Faculty of Architecture and Design

Permanent URI for this communityhttps://hdl.handle.net/10679/304

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Assessment of learning in child–computer interaction research: A semi-systematic literature review
(Elsevier, 2023-06) Baykal, Gökçe Elif; Eriksson, E.; Torgersson, O.; Communication Design; BAYKAL, Gökçe Elif
In this paper, we investigate and map out how learning is assessed in Child–computer interaction (CCI) research. We have conducted a semi-systematic literature review in the CCI community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child–Computer Interaction (IJCCI). This eventually led to 30 publications that use the word stem ‘learn*’ in title, abstract and keywords being included in the corpus. Based on our analysis of these publications, the results demonstrate that there are three main strands of research approaches, namely quantitative, qualitative and mixed-methods, some of which are design-based. The case studies taking a qualitative approach dominate the field whereas the mixed-methods approach remains low in number. Furthermore, the findings showed that basic characteristics of research design and approaches to the assessment of learning are rarely defined, and that assessment of learning is scarcely operationalized. This affects the methodological rigor and possibility of understanding causality of technology interaction in children's learning. It was also found that only a limited number of works include assessment of learning regarding transfer of learning and controlled groups. The main findings from this review describe the current state-of-the art and address the gaps in CCI research in presenting evidence for learning in children as a desired impact. We conclude with suggestions for future avenues for the assessment of learning in CCI.
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The CoCe design space: Exploring the design space for co-located collaborative games that use multi-display composition
(ACM, 2021) Eriksson, E.; Baykal, Gökçe Elif; Torgersson, O.; Bjork, S.; Communication Design; BAYKAL, Gökçe Elif
In this paper, we map out the CoCe design space - a design space for co-located collaborative games that use multi-display composition. The design space grew out of the analysis of game instances based on the 4in1 concept. First, we did a horizontal analysis of 16 game instances with 31 corresponding gameplay design patterns (GDP), followed by a vertical analysis of 89 GDPs occurring in the description of the GDP Cooperation. Through inductive analysis, we have identified four perspectives with corresponding dimensions that span the CoCe design space. By applying the CoCe design space with game instances, we illustrate how it can be used both as an analytic tool for analysis of games and also as a generative tool in the design or re-design of cooperative games that use multi-display composition.
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Collaboration in co-located collaborative digital games - towards a quadripartite taxonomy
(Association for Computing Machinery, 2023-04-19) Baykal, Gökçe Elif; Eriksson, E.; Torgersson, O.; Communication Design; BAYKAL, Gökçe Elif
In this paper, we propose a taxonomy for the classification of collaborative interaction situations derived from studying a set of co-located collaborative gameplay sessions. The taxonomy builds on the MDA framework and Activity Theory (AT) as top-level attributes, and offers the analytical dimensions WHAT, WHO, WHEN and HOW, each containing a number of sub-categories, for evaluating different levels of collaborative interaction mediated by games. The work is based on a three stage process: design of game instances, data collection, and analysis of play sessions. This taxonomy is an initial step towards capturing the complexity of collaboration mediated by games, and helps in understanding and studying collaboration as a phenomena in game design. Our preliminary work provides a characterization of multiple dimensions of collaborative interaction, providing game designers a starting point for deeper understanding into collaborative interaction mediated by a collocated gameplay.
Open Access
Collective co-design activities with children for designing classroom robots
(ACM, 2023-11) Obaid, M.; Baykal, Gökçe Elif; Kırlangıç, G.; Göksun, T.; Yantaç, A. E.; Communication Design; BAYKAL, Gökçe Elif
In order to design classroom robots that meet children's expectations, it may be useful to involve children in the design process. In this paper, we propose a suite of activities that can be utilized collectively to help in co-designing classroom robots. We outline the details of a combination of activities including building a robot model using a dedicated robot toolkit, a placement activity, a story-telling activity, and an interview. We explore the use of these activities through a study with 31 children (8-15 years old), where we analyzed the data using a framework for the design of social robots extended to cover the classroom situation. Our study showed that the activities could help distinguish some clear group preferences regarding the embodiment of the robot, especially the head, arms, and legs, the role of the robot, and the personality. While we used these activities in a study to illustrate their use for an open-ended design process of a classroom robot, we argue that the proposed suite of activities complement each other and may help robot designers to involve children in the design process in a holistic way. This can allow designers to gain elaborate and in-depth insight from children who do not usually (and necessarily) have domain knowledge in classroom robot technologies, and can promote them to articulate ideas and views about the prospective attributes in terms of physical appearance, contextual behavior, and social interaction.
