7. IDC 2008: Chicago, IL, USA

Keynote

• Charlotte Cole:
  The world's longest street: how Sesame Street is working to meet a diversity of children's needs across the globe. 1
  

Research, design, development: bridging the gap

• Edith Ackermann:
  Toys to fall for or live with? 2
  
• Kathleen Alfano:
  What works, what doesn't, and/or how to make it work? 3
  
• Erik Strommen:
  Testing interfaces that do not exist. 4
  
• Scott Traylor:
  Rethinking product research when time is on your side, but funds are not! 5
  

Screen cultures

• James Paul Gee:
  What's a screen mean in a video game? 6
  
• Dan Anderson:
  Dan Anderson - University of Massachusetts, Amherst. 7
  
• Bill Shribman:
  Thinking inside the box: tales from the trenches. 8
  
• Lisa Guernsey:
  Screen cultures: cross-pollination between videogame and television research. 9
  

Doctoral consortium

• Timothy Charoenying:
  Accountable game designs for classroom learning. 1-5
  
• Shaundra Bryant Daily, Karen Brennan:
  Utilizing technology to support the development of empathy. 5-8
  
• Irene Karaguilla Ficheman, Roseli de Deus Lopes:
  Digital learning ecosystems: authoring, collaboration, immersion and mobility. 9-12
  
• Sylvie Girard, Hilary Johnson:
  Designing and evaluating affective open-learner modeling tutors. 13-16
  
• Bart Hengeveld, Riny Voort, Caroline Hummels, Kees C. J. Overbeeke, Jan de Moor, Hans van Balkom:
  LinguaBytes. 17-20
  
• Michael S. Horn:
  Tangible computer programming for informal science learning. 21-24
  
• Amon Millner:
  Supporting children as they program to make physical and virtual objects interact. 25-28
  
• Marjo Virnes:
  Robotics in special needs education. 29-32
  
• Svetlana Yarosh:
  Supporting parent-child interaction in divorced families. 33-36
  

Designing for children with special needs

• Emilia I. Barakova, Jan Gillesen, Loe M. G. Feijs:
  Use of goals and dramatic elements in behavioral training of children with ASD. 37-40
  
• Christelle Bozelle, Mireille Bétrancourt, Marielle Deriaz, Marco Pelizzone:
  Evaluation of technology acceptance of a computer rehabilitation tool. 41-44
  
• Gianluca De Leo, Gondy Leroy:
  Smartphones to facilitate communication and improve social skills of children with severe autism spectrum disorder: special education teachers as proxies. 45-48
  
• David Feil-Seifer, Maja J. Mataric:
  Robot-assisted therapy for children with autism spectrum disorders. 49-52
  
• Stephen Fickas, McKay Moore Sohlberg, Jason Prideaux:
  TREK: transportation research, education, and knowledge. 53-56
  
• Daniel Gillette:
  Developing a multi-user virtual environment for adolescent psychotherapy. 57-60
  
• Mona Leigh Guha, Allison Druin, Jerry Alan Fails:
  Designing with and for children with special needs: an inclusionary model. 61-64
  
• Gillian R. Hayes, Donald J. Patterson, Mohamad Monibi, Samuel J. Kaufman:
  Interactive and intelligent visual communication systems. 65-68
  
• Anthony J. Hornof:
  Working with children with severe motor impairments as design partners. 69-72
  
• Felicia Hurewitz, Katharine Beals:
  A role for grammar in autism CAIs. 73-76
  
• Rana El Kaliouby, Matthew S. Goodwin:
  iSET: interactive social-emotional toolkit for autism spectrum disorder. 77-80
  
• Julia Merryman, Andrea Tartaro, Miri Arie, Justine Cassell:
  Designing virtual peers for assessment and intervention for children with autism. 81-84
  
• Carla Schmidt, Matthew Schmidt:
  Three-dimensional virtual learning environments for mediating social skills acquisition among individuals with autism spectrum disorders. 85-88
  
• Tracy L. Westeyn, Julie A. Kientz, Thad Starner, Gregory D. Abowd:
  Designing toys with automatic play characterization for supporting the assessment of a child's development. 89-92
  

Marginalized young people

• Françoise Decortis, Laura Lentini:
  Semiotics artifacts, space and community: a case study on pinholes. 93-96
  
• Nicoletta Di Blas, Caterina Poggi:
  Can ICT support inclusion?: evidence from multi-user edutainment experiences based on 3D worlds. 97-100
  
• Franca Garzotto, Heidi Schelhowe:
  Marginalized young people: inclusion through ICT. 101-104
  

Posters

• Siobhán Dervan, Tony Hall, Sarah Knight:
  Interaction design for kid's technology-enhanced environmental education. 105-108
  
• Matthew S. Goodwin, Stephen S. Intille, Wayne F. Velicer, June Groden:
  Sensor-enabled detection of stereotypical motor movements in persons with autism spectrum disorder. 109-112
  
• Toshitaka Ito, Tuan Ngoc Nguyen, Masanori Sugimoto:
  A storytelling support system using robots and handheld projectors. 113-116
  
