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Based on a systematic review we explore how empowerment has been articulated in 188 papers in CCI literature since 2003. Using an existing framework outlining functional, manistream, educational, critical and democratic empowerment, our analysis shows that while empowerment is rarely defined in CCI papers, a wide range of different articulations coexists. We explore the prevalence of different articulations in the literature and how this has shifted over time. We show that although empowerment has been part of the CCI discourse since the early days, a shift can be noticed in terms of how empowerment is articulated from an emphasis on empowerment in its functional meaning towards a more even distribution and the advent of critical articulations of empowerment. We conclude the paper with a set of guiding questions to assist CCI researchers in more clearly articulating the nature and understanding of empowerment. Based on a systematic review we explore how empowerment has been articulated in 188 papers in Child-Computer Interaction (CCI) literature since 2003. Using an existing framework outlining functional, educational, democratic, mainstream, and critical empowerment, our analysis shows that while empowerment is rarely defined in CCI papers, a wide range of different articulations coexists. We explore the prevalence of different articulations in the literature and how this has shifted over time. We show that although empowerment has been part of the CCI discourse since the early days, a shift can be noticed in terms of how empowerment is articulated from an emphasis on empowerment in its functional meaning towards a more even distribution and the advent of critical articulations of empowerment. We conclude the paper by looking ahead into a new decade of CCI research and posing three questions to assist CCI researchers in more clearly articulating the nature and understanding of empowerment.

This paper presents a systematic literature review on collab-orative technologies for children with special needs in ACMDigital Library. The aim of the review is to (1) reveal the cur-rent state of the art, (2) identify the types of technologies and contexts of use, the demographics and special needs of the tar-get group, and the methodological approaches and theoretical groundings, and (3) define a future research agenda. The results of the systematic literature review show that collaborative technologies for children with special needs are increasingly gaining attention, mostly involve tangible and/or embodied interaction, and are often developed for use in the classroom.The target group that is most represented are boys between 6 to 12 years with Autism Spectrum Disorder. The results further show a wide range of evaluation criteria for measuring collaboration, an interchanging use of theoretical concepts and a lack of definitions for the concept collaboration, and a need for more demographically diverse studies.

Outdoor, multi-player games involving social interaction and physical activity are an emerging class of applications particularly interesting for children, for whom the attraction and the health and developmental benefits are clear cut. Implementing and prototyping such games present non-trivial technical challenges to interaction and game designers; this hampers iterative prototyping and testing cycles that are core to user-centred design and game development processes. This insight has motivated the development of RaPIDO (Rapid prototyping of Physical Interaction Design for Outdoor games), a prototyping platform for physical computing, targeting interaction designers with limited electronics or software skills. RaPIDO has been evaluated in a user test, evaluating RaPIDOs software library, and in a case study involving two designers who used it to develop outdoor games for children. We illustrate how RaPIDO enabled broader exploration of the design space and faster iterations than would otherwise be possible, allowing designers to focus on the core game concepts rather than complex and low-level engineering issues.

This paper presents the Collaborative Design Thinking (CoDeT) co-design approach, its theoretical framework, and its application in a case study with 49 children aged 9 to 10 in two schools. CoDeT aims to scaffold children's collaboration and design thinking in co-design settings characterised by a high child-to-adult ratio (ca. 1 adult for 15 to 20 children), such as schools, museums and maker spaces. In these settings, children have to work relatively independent from adults who become guides on the side. This can be challenging due to children's limited understanding of the design process and their lack of skills to collaborate productively towards a shared design goal. CoDeT addresses these challenges by integrating principles of Social Interdependence Theory (SIT) and Design Thinking (DT), which together form the theoretical backbone of the approach. CoDeT was first applied in a case study and yielded promising results in terms of children's collaboration and design thinking skills, yet possible improvements were found. The insights of this case study informed the revised version of CoDeT presented at the end of this article, in a what-why-how structure, allowing researchers and practitioners to apply the co-design approach in a wide variety of contexts characterised by high child-to-adult ratios. ispartof: International Journal Of Human-Computer Studies vol:130 issue:130 pages:179-195 status: Published online

