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Universal Interactions - ACT - October 2018

Lessons learned by researching technologies for non-traditional populations

JP Hourcade

on 28 September 2018

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Transcript of Universal Interactions - ACT - October 2018

freedom of speech and expression
freedom of worship
freedom from want
freedom from fear
Lessons Learned
Universal Interactions
Juan Pablo Hourcade
Department of Computer Science
Younger ages
New kinds of "digital natives"
Provide opportunities for growth
Avoid harmful activities
Fulfilling basic needs
Excercising basic rights
Enhancing lives
Guidelines for single but not multiple impairments
Temporary or new impairments
Lack of support from software libraries
Small numbers
About 1 in 10 people worldwide live in extreme poverty
At least 21% of children live in poverty in the US
Less access to digital resources
Access alone does not lead to equality
Disconnect with needs, abilities, context, daily realities
Different from developers
May be difficult to access
High variability
deep engagement
Increasing diagnoses
Lack of independence
Few free resources
Little support for face-to-face
Enjoyment of face-to-face
Toolbox approach for flexibility
Assistive tech
First developed for children
Helps wth pointing tasks
Submovement analysis
Target agnostic
Works with all software
Hourcade, J.P. and Bullock-Rest, N.E. (2011). Universal Interactions: Challenges and Opportunities. interactions, 18(2), 76-79.
Hourcade, J.P., Bullock-Rest, N.E. and Hansen, T.E. (2011). Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders. Personal and Ubiquitous Computing. DOI: 10.1007/s00779-011-0383-3
Hourcade, J.P., Williams, S.R., Miller, E.A., Huebner, K.E. and Liang, L.J.. (2013). Evaluation of tablet apps to encourage social interaction in children with autism spectrum disorders. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '13). ACM, New York, NY, USA, 3197-3206.
Hourcade, J. P., Pantoja, L. S., Diederich, K., Crawford, L., & Revelle, G. (2017). The 3Cs for preschool children's technology: create, connect, communicate. interactions, 24(4), 70-73.
Hourcade, J. P., Pantoja, L. S., Diederich, K., & Crawford, L. (2018). Samba schools as an inspiration for technologies for children under the age of five. International journal of child-computer interaction.
Alper, M., Hourcade, J.P. and Gilutz, S. (2012). Interactive technologies for children with special needs. Proceedings of IDC 2012, 363-366.
technology should arise from people's needs, abilities, preferences, and context
Relevant to individual needs
while enabling social activities
Children's Library
Hourcade, J.P., Bederson, B.B., Druin, A., Rose, A., Farber, A., and Takayama, Y. (2003). The International Children's Digital Library: Viewing Digital Books Online. Interacting with Computers, 15, 151-167.
Hourcade, J.P., Perry, K.B. and Sharma, A. (2008). PointAssist: Helping Four Year Olds Point with Ease. Proceedings of Interaction Design and Children 2008. ACM Press: pp. 202-209.
Hourcade, J.P., Nguyen, C.M., Perry, K.B. and Denburg, N.L. (2010). PointAssist for Older Adults: Analyzing Sub-Movement Characteristics to Aid in Pointing Tasks. Proceedings of CHI 2010, ACM Conference on Human Factors in Computing Systems. ACM Press: pp. 1115-1124. Honorable Mention.
Salivia, G. and Hourcade, J.P. (2013). PointAssist: assisting individuals with motor impairments. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '13). ACM, New York, NY, USA, 1213-1222.
preschool children
Wide use of interactive technologies by children under the age of five
Research has been lagging behind increase in use
Research questions
Research methods to better include children's voices
Activities that address children's unmet needs
Technologies that are a better fit for this age group
Existing methods developed for older children
Developed play-based design method
Based on StoryCarnival / Tools of the Mind
Stories to set stage for design
Play planning based on stories
Role-play by children
Generic physical props can stand for tech
Children influence design by
play-acting what they want
making suggestions
Addressing children's needs of better self-regulation
Significant deficit for Kindergarten
StoryCarnival app
Supports sociodramatic play in the style of Tools of the Mind
Stories where all characters have similar importance
Play planner
Play involves generic physical props
Promise of voice user interfaces
Concurrent social and physical engagement
Opportunity to support social, physical activities
Integration with StoryCarnival
Tangible representation of voice agents worked best
Agents can promote social engagement
Children want to know how agents work and control them
Full transcript