Tamara L. Clegg

DisCo: a co-design online tool for asynchronous distributed child and adult design partners

Face-to-face design with child and adult design partners is not always possible due to distant geographical locations or time differences. Yet we believe that the designs of children in areas not co-located with system builders, or who live in locations not easily accessed, are just as important and valid as children who are easily accessible especially when designing for a multinational audience. This paper reports on the prototype design process of DisCo, a computer-based design tool that enables intergenerational co-designers to collaborate online and asynchronously while being geographically distributed. DisCo contains tools that enable the designers to iterate, annotate, and communicate from within the tool. This tool was used to facilitate distributed co-design. We learned that children were less forgiving of their inability to draw on the computer than on paper, and they formed small, intergenerational design teams at their own locations when the technology did not work as they expected.

Cooperative Inquiry Extended: Creating Technology with Middle School Students with Learning Differences

Cooperative Inquiry is a method of developing technology in which children and adults are partners in the design process. Researchers use Cooperative Inquiry to empower children in the design of their own technology and to design technology that is specific to childrens needs and wants. As Cooperative Inquiry is continually evolving and expanding, it is important to consider how researchers can extend this inclusive design approach to work with populations of children with disabilities. In a semester-long case study, researchers explored the use of Cooperative Inquiry in a classroom of middle school boys with learning differences, including mild to moderate autism, specific learning disabilities, and Attention Deficit Hyperactivity Disorder (ADHD). The participating class of 10 boys ages 11–12 designed a browser-based computer game using Cooperative Inquiry over the course of six design sessions. During the project, the children had overall positive experiences and were able to form partnerships with the adult researchers to develop the game. Based on the experiences of all the team members, researchers make recommendations for employing Cooperative Inquiry in special education classrooms. These include adding informal time during the design sessions, maintaining a high adult-to-child ratio, giving instructions using many modalities, and planning for high engagement. Through this work, researchers broaden Cooperative Inquirys applicability to a new population in a classroom setting, and provide guidance for designing with populations of children with special leaning needs in the future.

Seeing the unseen learner: designing and using social media to recognize children's science dispositions in action

This paper describes the development of ScienceKit, a mobile, social media application to promote childrens scientific inquiry. We deployed ScienceKit in Kitchen Chemistry (KC), an informal science program where children learn about scientific inquiry through cooking. By iteratively integrating design and implementation, this study highlights the affordances of social media that facilitate childrens trajectories of disposition development in science learning. We illuminate how the technological and curricular design decisions made in ScienceKit and KC constrain or expand the types of data we can collect and the actionable insights about learning we can recognize as both educators and researchers. This study offers suggestions for how information gleaned from social media tools can be employed to strengthen our understanding of learning in practice, and help educators better recognize the rich actions that learners undertake, which may be easily overlooked in face-to-face situations.

CHI 2039: speculative research visions

This paper presents a curated collection of fictional abstracts for papers that could appear in the proceedings of the 2039 CHI Conference. It provides an opportunity to consider the various visions guiding work in HCI, the futures toward which we (believe we) are working, and how research in the field might relate with broader social, political, and cultural changes over the next quarter century.

Using social media and learning analytics to understand how children engage in scientific inquiry

Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in childrens learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.

It helped me do my science.: a case of designing social media technologies for children in science learning

In this paper, we present the design evolution of two social media (SM) tools: Scientific INQuiry (SINQ), which transformed into ScienceKit. We detail our motivations for using SM tools in science learning and the design decisions we made over a 2year, designbased research project. Our designs grew from our experiences using SM tools in the field and codesigning these systems with children. Our longitudinal case study and design narrative contribute to our understanding of the design and use of SM tools to support childrens scientific inquiry. Specifically, we detail (1) the affordances and constraints we gleaned from the design evolution of SINQ to ScienceKit, (2) the potential of SM to guide learning behaviors, and (3) the role of SM for children and the community of adults and peers who support them.

'No Telling Passcodes Out Because They're Private': Understanding Children's Mental Models of Privacy and Security Online

Children under age 12 increasingly use Internet-connected devices to go online. And while Internet use exposes people to privacy and security risks, few studies examine how these children perceive and address such concerns. To fill this gap, we conducted a qualitative study of 18 U.S. families with children ages 5-11. We found that children recognized certain privacy and security components from the contextual integrity framework, but children ages 5-7 had gaps in their knowledge. Children developed some strategies to manage concerns but largely relied on parents for support. Parents primarily used passive strategies to mediate childrens device use and largely deferred teaching children about these concerns to the future. We argue that helping children develop strong privacy and security practices at a young age will prepare them to manage their privacy and security as adolescents and adults. We offer recommendations to scaffold childrens learning on privacy and security.

Selfies for science: collaborative configurations around ScienceKit

In this paper, we detail our initial analyses of the ways in which youth engage in collaborative learning using ScienceKit, a mobile, social media application designed to support scientific inquiry in informal learning contexts. We focus on the ways in which ScienceKit orients small groups in different configurations of collaborative work, as they engage in informal learning activities.

Equity & Inclusivity at IDC

In this one-day workshop, we aim to bring together a community of researchers at the Interaction Design and Children (IDC) conference who will share how they already make or plan to make equity-promoting fairness by allocating more resources and opportunities to those who need it? and inclusivity? the inclusion and meaningful participation of people who might otherwise be excluded or marginalized? foundational to their research with children and families. By discussing theoretical and practice-based approaches, providing feedback on each others research, and collectively identifying concerns and challenges in addressing equity and inclusivity when doing and assessing research in IDC, we intend to do twofold. First, we will build our understanding of how our approaches, designs, and/or methods may either be restricting or facilitating equitable access and participation of diverse children and their families. Second, we will work to establish and articulate approaches to our research that forefront equity and inclusivity, taking into account how intersecting identities affect how the children and families with whom we work have or do not have access to various sources of power.

SharedPhys: Live Physiological Sensing, Whole-Body Interaction, and Large-Screen Visualizations to Support Shared Inquiry Experiences

We present and evaluate a new mixed-reality tool called SharedPhys, which tightly integrates real-time physiological sensing, whole-body interaction, and responsive large-screen visualizations to support new forms of embodied interaction and collaborative learning. While our primary content area is the human body, we use the body and physical activity as a pathway to other STEM areas such as biology, health, and mathematics. We describe our participatory design process with 20 elementary school teachers, the development of three contrasting SharedPhys prototypes, and results from six exploratory evaluations in two after-school programs. Our findings suggest that the tight coupling between physical interaction, sensing, and visualization in a multi-user environment helps promote engagement, allows children to easily explore cause-and-effect relationships, supports and shapes social interactions, and promotes playful experiences.