Open Access
Designing for children’s reflections in collaborative interaction mediated by technology: A systematic literature review
(Interaction Design and Architectures, 2021) Baykal, Gökçe Elif; Torgersson, O.; Eriksson, E.; Communication Design; BAYKAL, Gökçe Elif
Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 141 papers that make the link between terms ‘reflection’ and ‘collaboration’ explicit, where only 13 of these involve children as the primary actors of reflection. The results show that this topic is increasingly gaining attention, however, the link between reflection and collaborative interaction remains underdeveloped. The contribution of this study is to provide a theoretical and methodological basis to understand, analyze and support children’s reflections within a collaborative activity through technology.
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Developing participatory methods to consider the ethics of emerging technologies for children
(Association for Computing Machinery, 2023-04-19) Hourcade, J. P.; Baykal, Gökçe Elif; Communication Design; BAYKAL, Gökçe Elif
This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.
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Digital design literacy in K-9 education: Experiences from pioneer teachers
(Association for Computing Machinery, Inc, 2021-06-24) Van Mechelen, M.; Wagner, M.-L.; Baykal, Gökçe Elif; Charlotte Smith, R.; Iversen, O. S. S.; Communication Design; BAYKAL, Gökçe Elif
Based on a comprehensive account of digital design literacy, we report from an interview study with pioneer teachers to disclose their experiences from teaching design in formal K-9 education. Unique for the study is that the interviewees were highly qualified K-9 teachers with research-based in-service training in design and more than three years of teaching experience in the area. Our findings suggest that digital design literacy supports children's agency and empowerment in relation to digital technology. Moreover, digital design literacy provides children with four broad competence areas of effective teamwork, contextual inquiry, imagination and creation, and design process navigation. Our study also demonstrates that digital design literacy does not fit seamlessly within the path of conventional school courses. Several structural barriers in formal education such as summative assessments, teacher-roles, failure-prevention and children's lack of experiences with open-ended assignments are reported and discussed in relation to previous studies in child-computer interaction research.
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MotiCards: Developing designer cards for children’s intrinsic motivation of daily tasks
(ACM, 2023-06) Çelik, Defne; Albayrak, Dilara; Oğuz, Almira; Taylan, Begüm; Baykal, Gökçe Elif; Communication Design; BAYKAL, Gökçe Elif; Çelik, Defne; Albayrak, Dilara; Oğuz, Almira; Taylan, Begüm
Intrinsic motivation plays an important role in learning or engagement, and the factors that identifies intrinsic motivation have been insufficiently taken into account at the early stages of technology design for children. In this work-in-progress paper, we describe how we develop cards for children’s intrinsic motivation in carrying out everyday tasks in home environment. The content of the cards were derived from 50 parents’ views extracted through an online survey as well as a desk research literature review. Then we evaluated the cards in a focus group with four experts from different backgrounds in developmental research. We draw on our findings to set forth design considerations and possible refinements that make age specific knowledge about 9-13-year-old children’s intrinsic motivations to inform technology design in child-computer interaction field.
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My Creative World (MCW): Improving creative thinking in elementary school-aged children
(Taylor & Francis, 2023-07-14) Balci, F.; Baykal, Gökçe Elif; Göksun, T.; Kisbu, Y.; Evren Yantaç, A.; Communication Design; BAYKAL, Gökçe Elif
Many training programs have aimed to improve creative thinking abilities in various settings. The study of relevant literature revealed a relatively lower number of creativity programs for children than those developed for adults. The current work introduces a new and comprehensive nine-week long creativity intervention program implemented (out of school-setting) in 8- to 11-year-old children of socioeconomically disadvantaged families in Turkey. The intervention program was organized around four main themes (Persona, Object, Surrounding, Experience) and composed of nine activities: collection making, identity box, building a memory-device, designing an object, sensory mapping, designing a space, visual storytelling, exploring an imaginary planet, and solving a social conflict. Children (n = 159) were randomly assigned to experimental and control groups, and they took the Torrance Tests of Creative Thinking both before and after the intervention. Results showed that children in the experimental group had significantly higher verbal fluency and originality scores at the posttest compared to the control group. These results provide further evidence for the trainability of creativity and introduce a novel, affordable creativity intervention program that is feasible enough to be implemented in and out of the school setting.
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Quadropong - Conditions for mediating collaborative interaction in a co-located collaborative digital game using multi-display composition
(ACM, 2022-10) Eriksson, E.; Pedersen, J. O.; Bagge, R.; Kristensen, J. B.; Lervig, M.; Torgersson, O.; Baykal, Gökçe Elif; Communication Design; BAYKAL, Gökçe Elif
In this demo, we present Quadropong, a co-located collaborative digital game using multi-display composition. It consists of conditions in the form of ten game instances designed to mediate various levels of collaborative interaction in players. The conditions were designed based on variations in interdependence and in symmetry and asymmetry in skills and resources. The preliminary results from playtests indicate that it is possible to design conditions to mediate various levels of collaborative interaction.
