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Universal Interactions for Children

Lessons learned by researching technologies for non-traditional populations
by

JP Hourcade

on 29 November 2013

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Transcript of Universal Interactions for Children

freedom of speech and expression
freedom of worship
freedom from want
freedom from fear
Motivation
Challenges
Lessons Learned
Universal Interactions
for Children
Juan Pablo Hourcade
Department of Computer Science
liberdade, ainda que tardia
An informed citizenry is the only true repository of the public will
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
Half the world's population lives on < $2.50 a day
~50 million below poverty line in the US
~16 million in extreme poverty in Brazil
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
interdisciplinary
individual
practical
OLPC
Gapminder
Chronic pain
Low-income children
Mann elementary school
Find outliers through infoviz
Search for reasons online
Present findings to peers
Increasing diagnoses
Lack of independence
Few free resources
Little support for face-to-face
Collaboration
Creativity
Self-expression
Enjoyment of face-to-face
Toolbox approach for flexibility
Chronic headaches
Top 5 in health problems for young children
>1M lost school days a year
Difficult to diagnose (not enough data)
Can we augment existing child-centered method?
19 seven-twelve year olds
10 female, 9 male
within-subjects (paper vs. tablet)
transcribed sessions and analyzed them
PointAssist
Assistive tech
First developed for children
Helps wth pointing tasks
Submovement analysis
Target agnostic
Works with all software
future
questions?
Hourcade, J.P. and Bullock-Rest, N.E. (2011). Universal Interactions: Challenges and Opportunities. interactions, 18(2), 76-79.
Hourcade, J.P. and Perry, K.B. (2009). Exploring Children's Investigation of Data Outliers. Proceedings of Interaction Design and Children 2009. ACM, New York, 262-265.
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
http://www.cs.uiowa.edu/~hourcade
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., Driessnack, M. and Huebner, K.E. (2012). Supporting Face-To-Face Communication Betweeen Clinicians and Children with Chronic Headaches Through a Zoomable Multi-Touch App. Proceedings of CHI 2012, 2609-2618.
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 children's needs, abilities, and environment
One size does not fit all
what is positive, constructive development?
Children's Library
Flores, P. and Hourcade, J.P. (2009). One Year of Experiences with XO Laptops in Uruguay. interactions, 16(4), 52-55.
Hourcade, J.P., Beitler, D., Cormenzana, F. and Flores, P. (2009). Early OLPC Experiences in a Rural Uruguayan School. In A. Druin (Ed.), Mobile Technology for Children: Designing for Interaction and Learning. Boston: Morgan Kaufmann.
no gains in math/reading regardless of socioeconomic status
rarely used in middle school
mostly used for web searches in elementary school
why?
lack of alignment between curriculum and laptops
inadequate teacher training
...but
focus so far has been on
deployment
support
results may change as focus shifts to software
some impressive results in programming
user-centered design (Karat, 1997)
participatory design (Muller, Kuhn, 1993)
cooperative inquiry (Druin, 1999)
informant design (Antle, 2006)
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.
Autism
A
ccess
P
articipation
P
ersonalization
S
ustainability
openautismsoftware.org
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.
pointassist.org
childrenslibrary.org
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