Le nuove frontiere dell'interactive technology per i bambini. L'intervento di Franca Garzotto e Matteo Valoriani alla quarta edizionie di UXconference.
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Interactive technologies for children - Garzotto Valoriani
1. Interactive technologies for
children: new frontiers
Franca Garzotto
Matteo Valoriani
Dipartimento di Elettronica ed Informazione – HOC
Lab
Politecnico di Milano
2. Outline
Who we are
Children and Technology
New frontiers:
- Tangible Interaction
- Touchless Gesture Based Interaction
3. Who we are
HOC Lab
A multidisciplinary research lab at the Dept. of
Electronics and Information at Politecnico di Milano
Aplication domain:
• e-learning
• e-culture
• e-tourism
Technologies: web, mobile devices, tangibles,
gesture-based
http://hoc.elet.polimi.it/hoc/
4. Children and technology
• A huge amount of digital technologies for
children
• Mostly for entertainment, education, and
learning
• Children are a stimulating and wide target
of users for current and new technologies
5. Example 1: tangible interaction
• physical representation of data and
functions
• manipulation of digitally enriched
physical objects
• Embodiment and embeddedness in real
space
11. Goal
To support learning
in the school context
for children with severe cognitive,
linguistic and motor disabilities
in the long term and in a sustainable way
12. Profile of our disabled children
• Severe impairments in body
movement and muscle coordination
• Limited cognitive functions
• They understands from 40 to 70% of
speech and non verbal communication
(i.e., conventional gestures and face
expressions),
• They are not able to speak
• They normally communicate through
face expressions, body movements,
sounds, PCSs and portable VOCAs
13. Requirements on the UX
• Use of PCS based Communication
• Customization (“each child is unique”)
• Tangible Interaction
• Use of familiar, situated material
• Consolidation
• Enagagement
• Concentration and Timing
14. Requirements on Technology
• Open
• Flexible
• Easily adaptable
• “Construction Kit” and “End User Programming” paradigms
15. tangible paper based visual content
RFID technology
multimedia resources
sound, voice, music
images or videos (on the screen or on the wall)
Physical visual content:
- representations of concepts to learn
(e.g., PCSs, story elements, …)
- affordances for interacting with digital
material
16. Scenario 1: Enriching the
Goal: Recognition of known concepts; Learning new
PCS symbols
Materials:
• Videos of school mates’ actions
• PCS tagged and untagged action cards and
phrases; School mates’ tagged pictures; class
poster
Activity:
• Looking at videos corresponding to school mate
images
• Given a PCS phrase, recognize which school mate
performs the corresponing action
• Tag the class poster with proper PCS action
symbols
17. Scenario 2: Understanding more complex
communication structures (storytelling)
Goals: Recognition of story scenes;
building associations (scenes ->PCS phrases);
aggregating scenes
Materials:
• Story animations (whole story + single scenes)
• PCS tagged and untagged phrases;
• tagged story poster; story “path” poster
Activity:
• Interact with the story (scenes) poster
• Match a PCS phrase with the corresponding scene
• Build the story poster
18. Scenario 3: Building “My” story
Goal: Understanding temporal concepts
(“before”, “after”); develop elementary
narrative skills
Materials:
• Videos of child’s activities at school
• Tagged pictures of child’s activities
• Tagged PCS symbols
Activity: story building
• Put images in the right temporal order
• Build a proper PCS phrase for each moment
• Associate phrases to images
19. Engaging the whole class
Non-disabled children: experience co-designers
• Identifying what their disables mates like more
• Starring actors in videos
• Content authors (images, pictures, sounds)
23. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
24. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
interest motion communication relation
25. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
1
create
interest and
motivation
interest motion communication relation
26. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
1 2
create foster
interest and physical
motivation
interest motion
activity communication relation
27. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
1 2 3
create foster improve
interest and physical communication
motivation
interest motion
activity communication
skills relation
28. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
1 2 3 4
create foster improve promote social
interest and physical communication interaction thru
motivation
interest motion
activity communication
skills teamwork
relation
29. problem & goals
Autism Spectrum Disorders (ASDs) is very large and
comprises different symptoms
technology can’t heal, but can help
people bypass disability effects
1 2 3 4
create foster improve promote social
interest and physical communication interaction thru
motivation
interest motion
activity communication
skills teamwork
relation
35. game patterns
different activities to address very different aspects
of autism
Sequential Quiz Music Interaction
games games games games
36. game patterns
different activities to address very different aspects
of autism
Focused on
teaching a
sequence of actions
Sequential Quiz Music Interaction
games games games games
37. game patterns
different activities to address very different aspects
of autism
Flexible and adaptable to many teaching
activities
Sequential Quiz Music Interaction
games games games games
38. game patterns
different activities to address very different aspects
of autism
Leverage the
emotion and the
involvement of
music
Sequential Quiz Music Interaction
games games games games
39. game patterns
different activities to address very different aspects
of autism
Focused on
communication and
social interaction
Sequential Quiz Music Interaction
games games games games
41. journal & reporting
teachers can insert private notes about child
response and/or comments for the parents
parents can view these notes on a personal web journal
46. Thanks for your
attention
Franca Garzotto
Matteo Valoriani
Dipartimento di Elettronica ed Informazione – HOC Lab
Politecnico di Milano
[garzotto, valoriani@polimi.it]