Computer-Based Assessment (CBA), i.e., the use of computers instead of paper & pencil for testing purposes is now increasingly used, both in education and in the workforce. Along with this trend, several issues regarding the usage of computers in assessment can be raised. With respect to CBA, test validity and acceptance appear at stake during interacting with a complex assessment system. For instance, individual differences in computer literacy (i.e. ability to handle technology) might cause different outcomes that are not related to the problem-solving task. Prior investigation has shown that there is a scarcity of research on the User Experience (UX) in the context of CBA, also due to a focus on adult users. This doctoral thesis aims to adapt and develop new evaluation methods from the Human-Computer Interaction (HCI) field, applied in the context of CBA. The contributions will result in the development of best practices guidelines for both research and practitioners by adopting design and evaluation methods drawn from the field of Child-computer Interaction (CCI).

The Interaction Design and Children (IDC) Community has a long history of innovating methods and techniques for the design and evaluation of technologies for children. Many innovations have been reported in the academic literature but the uptake of methods by industry has been slow and the community has hitherto failed to seriously consider how best to develop, present and promote their methods beyond academia. The aim of the workshop is to weave together IDC researchers and IDC key personnel coming from the industry, with genuine interest in industry-academia collaboration, into a community interested in building a coherent, high-impact collaboration channel. The goal of the workshop is to encourage a critical discussion and debate about how IDC methods can be further adopted, modified or even extended by the IDC related industry. This workshop is expected to reinforce IDC industry-academia collaboration with an ultimate goal to increase understanding and develop a community of interest that is going to co-develop ideas and novel design approaches that can bring IDC methods closer to the industrial practice.

The lifestyle of the new people generation, called in the scientific literature Generation Z, is closely related to the Internet, computer and information technology. Therefore, people and children belonging to this group can be viewed in terms of software technology as specific users who have high requirements regarding the functions and interface of the software applications, connectivity to social networks and instant communication via the Internet. This influenced not only on the teaching and learning methods but also on the software applications used in the learning process. In recent years, new theoretical teaching methods have emerged, and the number of electronic learning systems increased. However, students lack motivation for the learning process. This requires developing new conceptual models of training and learning software, tailored to the skills and preferences of the end-users. The young students up to 12 years of age: from kindergartens to preschools and primary schools are special users who have not been studied exhaustively. In order to present the problem related to the development of learning and training software thoroughly, the most commonly used standards and current trends, as well as the advantages and disadvantages of LMS platforms have been reviewed. Attention is drawn to the commonly used software design and development technologies. This is the reason to propose a strategy for developing a web-based e-learning management system according to the possibilities of young pupils as a specific user. Having in mind this strategy we described a software architecture, based on SCORM's specification, and we developed an LMS prototype. Its design was tailored to the skills of young children. The basic methodology used in the design and creation of the system we propose is user-centered design. The document is intended for developers, educators and scientists, studying child-computer interaction.

In this workshop, we invite researchers to jointly explore how the Child-Computer Interaction (CCI) field can establish intermediate-level knowledge, being a kind of design knowledge that resides in the realm between the design of particular artifacts and theories. In this full day workshop we want to invite (1) researchers and designers who position themselves as producing intermediate-level knowledge (2) people in the field of design research who have not necessarily thought about their work as producing intermediatelevel knowledge. Together we will discuss the pros and cons of different kinds of intermediate-level knowledge and how we can promote the creation of these kinds of knowledge in the CCI field.

International audience; In this demonstration we showcase a new spatial augmented reality device (interactive projection) with three applications: education and experimentation of color models, map exploration for visually impaired people and scientific vulgarization of machine learning. The first exhibition is an interactive exploration about the nature of light. Visitors can experiment with additive subtractive color models. We engage them with questions, and they have to reply using cards to find out answers. This exhibit is suitable for children. The second exhibition is about map exploration and creation for Visually Impaired Persons (VIP). VIP generally use tactile maps with braille to learn about an unknown environment. However, these maps are not accessible to the 80% of VIP who don't read braille. Our prototype augments raised-line maps with audio output. The third exhibition is destined to be used for scientific outreach. It enables the creation of artificial neural networks (ANN) using tangible interfaces. Neurons are represented by laser-cut diamond shaped tokens, and the data to learn is printed on cards. The ANN learns to differentiate shapes, and the whole learning process is made visible and interactive. These three applications demonstrate the capabilities of our hardware and software development kit in different scenarios. At ReVo, each demonstration will have its own setup and interactive space.