• Panos Markopoulos, Yvo Verschoor, Wijnand IJsselsteijn, Boris E. R. de Ruyter:
  Testing interactive products with the robot intervention method. 117-120
  
• Mohamad Monibi, Gillian R. Hayes:
  Mocotos: mobile communications tools for children with special needs. 121-124
  
• Heloisa Moura, Dale Fahnstrom, Greg Prygrocki, T. J. McLeish:
  Designing ThinkeringSpaces. 125-128
  
• Elia J. Nelson, Nathan G. Freier:
  Push-me, pull-me: describing and designing technologies for varying degrees of reflection and invention. 129-132
  
• Brandon Paulson, Brian Eoff, Aaron Wolin, Joshua Johnston, Tracy Hammond:
  Sketch-based educational games: "drawing" kids away from traditional interfaces. 133-136
  
• Kylie A. Peppler, Yasmin B. Kafai:
  Youth as media art designers: workshops for creative coding. 137-140
  
• Milena Reichel, Heidi Schelhowe:
  Living labs: driving innovation through civic involvement. 141-144
  
• Joanne Riekhoff, Panos Markopoulos:
  Sampling young children's experiences with cultural probes. 145-148
  
• Renata Yumi Shimabukuro:
  Designing an interactive spoken help application for preschool children. 149-152
  
• Maria João Silva, Bruno Pestana, João Correia Lopes:
  Using a mobile phone and a geobrowser to create multisensory geographic information. 153-156
  
• Andrew Cyrus Smith:
  Handcrafted physical syntax elements for illetterate children: initial concepts. 157-160
  
• Hiroyuki Tarumi, Keitaro Yamada, Takafumi Daikoku, Fusako Kusunoki, Shigenori Inagaki, Makiko Takenaka, Toshihiro Hayashi, Masahiko Yano:
  KEI-time traveler: visiting a past world with mobile phones to enhance learning motivation. 161-164
  
• Wilkey Wong, Ximena Uribe-Zarain, Roberta Golinkoff, Kelly Fisher, Kathy Hirsh-Pasek:
  Parents' views of the benefits claimed in educational toy advertising. 165-168
  

Demos

• Nicholas Noack, Silvia Lindtner, Josef Nguyen, Gillian R. Hayes:
  LoRy: a locative story game to encourage playful and social learning. 169-170
  
• Peter Ohring:
  Web-based multi-player games to encourage flexibility and social interaction in high-functioning children with autism spectrum disorder. 171-172
  
• Jay S. Silver:
  Camera for the invisible. 173-174
  
• Carolyn Staudt, Andrew Zucker, Ed Hazzard, Cynthia McIntyre, Sam Fentress:
  Universal design for learning in science: more than multiple representations. 175-177
  

Papers

• Alissa Nicole Antle, Milena Droumeva, Greg Corness:
  Playing with the sound maker: do embodied metaphors help children learn? 178-185
  
• Franca Garzotto:
  Broadening children's involvement as design partners: from technology to "experience". 186-193
  
• Michael S. Horn, Erin Treacy Solovey, Robert J. K. Jacob:
  Tangible programming and informal science learning: making TUIs work for museums. 194-201
  
• Juan Pablo Hourcade, Keith B. Perry, Aditya Sharma:
  PointAssist: helping four year olds point with ease. 202-209
  
• Kevin Huang, Jesse Smith, Kimberly Spreen, Mary Frances Jones:
  Breaking the sound barrier: designing an interactive tool for language acquisition in preschool deaf children. 210-216
  
• Eva-Sophie Katterfeldt, Heidi Schelhowe:
  A modelling tool to support children making their ideas work. 218-225
  
• K. K. Lamberty:
  Creating mathematical artifacts: extending children's engagement with math beyond the classroom. 226-233
  
• Peter Malcolm, Tom Moher, Darshan Bhatt, Brian Uphoff, Brenda López Silva:
  Embodying scientific concepts in the physical space of the classroom. 234-241
  
• Florian Scharf, Thomas Winkler, Michael Herczeg:
  Tangicons: algorithmic reasoning in a collaborative game for children in kindergarten and first class. 242-249
  
• James Keng Soon Teh, Adrian David Cheok, Roshan Lalintha Peiris, Yongsoon Choi, Vuong Thuong, Sha Lai:
  Huggy Pajama: a mobile parent and child hugging communication system. 250-257
  
• Janienke Sturm, Tilde Bekker, Bas Groenendaal, Rik Wesselink, Berry Eggen:
  Key issues for the successful design of an intelligent, interactive playground. 258-265
  
• Binh Thang, Wouter Sluis-Thiescheffer, Tilde Bekker, Berry Eggen, Arnold P. O. S. Vermeeren, Huib de Ridder:
  Comparing the creativity of children's design solutions based on expert assessment. 266-273
  
• Marjo Virnes, Erkki Sutinen, Eija Kärnä-Lin:
  How children's individual needs challenge the design of educational robotics. 274-281
  
• Michael Philetus Weller, Ellen Yi-Luen Do, Mark D. Gross:
  Escape machine: teaching computational thinking with a tangible state machine game. 282-289
  

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