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The role of learning theory in child-computer interaction - a semi-systematic literature review
(ACM, 2022-06) Eriksson, E.; Baykal, Gökçe Elif; Torgersson, O.; Communication Design; BAYKAL, Gökçe Elif
In this paper, we explore the role of learning theory in the Child-computer interaction (CCI) community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child-Computer Interaction (IJCCI). Searching all publications in the IDC conference proceedings and IJCCI, 63 papers that use the word stem ĝ€?FOR VERIFICATION>learn∗' in title, abstract and keywords were included in the corpus. Based on an analysis of these papers, our semi-systematic literature review demonstrates that assessment of learning regarding transfer of learning and controlled groups is rare, that the main role for learning theory is application, and that four main theoretical positions on learning can be recognized: constructivism, constructionism, cognitive theories, and socio-cognitive theory. The paper further presents an overview of how and which learning theories are used, and outlines paths for future CCI research based on the results.
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Scaffolding preschool children's upcycling experiences through free vs. guided play activities
(ACM, 2022-05-30) Ağırbaş, Selin; Kızıltan, Aslı Seher; Badem, Çağla Irmak; Baykal, Gökçe Elif; Communication Design; BAYKAL, Gökçe Elif; Ağırbaş, Selin; Kızıltan, Aslı Seher; Badem, Çağla Irmak
Waste management is becoming more important than ever before and teaching children about recycling and upcycling from early ages can be fun and rewarding. This study aims at engaging preschool children in upcycling activities through a playful toy kit, namely TOYI. To this end, we investigate free and guided play conditions for using the toy kit by looking at children's creations. We report preliminary qualitative results derived from parents' diaries and reflections on their children's use of the toy kit while engaging in two conditions. The overarching goal is to develop a digital platform to scaffold children's upcycling activities and the results of this study provide preliminary insights about how to support children's engagement in these activities through free and guided play sessions.
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Studying children's manipulative gestures in spatial puzzle play with VR hand tracking: Analysis of goal-directed actions
(ACM, 2022-12-01) Baykal, Gökçe Elif; Leylekoğlu, Ali; Sezer, Can Bora; İlhan, Işıl Oygür; Communication Design; Industrial Design; BAYKAL, Gökçe Elif; SEZER, Can Bora; OYGÜR İLHAN, Işil; Leylekoğlu, Ali
This paper presents insights about children's manipulative gestures in a spatial puzzle play (i.e. tangram) in both real and virtual environments. We present our initial work with 11 children (aged between 7 and 14) and preliminary results based on a qualitative analysis of children's goal-directed actions as one dimension of gestural input. Based on our early results, we list a set of goal-directed actions as a first stage for developing a manipulative gestural taxonomy. For a more comprehensive view, we suggest a further in-depth investigation of these actions combined with hand and finger kinematics, and outline a number of paths for future research.
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Studying children's object interaction in virtual reality: A manipulative gesture taxonomy for VR hand tracking
(Association for Computing Machinery, 2023-04-19) Baykal, Gökçe Elif; Leylekoǧlu, Ali; Arslan, Sude; Özer, D.; Communication Design; BAYKAL, Gökçe Elif; Leylekoǧlu, Ali; Arslan, Sude
In this paper, we propose a taxonomy for the classification of children's gestural input elicited from spatial puzzle play in VR hand tracking. The taxonomy builds on the existing manipulative gesture taxonomy in human-computer interaction, and offers two main analytical categories; Goal-directed actions and Hand kinematics as complementary dimensions for analysing gestural input. Based on our study with eight children (aged between 7-14), we report the qualitative results for describing the categories for analysis and quantitative results for their frequency in occurring in children's interaction with the objects during the spatial task. This taxonomy is an initial step towards capturing the complexity of manipulative gestures in relation to mental rotation actions, and helps designers and developers to understand and study children's gestures as an input for object interaction as well as an indicator for spatial thinking strategies in VR hand tracking systems.
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What FabLearn talks about when talking about reflection — A systematic literature review
(Elsevier, 2021-06) Baykal, Gökçe Elif; Van Mechelen, M.; Wagner, M.-L.; Eriksson, E.; Communication Design; BAYKAL, Gökçe Elif
FabLearn is a venue for researchers and practitioners within computing, design and making in education where reflective practices are an integral part. This paper presents a systematic literature review on the use of the term reflection in FabLearn research. With this review, we provide an answer to the questions (1) what reflection means in FabLearn research, (2) how these reflections are stimulated and scaffolded in practice (i.e., teachers/facilitators and students/participants), and (3) what types of concerns or subject matters take place in reflective practices. The review is conducted in FabLearn US and Europe proceedings between 2014–2019, and resulted in 68 papers included in the analysis. The findings show that FabLearn research need to develop solid theoretical groundings and frameworks as guidelines to scaffold students’ reflection, and more in-depth understanding of reflection to investigate and carry out a more comprehensive conceptualization of the term.

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