horseback Riding, Human Perception, Self-Awareness, Sensors, wearable
@inproceedings{10.1145/2839462.2856551,
title = {Present-at-Body Self-Awareness in Equestrians: Exploring Embodied 'Feel' through Tactile Wearables},
author = {Jillian L. Warren and Brendan B. Matkin and Alissa N. Antle},
url = {https://doi.org/10.1145/2839462.2856551},
doi = {10.1145/2839462.2856551},
isbn = {9781450335829},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {603–608},
publisher = {Association for Computing Machinery},
address = {Eindhoven, Netherlands},
series = {TEI '16},
abstract = {We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.},
keywords = {embodied interaction, Horseback Riding, Human Perception, Self-Awareness, Sensors, wearable},
pubstate = {published},
tppubtype = {inproceedings}
}
We are interested in novel interactive uses of pressure sensors and vibration actuators that can augment the role of physicality for embodied human perception and experience. Specifically, we explore how wearable technology can be used to provide more realistic present-at-body self-awareness in equestrians. Self-awareness of a rider's own physical cues (output) and how a horse responds (input) requires practice to attain objective adjustment. In this paper we present a proof of concept prototype aimed at providing ways to bridge the gap between rider output perception and reality. Our prototype couples pressure data gathered at specific points of the body in real-time with non-audiovisual tactile vibration feedback that is also site-specific. Our design is intended to enable an effective way for riders to learn about asymmetries in seat-related pressure by providing a present-at-body self-awareness of pressure points.
2014
Antle, Alissa N., Warren, Jillian L., May, Aaron, Fan, Min, Wise, Alyssa F.
Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change Proceedings Article
In: Proceedings of the 2014 Conference on Interaction Design and Children, pp. 37–46, Association for Computing Machinery, Aarhus, Denmark, 2014, ISBN: 9781450322720.
Abstract | Links | BibTeX | Tags: children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing
@inproceedings{10.1145/2593968.2593971,
title = {Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change},
author = {Alissa N. Antle and Jillian L. Warren and Aaron May and Min Fan and Alyssa F. Wise},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2593968.2593971},
doi = {10.1145/2593968.2593971},
isbn = {9781450322720},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Interaction Design and Children},
pages = {37–46},
publisher = {Association for Computing Machinery},
address = {Aarhus, Denmark},
series = {IDC '14},
abstract = {Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.},
keywords = {children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing},
pubstate = {published},
tppubtype = {inproceedings}
}
Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.