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ORCID11. IDC 2012: Bremen, Germany
- Heidi Schelhowe:
The 11th International Conference on Interaction Design and Children, IDC '12, Bremen, UNK, Germany, June 12 - 15, 2012. ACM 2012, ISBN 978-1-4503-1007-9
Full Papers
- Fabio Pittarello
, Luca Bertani:
CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ. 1-10 - Greg Walsh, Allison Druin, Mona Leigh Guha, Elizabeth M. Bonsignore, Elizabeth Foss, Jason C. Yip, Evan Golub, Tamara L. Clegg, Quincy Brown, Robin Brewer, Asmi Joshi, Richelle Brown:
DisCo: a co-design online tool for asynchronous distributed child and adult design partners. 11-19 - Judy Robertson, Andrew Peter Macvean, Katherine Howland:
Embedding technology in the classroom: the train the teacher model. 20-29 - Susan Jane Jones, Lynne E. Hall, Janette Hilton:
Exploring children's 'indexical encounter' with real and digitised archive photographs using tablet and large flat screen technologies. 30-39 - Sara Isola, Jerry Alan Fails:
Family and design in the IDC and CHI communities. 40-49 - Camilla Nørgaard Jensen, Winslow Burleson, John Sadauskas:
Fostering early literacy skills in children's libraries: opportunities for embodied cognition and tangible technologies. 50-59 - Laura Malinverni, Brenda López Silva, Narcís Parés Burguès:
Impact of embodied interaction on learning processes: design and analysis of an educational application based on physical activity. 60-69 - Gavin Sim, Matthew Horton:
Investigating children's opinions of games: Fun Toolkit vs. This or That. 70-77 - Pratim Sengupta, Amy Voss Farris:
Learning kinematics in elementary grades using agent-based computational modeling: a visual programming-based approach. 78-87 - Elena Márquez Segura, Henriette S. M. Cramer, Paulo Fontaínha Gomes, Stina Nylander, Ana Paiva:
Revive!: reactions to migration between different embodiments when playing with robotic pets. 88-97 - Arnan Sipitakiat, Nusarin Nusen:
Robo-Blocks: designing debugging abilities in a tangible programming system for early primary school children. 98-105 - Ole Sejer Iversen, Rachel Charlotte Smith:
Scandinavian participatory design: dialogic curation with teenagers. 106-115 - Katja Grufberg, Martin Jonsson:
Sciensations: making sense of science by designing with sensors. 116-124 - Kimiko Ryokai, Hayes Raffle, Robert Kowalski:
StoryFaces: pretend-play with ebooks to support social-emotional storytelling. 125-133 - Christopher Frauenberger, Judith Good, Alyssa Alcorn, Helen Pain:
Supporting the design contributions of children with autism spectrum conditions. 134-143 - Florian Scharf, Thomas Winkler, Claudia Hahn, Christian Wolters, Michael Herczeg:
Tangicons 3.0: an educational non-competitive collaborative game. 144-151 - Tamara L. Clegg, Elizabeth M. Bonsignore, Jason C. Yip, Helene Gelderblom, Alex Kuhn, Tobin Valenstein, Becky Lewittes, Allison Druin:
Technology for promoting scientific practice and personal meaning in life-relevant learning. 152-161 - Timothy Charoenying, Alex Gaysinsky, Kimiko Ryokai:
The choreography of conceptual development in computer supported instructional environments. 162-167
Short papers
- George J. Schafer, Keith Evan Green, Ian D. Walker, Elise Lewis:
A networked suite of mixed-technology robotic artifacts for advancing literacy in children. 168-171 - Gualtiero Volpe, Giovanna Varni, Anna Rita Addessi, Barbara Mazzarino:
BeSound: embodied reflexion for music education in childhood. 172-175 - Tiffany Tseng, Mitchel Resnick:
Building examples: media and learning affordances. 176-179 - Cathy Grundy, Lyn Pemberton, Richard Morris:
Characters as agents for the co-design process. 180-183 - Yvonne Kammerer, Maja Bohnacker:
Children's web search with Google: the effectiveness of natural language queries. 184-187 - Christoph Trappe:
Creative access to technology: building sounding artifacts with children. 188-191 - Verena Fuchsberger, Julia Nebauer, Christiane Moser, Manfred Tscheligi:
Design challenges and concept for intergenerational online learning. 192-195 - Eva-Sophie Katterfeldt, Anja Zeising, Heidi Schelhowe:
Designing digital media for teen-aged apprentices: a participatory approach. 196-199 - Janet C. Read, Brendan Cassidy:
Designing textual password systems for children. 200-203 - Wolmet Barendregt, Berner Lindström, Elisabeth Rietz-Leppänen, Ingemar Holgersson, Torgny Ottosson:
Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction. 204-207 - Helle Skovbjerg Karoff, Lars Elbæk, Sigrid Rytz Hansen:
Development of intelligent play practice for trampolines. 208-211 - Maria Ana Medeiros, Pedro Branco, Clara Coutinho:
Digitally augmenting the flannel board. 212-215 - Ryohei Egusa, Fusako Kusunoki, Kumiko Wada, Hiroshi Mizoguchi, Miki Namatame, Shigenori Inagaki:
Evaluation of the puppet theater based on inclusive design method: a case study of fourth-year elementary school students with normal hearing. 216-219 - Ricarose Roque, Yasmin B. Kafai, Deborah A. Fields:
From tools to communities: designs to support online creative collaboration in scratch. 220-223 - Izdihar Jamil, Mark J. Perry, Kenton O'Hara, Abhijit Karnik, Mark T. Marshall, Swathi Jha, Sanjay Gupta, Sriram Subramanian:
Group interaction on interactive multi-touch tables by children in India. 224-227 - C. Scott Ananian, Chris J. Ball, Michael Stone:
Growing up with Nell: a narrative interface for literacy. 228-231 - António Gomes, Hyunjoo Oh, Yoram Chisik, Monchu Chen:
Ilha Musical: a CAVE for nurturing cultural appreciation. 232-235 - Taciana Pontual Falcão, Sara Price:
Independent exploration with tangibles for students with intellectual disabilities. 236-239 - Pieter Duysburgh, Karin Slegers, An Jacobs:
Interactive applications for children with hearing impairments: a process of inspiration, ideation, and conceptualization. 240-243 - Maneksha DuMont, Victor R. Lee:
Material pets, virtual spaces, isolated designers: how collaboration may be unintentionally constrained in the design of tangible computational crafts. 244-247 - Sherry Hsi, Michael Eisenberg:
Math on a sphere: using public displays to support children's creativity and computational thinking on 3D surfaces. 248-251 - Matthew Horton, Janet C. Read:
Parents and children having and using technology: what should we ask? 252-255 - Pascal Landry, Narcís Parés, Joseph Minsky, Roc Parés:
Participatory design for exertion interfaces for children. 256-259 - Marco Nalin, Ilaria Baroni, Alberto Sanna, Clara Pozzi:
Robotic companion for diabetic children: emotional and educational support to diabetic children, through an interactive robot. 260-263 - Tobias Gritschacher, Wolfgang Slany:
Standing on the shoulders of their peers: success factors for massive cooperation among children creating open source animations and games on their smartphones. 264-267 - Azmina Karimi, Beth Liang, Andrew Nip, Saba Nowroozi, Celeste Pang:
Time-Me: helping children understand time. 268-271 - Luca Colombo, Monica Landoni, Elisa Rubegni:
Understanding reading experience to inform the design of ebooks for children. 272-275 - Emma Nicol, Eva Hornecker:
Using children's drawings to elicit feedback on interactive museum prototypes. 276-279 - Masyarah Zulhaida Masmuzidin, Taoran Wan:
v-Penglipur Lara: the development of a pedagogical agent in Malaysian folktales land. 280-283 - Yasmin B. Kafai, Quinn Burke, Chad Mote:
What makes competitions fun to participate?: the role of audience for middle school game designers. 284-287 - Wolmet Barendregt:
You have to die!: parents and children playing cooperative games. 288-291
Demo Papers
- Tomoko Kajiyama, Shin'ichi Satoh:
An interactive exploration system that visually supports learning of country features. 292-295 - Paulo Blikstein, Tamar Fuhrmann, Daniel Greene, Shima Salehi:
Bifocal modeling: mixing real and virtual labs for advanced science learning. 296-299 - Wolfgang Slany:
Catroid: a mobile visual programming system for children. 300-303 - Kyle J. Harms, Jordana H. Kerr, Michelle Ichinco, Mark Santolucito, Alexis Chuck, Terian Koscik, Mary Chou, Caitlin Kelleher:
Designing a community to support long-term interest in programming for middle school children. 304-307 - Gavin Sim:
Designing the anti-heuristic game: a game which violates heuristics. 308-311 - Robert J. Sheehan, Ducksan Cho, Joon Ha Park:
Improving on a physics-based programming system for children. 312-315 - Jochen Rick:
Proportion: a tablet app for collaborative learning. 316-319 - Tiffany Tseng, Robert Hemsley, Mitchel Resnick:
Replay: a self-documenting construction kit. 320-322 - Cristina Sylla, Pedro Branco, Sérgio Gonçalves, Clara Coutinho, Paulo Brito:
t-books: merging traditional storybooks with electronics. 323-326
Doctoral Consortium
- Zhen Bai:
Augmenting imagination for children with autism. 327-330 - Rémi Bec:
Creating physically active games for young adolescents. 331-334 - Linda De Valk:
Designing for emergent play. 335-338 - Andrew Peter Macvean:
Developing adaptive exergames for adolescent children. 339-342 - Maneksha DuMont:
Empowerment through design: engaging alternative high school students through the design, development and crafting of digitally-enhanced pets. 343-346 - Diego Alvarado:
Supporting non-formal learning through co-design of social games with children. 347-350 - Timothy Charoenying:
The choreography of conceptual development in computer supported instructional environments. 351-354 - Robby van Delden:
Towards a socially adaptive digital playground. 355-358 - Zeina Atrash Leong:
Waiting for learning: designing interactive educational materials for patient waiting areas. 359-362
Workshops
- Meryl Alper, Juan Pablo Hourcade, Shuli Gilutz:
Interactive technologies for children with special needs. 363-366
Workshops: best papers
- Christopher Frauenberger, Judith Good, Alyssa Alcorn:
Challenges, opportunities and future perspectives in including children with disabilities in the design of interactive technology. 367-370 - Taciana Pontual Falcão, Sara Price:
Tangibles for students with intellectual disabilities. 371-374
Workshops
- Dennis Krannich, Bernard Robben, Sabrina Wilske:
Digital fabrication for educational contexts. 375-376
Workshops: best paper
- Ben Leduc-Mills, Halley Profita, Michael Eisenberg:
"Seeing solids" via patterns of light: evaluating a tangible 3D-input device. 377-380
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