2011
Tilde Bekker, Alissa N. Antle. 2011. Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology Proceedings Article . In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI '11 Association for Computing Machinery, Vancouver, BC, Canada, 2531–2540, .
Abstract | BibTeX | Tags: child development, Child-Computer Interaction, Design cards, design methods, design tools, interaction design
@inproceedings{10.1145/1978942.1979312,
title = {Developmentally Situated Design (DSD): Making Theoretical Knowledge Accessible to Designers of Children's Technology},
author = {Tilde Bekker and Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1978942.1979312},
doi = {10.1145/1978942.1979312},
isbn = {9781450302289},
year = {2011},
date = {2011-01-01},
booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems},
pages = {2531–2540},
publisher = {Association for Computing Machinery},
address = {Vancouver, BC, Canada},
series = {CHI '11},
abstract = {There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.},
keywords = {child development, Child-Computer Interaction, Design cards, design methods, design tools, interaction design},
pubstate = {published},
tppubtype = {inproceedings}
}
There is a wealth of theoretical knowledge about the developmental abilities and skills of children. However, this knowledge is not readily accessible to designers of interactive products. In this paper, we present the requirements, design and evaluation of developmentally situated design (DSD) cards. DSD cards are a design tool that makes age specific information about children's developing cognitive, physical, social, and emotional abilities readily accessible for designers. Initial requirements were elicited through interviews with design practitioners and students. The cards were evaluated through a design-in-use study in which design students used the cards to address three different design problems. Our analysis of observational notes and post-design interviews revealed how the cards' characteristics enabled different kinds of uses including framing, orienting, inspiring, informing, integrating and constraining. We conclude with a discussion of possible refinements and an analysis of the strengths and weaknesses of our approach.
2007
Alissa N. Antle. 2007. The CTI Framework: Informing the Design of Tangible Systems for Children Proceedings Article . In Proceedings of the 1st International Conference on Tangible and Embedded Interaction, TEI '07 Association for Computing Machinery, Baton Rouge, Louisiana, 195–202, .
Abstract | BibTeX | Tags: children, cognitive development, embodied cognition, interaction design, spatial interaction, tangible interfaces
@inproceedings{10.1145/1226969.1227010,
title = {The CTI Framework: Informing the Design of Tangible Systems for Children},
author = {Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227010},
doi = {10.1145/1226969.1227010},
isbn = {9781595936196},
year = {2007},
date = {2007-01-01},
booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},
pages = {195–202},
publisher = {Association for Computing Machinery},
address = {Baton Rouge, Louisiana},
series = {TEI '07},
abstract = {New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.},
keywords = {children, cognitive development, embodied cognition, interaction design, spatial interaction, tangible interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. The author describes a preliminary design framework which conceptualizes how the unique features of tangible and spatial interactive systems can be utilized to support the cognitive development of children under the age of twelve. The framework is applied to the analytical evaluation of an existing tangible interface.
2006
Alissa Nicole Antle. 2006. Child-Personas: Fact or Fiction? Proceedings Article . In Proceedings of the 6th Conference on Designing Interactive Systems, DIS '06 Association for Computing Machinery, University Park, PA, USA, 22–30, .
Abstract | BibTeX | Tags: children, interaction design, personas, user abstraction, user-centred design
@inproceedings{10.1145/1142405.1142411,
title = {Child-Personas: Fact or Fiction?},
author = {Alissa Nicole Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1142405.1142411},
doi = {10.1145/1142405.1142411},
isbn = {1595933670},
year = {2006},
date = {2006-01-01},
booktitle = {Proceedings of the 6th Conference on Designing Interactive Systems},
pages = {22–30},
publisher = {Association for Computing Machinery},
address = {University Park, PA, USA},
series = {DIS '06},
abstract = {This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.},
keywords = {children, interaction design, personas, user abstraction, user-centred design},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper introduces a practice-based, child-centric method of creating child-user archetypes which extends adult-based persona theory to interaction design with children. Persona construction can help interaction designers better understand real child-users and result in rich child-user archetypes which are developmentally situated and contextually valid. Key differences between adult-personas and child-personas are highlighted. A description of an online mentoring application created for CBC4Kids.ca illustrates the value of child-personas in design practice.