2023
Jillian L. Warren, Alissa N. Antle, Alexandra Kitson, Alireza Davoodi. 2023. A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families Journal Article . In International Journal of Child-Computer Interaction, 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
Jillian L. Warren, Alissa N. Antle, Alexandra Kitson, Alireza Davoodi. 2022. 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, IDC '22 Association for Computing Machinery, Braga, Portugal, 37–49, .
Abstract | 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
Alissa Antle, Juan Pablo Hourcade, Paulo Blikstein, Jerry Alan Fails, Franca Garzotto, Ole Sejer Iversen, Panos Markopoulos, Glenda Revelle. 2020. Child-Computer Interaction SIG: Looking Forward After 18 Years Proceedings Article . In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, CHI EA '20 Association for Computing Machinery, Honolulu, HI, USA, 1–4, .
Abstract | BibTeX | Tags: Child-Computer Interaction, impact, interaction design and children, methods, research areas
@inproceedings{10.1145/3334480.3381060,
title = {Child-Computer Interaction SIG: Looking Forward After 18 Years},
author = {Alissa Antle and Juan Pablo Hourcade and Paulo Blikstein and Jerry Alan Fails and Franca Garzotto and Ole Sejer Iversen and Panos Markopoulos and Glenda Revelle},
url = {https://doi.org/10.1145/3334480.3381060},
doi = {10.1145/3334480.3381060},
isbn = {9781450368193},
year = {2020},
date = {2020-01-01},
booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},
pages = {1–4},
publisher = {Association for Computing Machinery},
address = {Honolulu, HI, USA},
series = {CHI EA '20},
abstract = {This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.},
keywords = {Child-Computer Interaction, impact, interaction design and children, methods, research areas},
pubstate = {published},
tppubtype = {inproceedings}
}
This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.
2012
Alissa N. Antle. 2012. Knowledge Gaps in Hands-on Tangible Interaction Research Proceedings Article . In Proceedings of the 14th ACM International Conference on Multimodal Interaction, ICMI '12 Association for Computing Machinery, Santa Monica, California, USA, 233–240, .
Abstract | BibTeX | Tags: Child-Computer Interaction, digital manipulatives, hands-on interaction, hands-on learning, multi-modal user interfaces, Research agenda, Tangible User Interfaces, touch interfaces
@inproceedings{10.1145/2388676.2388726,
title = {Knowledge Gaps in Hands-on Tangible Interaction Research},
author = {Alissa N. Antle},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2388676.2388726},
doi = {10.1145/2388676.2388726},
isbn = {9781450314671},
year = {2012},
date = {2012-01-01},
booktitle = {Proceedings of the 14th ACM International Conference on Multimodal Interaction},
pages = {233–240},
publisher = {Association for Computing Machinery},
address = {Santa Monica, California, USA},
series = {ICMI '12},
abstract = {Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.},
keywords = {Child-Computer Interaction, digital manipulatives, hands-on interaction, hands-on learning, multi-modal user interfaces, Research agenda, Tangible User Interfaces, touch interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Multimodal interfaces including tablets, touch tables, and tangibles are beginning to receive much attention in the child-computer interaction community. Such interfaces enable interaction through actions, gestures, touch, and other modalities not tapped into by traditional desktop computing. Researchers have suggested that multimodal interfaces, such as tangibles, have great potential to support children's learning and problem solving in spatial domains due to the hands-on physical and spatial properties of this interaction style. Despite a long history of hands-on learning with physical and computational materials, there is little theoretical or empirical work that identifies specific causes for many of the claimed benefits. Neither is there empirically validated design guidance as to what design choices might be expected to have significant impacts. In this paper I suggest several avenues of investigation, based on my own research interests, which would address this knowledge gap. I provide summaries of theoretical mechanisms that may explain claimed benefits, outline how the specific features of tangible interfaces might support or enhance these mechanisms, and describe current and future investigations that address current gaps of knowledge.
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.