Mobile apps can be used in various environments and at any time. People used them for learning, communications, and entertainment. Because of the ease use of mobile devices interface (like smartphone and tablet), then everyone, including the children with special needs, can have used them. In recent years, there has been an increase in the efforts of educational institutions and of scientists to support children in their daily life. Ongoing developments in communication and information technologies contribute to this process. The main goal of this study is to present the basic functional requirements for the mobile apps for children with special needs. The current state of the scientific research related to the design and development of mobile apps is discussed. This issue became very important in the last years because of an increase in the number of children with special needs on a worldwide scale is observed. And the same time the increase in the use of mobile technologies of them. The proposed model for the evaluation of potential utility provides for the classification of the mobile applications designed for children with special needs about their functionality features. This model is based on our studies of the state-of-art scientific works of many authors. Whit the model for the evaluation of potential utility, the 27 mobile applications for children with special needs, downloaded from the mobile application stores: Apple Store, Google Play and Store Windows Phone Apps, were classified and analyzed. The results showed that despite the variety of mobile applications, those that are suitable for children with special needs are too few. Most of the applications cover only half of the evaluation criteria, which means they have functionalities only for individual needs. Therefore, the proposed utility function metrics of the evaluation can be used as a basis for interface developing for mobile apps, appropriate for children with special needs.

