Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full p...
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ISBN:
(纸本)9781450319188
Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full partnership between researchers and children. One important challenge designers face in creating learning technologies is that these technologies are often situated in specific activities and contexts. While children involved in these activities may have subject expertise (e.g., science inquiry process), they may not have design expertise (e.g., design aesthetics, usability). In contrast, children with design expertise may be familiar with how to design with researchers, but may not have subject expertise. Little is known about the distinction between child design and subject experts in Cooperative Inquiry. In this paper, we examine two cases - involving children with design expertise and those with subject expertise - to better understand the design process for both groups of children. The data from this study suggests that similarities do exist between the two cases, but that design and subject knowledge does play a significant role in how children co-design learning technologies. Copyright 2013 ACM.
In this paper, we present a framework that describes commonly used design techniques for Participatory Design with children. Although there are many currently used techniques for designing with children, researchers w...
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Rule-based reasoning systems play importance roles for many real-time intelligent systems that need to take time-critical actions in response to the continuously arriving events. In this paper, we propose a novel infe...
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computer-Supported Collaborative Learning (CSCL) has been demonstrated to improve student interaction in complex collaborative learning scenarios. When orchestrated appropriately, it also provides opportunities for le...
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computer-Supported Collaborative Learning (CSCL) has been demonstrated to improve student interaction in complex collaborative learning scenarios. When orchestrated appropriately, it also provides opportunities for learning high-level social learning skills, or "learning to learn together" (L2L2), but these opportunities are often only dealt with implicitly. This paper presents work towards an intelligent system that can scaffold L2L2 across many domains by (a) offering carefully-designed message templates that encourage peers to communicate with their groups about their learning process, (b) analyzing student work and recommending a specific set of these message templates that are pertinent to their moment-by-moment interaction. We present methods by which the system can use automated analysis techniques to recognize opportunities where students might benefit from these messages, and either send the message directly or prioritize message templates for students' use.
Successful Alternate Reality Games (ARGs), such as The Lost Experience, I Love Bees and Urgent EVOKE have solicited thousands of active participants and, often, millions of spectators from around the world. ARGs requi...
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With the rapid growth of user-generated content on the internet, sentiment analysis of online reviews has become a hot research topic recently, but due to variety and wide range of products and services, the supervise...
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Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development...
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ISBN:
(纸本)9781450319188
Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app. Copyright 2013 ACM.
Photos are important for a wide variety of documentation purposes, and they play a special role in documenting physical, cognitive, and social changes in young children. This research focuses on the use of photos as e...
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Sequences of events are part of people's life, their travel, hospital visits, even web browsing experiences. Analysing collections of event sequences can be challenging even for skilled computer professionals. We ...
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