7. IDC 2008:
Chicago,
IL,
USA
Justine Cassell (Ed.):
Proceedings of the 7th International Conference on Interaction Design and Children, IDC 2008, Chicago, Illinois, USA, June 11-13, 2008.
ACM 2008, ISBN 978-1-59593-994-4 BibTeX
Keynote
Research,
design,
development:
bridging the gap
Screen cultures
Doctoral consortium
- Timothy Charoenying:
Accountable game designs for classroom learning.
1-5
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- Shaundra Bryant Daily, Karen Brennan:
Utilizing technology to support the development of empathy.
5-8
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- Irene Karaguilla Ficheman, Roseli de Deus Lopes:
Digital learning ecosystems: authoring, collaboration, immersion and mobility.
9-12
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- Sylvie Girard, Hilary Johnson:
Designing and evaluating affective open-learner modeling tutors.
13-16
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- Bart Hengeveld, Riny Voort, Caroline Hummels, Kees C. J. Overbeeke, Jan de Moor, Hans van Balkom:
LinguaBytes.
17-20
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- Michael S. Horn:
Tangible computer programming for informal science learning.
21-24
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- Amon Millner:
Supporting children as they program to make physical and virtual objects interact.
25-28
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- Marjo Virnes:
Robotics in special needs education.
29-32
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- Svetlana Yarosh:
Supporting parent-child interaction in divorced families.
33-36
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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
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- Christelle Bozelle, Mireille Bétrancourt, Marielle Deriaz, Marco Pelizzone:
Evaluation of technology acceptance of a computer rehabilitation tool.
41-44
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- 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
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- David Feil-Seifer, Maja J. Mataric:
Robot-assisted therapy for children with autism spectrum disorders.
49-52
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- Stephen Fickas, McKay Moore Sohlberg, Jason Prideaux:
TREK: transportation research, education, and knowledge.
53-56
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- Daniel Gillette:
Developing a multi-user virtual environment for adolescent psychotherapy.
57-60
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- Mona Leigh Guha, Allison Druin, Jerry Alan Fails:
Designing with and for children with special needs: an inclusionary model.
61-64
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- Gillian R. Hayes, Donald J. Patterson, Mohamad Monibi, Samuel J. Kaufman:
Interactive and intelligent visual communication systems.
65-68
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- Anthony J. Hornof:
Working with children with severe motor impairments as design partners.
69-72
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- Felicia Hurewitz, Katharine Beals:
A role for grammar in autism CAIs.
73-76
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- Rana El Kaliouby, Matthew Goodwin:
iSET: interactive social-emotional toolkit for autism spectrum disorder.
77-80
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- Julia Merryman, Andrea Tartaro, Miri Arie, Justine Cassell:
Designing virtual peers for assessment and intervention for children with autism.
81-84
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- Carla Schmidt, Matthew Schmidt:
Three-dimensional virtual learning environments for mediating social skills acquisition among individuals with autism spectrum disorders.
85-88
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- 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
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Marginalized young people
Posters
- Siobhán Dervan, Tony Hall, Sarah Knight:
Interaction design for kid's technology-enhanced environmental education.
105-108
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- Matthew Goodwin, Stephen S. Intille, Wayne F. Velicer, June Groden:
Sensor-enabled detection of stereotypical motor movements in persons with autism spectrum disorder.
109-112
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- Toshitaka Ito, Tuan Ngoc Nguyen, Masanori Sugimoto:
A storytelling support system using robots and handheld projectors.
113-116
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- Panos Markopoulos, Yvo Verschoor, Wijnand IJsselsteijn, Boris E. R. de Ruyter:
Testing interactive products with the robot intervention method.
117-120
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- Mohamad Monibi, Gillian R. Hayes:
Mocotos: mobile communications tools for children with special needs.
121-124
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- Heloisa Moura, Dale Fahnstrom, Greg Prygrocki, T. J. McLeish:
Designing ThinkeringSpaces.
125-128
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- Elia J. Nelson, Nathan G. Freier:
Push-me, pull-me: describing and designing technologies for varying degrees of reflection and invention.
129-132
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- Brandon Paulson, Brian Eoff, Aaron Wolin, Joshua Johnston, Tracy Hammond:
Sketch-based educational games: "drawing" kids away from traditional interfaces.
133-136
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- Kylie A. Peppler, Yasmin B. Kafai:
Youth as media art designers: workshops for creative coding.
137-140
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- Milena Reichel, Heidi Schelhowe:
Living labs: driving innovation through civic involvement.
141-144
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- Joanne Riekhoff, Panos Markopoulos:
Sampling young children's experiences with cultural probes.
145-148
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- Renata Yumi Shimabukuro:
Designing an interactive spoken help application for preschool children.
149-152
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- Maria João Silva, Bruno Pestana, João Correia Lopes:
Using a mobile phone and a geobrowser to create multisensory geographic information.
153-156
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- Andrew Cyrus Smith:
Handcrafted physical syntax elements for illetterate children: initial concepts.
157-160
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- 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
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- Wilkey Wong, Ximena Uribe-Zarain, Roberta Golinkoff, Kelly Fisher, Kathy Hirsh-Pasek:
Parents' views of the benefits claimed in educational toy advertising.
165-168
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Demos
Papers
- Alissa Nicole Antle, Milena Droumeva, Greg Corness:
Playing with the sound maker: do embodied metaphors help children learn?
178-185
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- Franca Garzotto:
Broadening children's involvement as design partners: from technology to "experience".
186-193
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- Michael S. Horn, Erin Treacy Solovey, Robert J. K. Jacob:
Tangible programming and informal science learning: making TUIs work for museums.
194-201
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- Juan Pablo Hourcade, Keith B. Perry, Aditya Sharma:
PointAssist: helping four year olds point with ease.
202-209
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- 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
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- Eva-Sophie Katterfeldt, Heidi Schelhowe:
A modelling tool to support children making their ideas work.
218-225
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- K. K. Lamberty:
Creating mathematical artifacts: extending children's engagement with math beyond the classroom.
226-233
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- Peter Malcolm, Tom Moher, Darshan Bhatt, Brian Uphoff, Brenda López Silva:
Embodying scientific concepts in the physical space of the classroom.
234-241
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- Florian Scharf, Thomas Winkler, Michael Herczeg:
Tangicons: algorithmic reasoning in a collaborative game for children in kindergarten and first class.
242-249
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- 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
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- Janienke Sturm, Tilde Bekker, Bas Groenendaal, Rik Wesselink, Berry Eggen:
Key issues for the successful design of an intelligent, interactive playground.
258-265
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- 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
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- Marjo Virnes, Erkki Sutinen, Eija Kärnä-Lin:
How children's individual needs challenge the design of educational robotics.
274-281
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- Michael Philetus Weller, Ellen Yi-Luen Do, Mark D. Gross:
Escape machine: teaching computational thinking with a tangible state machine game.
282-289
Electronic Edition (ACM DL) BibTeX
Copyright © Sat May 16 22:56:00 2009
by Michael Ley (ley@uni-trier.de)