Los juegos serios colaborativos tienen un impacto positivo en el comportamiento y el aprendizaje, pero siguen desarrollándose para plataformas tecnológicas tradicionales como videoconsolas y ordenadores de sobremesa o portátiles, los cuales han sido identificados como sub-óptimos para niños en diversos estudios. En su lugar, el uso de dispositivos móviles como tabletas y teléfonos inteligentes presenta diversas ventajas: son económicamente asequibles, están ampliamente distribuidos, y pueden ser transportados, lo cual permite la actividad física y poder iniciar un juego sin necesitar que los usuarios se trasladen a una localización fija, especialmente dedicada para tal fin. Además, combinar varios de estos dispositivos y coordinar la interacción entre ellos en lo que se denomina Entorno Multi-Pantalla (EMP) proporciona beneficios adicionales para la colaboración tales como una mayor escalabilidad, conciencia del espacio de trabajo, paralelismo y fluidez de las interacciones. La interacción en estos entornos multi-tableta es por tanto un aspecto crítico. Los dispositivos móviles están diseñados para ser interactuados mediante el toque de los dedos principalmente, lo cual es muy sencillo y directo, pero está normalmente limitado a la pequeña dimensión de las pantallas, lo que puede conllevar la oclusión de la pantalla y la infrautilización del espacio periférico. Por esta razón, esta tesis se centra en la exploración de otro mecanismo de interacción que puede complementar al táctil: interacciones tangibles alrededor del dispositivo. Las interacciones tangibles están basadas en la manipulación de objetos físicos, lo que presenta un valor adicional en la educación de los niños puesto que resuena con los manipulativos educativos tradicionales y permite la exploración del mundo físico. Por otra parte, la explotación del espacio que envuelve a las pantallas tiene diversos beneficios adicionales para actividades educativas colaborativas: reducida oclusión de la pantalla (lo cual puede incrementar la conciencia del espacio de trabajo), el uso de objetos tangibles como contenedores de información digital que puede ser transportada de forma continua entre dispositivos, y la identificación de un determinado estudiante a través de la codificación de su ID en un operador tangible (lo cual facilita el seguimiento de sus acciones y progreso durante el juego). Esta tesis describe dos enfoques distintos para construir juegos educativos colaborativos en EMPs utilizando interacciones tangibles alrededor de los dispositivos. Una, denominada MarkAirs, es una solución óptica aérea que no necesita ningún hardware adicional aparte de las tabletas excepto diversas tarjetas de cartón impresas. La otra, Tangibot, introduce un robot tangiblemente controlado y otro atrezo físico en el entorno, y se basa en tecnología RFID. Ambas interacciones son respectivamente evaluadas, y se observa que MarkAirs es usable y poco exigente tanto para adultos como para niños, y que se pueden realizar con éxito gestos de grano fino encima de las tabletas con ella. Además, al aplicarse en juegos colaborativos, puede ayudar a reducir la oclusión de las pantallas y la interferencia entre las distintas acciones de los usuarios, lo cual es un problema que puede surgir en este tipo de escenarios cuando solamente se dispone de interacciones táctiles. Se evalúa un juego educativo colaborativo con MarkAirs con niños de educación primaria, y se concluye que este mecanismo es capaz de crear experiencias de aprendizaje colaborativo y de presentar un valor añadido en términos de experiencia de usuario, aunque no en eficiencia. Con respecto a Tangibot, se muestra que controlar colaborativamente un robot móvil mediante unas palas tangibles con cierta precisión es factible para niños a partir de los tres años de edad, e incluso para personas mayores con un deterioro cognitivo leve. Además, proporciona una experiencia divertida, Collaborative serious games have a positive impact on behavior and learning, but the majority are still being developed for traditional technological platforms, e.g., video consoles and desktop/laptop computers, which have been deemed suboptimal for children by several studies. Instead, the use of handheld devices such as tablets and smartphones presents several advantages: they are affordable, very widespread, and mobile---which enables physical activity and being able to engage in a game without requiring users to gather around a fixed, dedicated, location. Plus, combining several of these devices and coordinating interactions across them in what is called a Multi-Display Environment (MDE) brings on additional benefits to collaboration like higher scalability, awareness, parallelism, and fluidity of the interaction. How to interact with these multi-tablet environments is therefore a critical issue. Mobile devices are designed to be interacted mainly via touch, which is very straightforward but usually limited to the small area of the displays, which can lead to the occlusion of the screen and the underuse of the peripheral space. For this reason, this thesis focuses on the exploration of another interaction mechanism that can complement touch: tangible around-device interactions. Tangible interactions are based on the manipulation of physical objects, which have an added value in childhood education as they resonate with traditional learning manipulatives and enable the exploration of the physical world. On the other hand, the exploitation of the space surrounding the displays has several potential benefits for collaborative-learning activities: reduced on-screen occlusion (which may increase workspace awareness), the use of tangible objects as containers of digital information that can be seamlessly moved across devices, and the identification of a given student through the encoding of their ID in a tangible manipulator (which facilitates the tracking of their actions and progress throughout the game). This thesis describes two different approaches to build collaborative-learning games for MDEs using tangible around-device interactions. One, called MarkAirs, is a mid-air optical solution relying on no additional hardware besides the tablets except for several cardboard printed cards. The other, Tangibot, introduces a tangible-mediated robot and other physical props in the environment and is based on RFID technology. Both interactions are respectively evaluated, and it is observed that MarkAirs is usable and undemanding both for adults and for children, and that fine-grained gestures above the tablets can be successfully conducted with it. Also, when applied to collaborative games, it can help reduce screen occlusion and interference among the different users' actions, which is a problem that may arise in such settings when only touch interactions are available. A collaborative learning game with MarkAirs is evaluated with primary school children, revealing this mechanism as capable of creating collaborative learning experiences and presenting an added value in user experience, although not in performance. With respect to Tangibot, we show how collaboratively controlling a mobile robot with tangible paddles and achieving certain precision with it is feasible for children from 3 years of age, and even for elderly people with mild cognitive impairment. Furthermore, it provides a fun experience for children and maintains them in a constant state of flow., Els jocs seriosos col·laboratius tenen un impacte positiu en el comportament i l'aprenentatge, però continuen sent desenvolupats per a plataformes tecnològiques tradicionals com videoconsoles i ordinadors de sobretaula o portàtils, els quals han sigut identificats com sub-òptims per a xiquets en diversos estudis. D'altra banda, l'ús de dispositius mòbils com ara tabletes i telèfons intel·ligents presenta diversos avantatges: són econòmicament assequibles, estan àmpliament distribuïts i poden ser transportats, la qual cosa permet l'activitat física i poder iniciar un joc sense necessitat de què els usuaris es traslladen a una localització fixa i especialment dedicada per a eixa finalitat. A més, combinar diversos d'estos dispositius i coordinar la interacció entre ells en el que es denomina Entorn Multi-Pantalla (EMP) proporciona beneficis addicionals per a la col·laboració tals com una major escalabilitat, consciència de l'espai de treball, paral·lelisme i fluïdesa de les interaccions. La interacció amb estos entorns multi-tableta és per tant crítica. Els dispositius mòbils estan dissenyats per a ser interactuats mitjançant tocs de dit principalment, mecanisme molt senzill i directe, però està normalment limitat a la reduïda dimensió de les pantalles, cosa que pot ocasionar l'oclusió de la pantalla i la infrautilització de l'espai perifèric. Per aquesta raó, la present tesi se centra en l'exploració d'un altre mecanisme d'interacció que pot complementar al tàctil: interaccions tangible al voltant dels dispositius. Les interaccions tangibles estan basades en la manipulació d'objectes físics, cosa que presenta un valor addicional en l'educació dels xiquets ja que ressona amb els manipulatius tradicionals i permet l'exploració del món físic. D'altra banda, l'explotació de l'espai que envolta a les pantalles té diversos beneficis addicionals per a activitats educatives col·laboratives: reduïda oclusió de la pantalla (la qual cosa pot incrementar la consciència de l'espai de treball), l'ús d'objectes tangibles com a contenidors d'informació digital que pot ser transportada de forma continua entre dispositius, i la identificació d'un estudiant determinat a través de la codificació de la seua identitat en un operador tangible (cosa que facilita el seguiment de les seues accions i progrés durant el joc). Aquesta tesi descriu dos enfocaments distints per a construir jocs educatius col·laboratius en EMPs utilitzant interaccions tangibles al voltant dels dispositius. Una, denominada MarkAirs, és una solució òptica aèria que no precisa de cap maquinari addicional a banda de les tabletes, exceptuant diverses targetes de cartró impreses. L'altra, Tangibot, introdueix un robot controlat tangiblement i attrezzo físic addicional en l'entorn, i es basa en tecnologia RFID. Ambdues interaccions són avaluades respectivament, i s'observa que MarkAirs és usable i poc exigent tant per a adults com per a xiquets, i que es poden realitzar gestos de granularitat fina dalt de les tabletes amb ella. A més a més, en aplicar-se a jocs col·laboratius, pot ajudar a reduir l'oclusió de les pantalles i la interferència entre les distintes accions dels usuaris, problema que pot aparèixer en este tipus d'escenaris quan solament es disposa d'interaccions tàctils. S'avalua un joc educatiu col·laboratiu amb MarkAirs amb xiquets d'educació primària, i es conclou que aquest mecanisme és capaç de crear experiències d'aprenentatge col·laboratiu i de presentar un valor afegit en termes d'experiència d'usuari, tot i que no en eficiència. Respecte a Tangibot, es mostra que controlar conjuntament un robot mòbil mitjançant unes pales tangibles amb certa precisió és factible per a xiquets a partir de tres anys i inclús per a persones majors amb un lleu deteriorament cognitiu. A més, proporciona una experiència divertida per als xiquets i els manté en un estat constant de flow.

