Child-Centered Design: Developing an Inclusive Letter Writing App
Child-Centered Design: Developing an Inclusive Letter Writing App
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以儿童为中心的设计：开发包容性的信件写作应用程序
DOI：
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发表时间：
2018
影响因子：
3.8
通讯作者：
Christine Andersen
中科院分区：
文献类型：
--
作者：
M. Martens;G. Rinnert;Christine Andersen
哪里有孩子，哪里就有屏幕，儿童与计算机的互动无处不在。尽管屏幕无处不在，但关于屏幕对儿童学习影响的研究落后于数字工具的发展。苹果的应用商店有大量的“教育”应用，但这些应用中的许多说法都是未经证实的。负责审查年轻人优质产品的组织，如美国图书馆协会，正在开发资源，以帮助确定可用的最佳数字产品，但它们仍然很难找到，在为年轻受众设计应用程序时，对应用程序设计师的指导也有限。我们的跨学科实证研究的灵感来自于“共同创造”(Sanders和Stappers，2008)和“合作探究”(Druin，2005)。从肯特州立大学传播与信息学院的种子拨款开始，我们的团队试图创建一款高质量和包容性的字母表应用程序，具有触觉交互和简化的游戏化，以加强幼儿的基本字母书写技能。这款应用程序会用一个动词的动画来奖励孩子成功的手写，这个动词与他们追踪到的字母相对应。具体的动画和数字和口头演示将排版信件与手写信件联系起来。图书馆员克劳迪娅·海恩斯的准则(Haines，2016)和挖掘清单(Kidmap，2018)。指导了我们对“质量”的定义，儿童在两个定性的用户研究中担任联合设计师。我们的年轻设计师测试了原型，完成了任务手册，并就他们的偏好进行了采访，他们的反馈为我们的设计提供了依据。此外，对幼儿园和学龄前教师的焦点小组访谈提供了关于排版设计、笔画顺序和游戏奖励的进一步反馈。为了包容，我们的应用程序设计和用户研究中的孩子都是从不同的池中挑选出来的。我们的研究有助于在用户体验设计、人机交互、人类信息行为、信息科学、界面设计、动作设计、儿童字体设计和字体设计以及早期识字发展等领域开展合作设计和合作探究。计划在应用程序完成后进行后期研究。
Everywhere there are children, there are screens, and child–computer interaction is ubiquitous. Despite their omnipresence, research on the impact of screens on children’s learning lags behind the development of digital tools. Apple’s App Store has an abundance of “educational” apps, but many of these apps’ claims are unsubstantiated. Organizations responsible for vetting quality products for young people, such as the American Library Association, are developing resources to help identify the best digital products available, but they remain difficult to find, and there is limited guidance for app designers when it comes to designing apps for younger audiences. Our interdisciplinary, empirical study was inspired by “co-creation” (Sanders and Stappers, 2008) and “cooperative inquiry” (Druin, 2005). Starting with a seed grant from Kent State University’s College of Communication and Information, our team sought to create a high-quality and inclusive alphabet app with haptic interactions and simplified gamification to reinforce the basic letter writing skills of young children. The app rewards a child’s successful handwriting with an animation of a verb that corresponds with the letter they traced. Concrete animations and digital and verbal demonstrations connect the typographic letter to the handwritten counterpart. Librarian Claudia Haines’ rubric (Haines, 2016) and the Dig Checklist (Kidmap, 2018.) guided our definition of “quality,” and children served as co-designers in two qualitative user studies. Our young designers tested prototypes, completed task booklets, and were interviewed about their preferences and their feedback informed our design. Additionally, a focus group interview with kindergarten and preschool teachers provided further feedback about the typographic design, stroke order, and gaming rewards. To be inclusive, children in both our app design and user studies were selected from a diverse pool. Our research contributes to work on co-design and cooperative inquiry in the fields of User Experience Design, human-computer interaction, human information behavior, information science, interface design, motion design, typeface design and typography for children, and early literacy development. A post-study is planned upon completion of the app.
影响因子：
4.6
作者：
Roseberry S;Hirsh-Pasek K;Golinkoff RM
通讯作者：
Golinkoff RM