International audience; The cerebral activity is an intangible physiological process difficult to apprehend, especially for children. With the aim of providing a new type of educational support, we studied the pedagogical potential of an interactive tangible interface (Teegi) designed to be used in educational context. This interface aims at enabling children to discover the relation between the brain activity and the human body functions. We propose in this study a methodology to evaluate its pedagogical potential in real context of use, considering the specificities of the children. This study, carried out with 29 pupils, highlights the strengths of this system, both in terms of its usability and its impact on learning. Moreover, the results provided by this methodology revealed possible improvements for a greater pedagogical effectiveness. This type of interactive interface, as well as the evaluation method proposed, paves the way for the pedagogical use of new interactive and tangible devices at school.; L’activité cérébrale est un processus physiologique intangible qui peut être difficile à appréhender, notamment pour des enfants. Pour répondre aux besoins en supports pédagogiques et favoriser les apprentissages liés à ce type de concepts, nous étudions le potentiel d’une interface tangible interactive dédiée à la visualisation d’activités cérébrales (Teegi) en contexte éducatif. Nous proposons une méthodologie d’évaluation du potentiel pédagogique en contexte réel d’utilisation par des enfants. Cette étude réalisée avec 29 enfants, met en évidence les forces de ce système, tant au niveau de son utilisabilité que de ses impacts sur les apprentissages visés. Les résultats obtenus mettent en lumière des axes d’améliorations possibles pour une plus grande efficacité pédagogique. Ce type d’interface, ainsi que la méthode d’évaluation que nous proposons, ouvrent la voie de l’utilisation pédagogique de nouveaux dispositifs interactifs et tangibles en milieu scolaire.

A corrigendum on Corrigendum: Child-Computer Interaction at the Beginner Stage of Music Learning: Effects of Reflexive Interaction on Children's Musical Improvisation by Addessi, A. R., Anelli, F., Benghi, D., and Friberg, A. (2017). Front. Psychol. 8:65. doi: 10.3389/fpsyg.2017.00065 In the original article, there was an error. "she plays C3" was used instead of "it plays C3." A correction has been made to Observation and Theoretical Framework of Reflexive Interaction, paragraph 3: The little girl plays two consecutive notes, C2 and A2, and then stops to wait for the response of the system. The system responds by repeating the same notes. The child then play a single note, G2, and the system responds with a single note but this time introduces a variation: it plays C3, thus introducing a higher register. The girl, following the change introduced by the system, moves toward the higher register and plays a variant of the initial pattern, namely: D2-A2-E2-C3, and introduces a particular rhythm pattern. This "reflexive" event marks the beginning of a dialogue based on repetition and variation: the rhythmic-melodic pattern will be repeated and varied by both the system and the child in consecutive exchanges, until acquiring the form of a complete musical phrase. At some point in the dialogue, the child begins to accompany the system's response with arm movements synchronized with the rhythmic-melodic patterns, creating a kind of music-motor composition. In addition, EG1 and EG2 are incorrectly referred to within the text. A correction has been made to Duet Task, sub-section Results for Each Evaluative Criterion of the Duet Task, paragraph Reflexive Interaction: The data of Reflexive Interaction show that the EG2 obtained the highest score (4.17), followed by the CG (3.33) and the EG1 (2.61); see Table 6 and Figure 7. The difference between EG2, which only use the system with reflexive interaction, and EG1, which did not use the system with reflexive interaction, is significant (p = 0.043). Therefore, it could be said that the use of MIROR-Impro can enhance the use of the reflexive behaviors: mirroring, turn-taking, and co-regulation. We observed a statistically significant correlation between the Reflexive Interaction and the total score (r = 0.937; p < 0.01), and all other evaluative criteria, with correlations ranging from r = 0.87 (p < 0.01) for Musical Quality to r = 0.92 (p < 0.01) for Musical Organization. Thus, the higher the children's use of reflexive interaction, the better their results in each criterion and in the ability to improvise. This result can support the hypothesis that reflexive interaction is a fundamental component of musical improvised dialog. Instead, although the differences between the CG and the Experimental Groups 1 and 2 indicate that the use of the MIROR Impro appears to be "necessary" (CG > EG1) and "sufficient" (CG < EG2) to improve the ability to improvise, we cannot generalize these results because the results are not statistically significant (t-test, comparing CG and EG1: p = 0.388; CG and EG2: p = 0.285). Finally, due to the resolution of Figures 5-9 being low, they have been replaced with new figures with a higher resolution. The corrected Figures, Figures 5-9 appear below. The authors apologize for these errors and state that these do not change the scientific conclusions of the article in any way.

The two-volume set LNCS 10295 and 10296 constitute the refereed proceedings of the 4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCII 2017, in Vancouver, BC, Canada, in July 2017, in conjunction with 15 thematically similar conferences. The 1228 papers presented at the HCII 2017 conferences were carefully reviewed and selected from 4340 submissions. The papers cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The papers included in this volume are organized in the following topical sections: multimodal and natural interaction for learning; learning and teaching ecosystems; e-learning, social media and MOOCs; beyond the classroom; and games and gamification for learning.

The two-volume set LNCS 10295 and 10296 constitute the refereed proceedings of the 4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCII 2017, in Vancouver, BC, Canada, in July 2017, in conjunction with 15 thematically similar conferences. The 1228 papers presented at the HCII 2017 conferences were carefully reviewed and selected from 4340 submissions. The papers cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The papers included in this volume are organized in the following topical sections: STEM education; diversity in learning; learning analytics; and improving the learning and collaboration experience.

This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss four topics that represent new challenges and opportunities for the community. The four areas are: interactive technologies for children under the age of five, technology for inclusion, privacy and information security in the age of the quantified self, and the maker movement.

In this study, we explore the behaviors of children ages 7 to 12 years on our custom social network, KidGab, to understand the activities that increase participation and identity-related conversation. We specifically study the effects of two social networking affordances provided by KidGab: a suite of personality quizzes and a badge-based participatory reward system. Both affordances harness the preadolescent’s internal focus on identity exploration. We analyzed KidGab’s activity logs in an attempt to understand the relationships between activities on these affordances and other engagement measured on the site (e.g., the total posts authored on KidGab per day, total comments authored per day, likes per day, etc.). We also investigate the amount of conversation relating to identity that accompanies quizzes and badges. We found that taking quizzes and posting results had a higher positive correlation with online participation on KidGab than attempting to earn badges. Our results suggest that, though youth are interested in self-reflecting via textual compositions, on a daily basis they partake more in personality-quiz-style activities that provide them instant feedback and shared experiences with other users.

In this paper we present evidence from a pilot study that children may have started to expect the drag-and-drop interaction style. This is in contrast with probably the most cited paper on this topic from 2001, stating that point-and-click is the most appropriate interaction style for children between 6 and 12 years old. Instead of providing children with information on the interaction style expected we developed two point-and-click interfaces and let children explore those interfaces themselves. Children consistently tried to apply the drag-and-drop interaction style both initially and after having discovered the point-and-click style, resulting in problems in interacting with the interfaces. This was especially clear for the type of action having a natural mapping to holding down the mouse-button, such as cutting or drawing lines. In summary, it appears that children have begun to expect the drag-and-drop interaction style and that deviating from this standard may result in serious usability problems.

A significant proportion of research in the field of tangible interaction involves children. A common aspiration is to offer benefits through tangibility, related to ease of use and overall user experience while also support learning and developmental processes. However, evaluation results are often equivocal, and expectations of researchers not always verified. This workshop aims to attract researchers who approach this topic of tangibility and children from an empirical or design perspective. The purpose is to obtain a good picture of what benefits we expect tangibility to provide (including novel and future applications), establish what is the current empirical evidence to support such claims (or what is missing), and motivate appropriate evaluation methodologies for children. ispartof: pages:4729-4732 ispartof: Proceedings of the 27th international conference extended abstracts on Human factors in computing systems pages:4729-4732 ispartof: CHI 2009 location:Boston date:4 Apr - 9 Apr 2009 status: published

This paper presents the instructional-design of an augmented learning environment named AIBLE-HELIOS® that is targeted at teaching astronomy to children. This environment takes benefit of Augmented Reality (AR) and tangible interaction to stimulate an active and learner-centered approach to scientific problem solving. This approach follows the pedagogical principles of the Inquiry-Based Sciences Education (IBSE). Technical specifications and the design of the application have been based on didactical principles. It is intended to children of 8 to 11 years old in formal education. HELIOS was tested in-situ, i.e., in real teaching conditions with pupils (grades 4-5) from two primary schools. This user study confirms the design assumptions that influence children's interaction with contents during sciences courses. The analyses of the children's interactions with the system as well as learning indicate that HELIOS supports children in their investigations. Moreover, it provides some new information on children's interactions possibilities that will be taken into account in future versions. All these parameters contribute to the understanding of the ways through which AR can be used in formal teaching curricula in K-12 schools.