Communication Designhttp://hdl.handle.net/10679/3102024-03-23T03:38:15Z2024-03-23T03:38:15ZCollective co-design activities with children for designing classroom robotsObaid, M.Baykal, Gökçe ElifKırlangıç, G.Göksun, T.Yantaç, A. E.http://hdl.handle.net/10679/92292024-02-27T21:31:49Z2023-11-01T00:00:00ZCollective co-design activities with children for designing classroom robots
Obaid, M.; Baykal, Gökçe Elif; Kırlangıç, G.; Göksun, T.; Yantaç, A. E.
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.
2023-11-01T00:00:00ZAnti-vaccination in the post-truth era: Who will we trust?Ege, Övünçhttp://hdl.handle.net/10679/92282024-02-27T05:52:38Z2023-12-18T00:00:00ZAnti-vaccination in the post-truth era: Who will we trust?
Ege, Övünç
Science denialism, or the decline/loss of trust in scientific knowledge, is related to losing the value of truth as a phenomenon, the post-truth era is a period in which truth is devalued and fluid. This study reveals the relationship between this concept, which permeates a wide range of areas from political discourses to daily life practices, and the pandemic, which is a global crisis. It also seeks to reveal how the pandemic reproduces hegemonic relations. This study addresses the relationship between the posttruth era and anti-vaccination and aims to understand how anti-vaccine individuals view COVID-19 vaccines. The study included in-depth interviews with five vaccine opponents. There were found to be recurring themes in the interview data. One of the core ideas of post-truth, science denialism, was used to investigate these issues. The hierarchy between classes, the prominent theme in the data collected from the opponents of vaccination, was analyzed with a critical perspective.
2023-12-18T00:00:00ZDeveloping participatory methods to consider the ethics of emerging technologies for childrenHourcade, J. P.Baykal, Gökçe Elifhttp://hdl.handle.net/10679/90152024-01-09T07:22:00Z2023-04-19T00:00:00ZDeveloping participatory methods to consider the ethics of emerging technologies for children
Hourcade, J. P.; 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.
2023-04-19T00:00:00ZCollaboration in co-located collaborative digital games - towards a quadripartite taxonomyBaykal, Gökçe ElifEriksson, E.Torgersson, O.http://hdl.handle.net/10679/90142024-01-09T07:11:21Z2023-04-19T00:00:00ZCollaboration in co-located collaborative digital games - towards a quadripartite taxonomy
Baykal, Gökçe Elif; Eriksson, E.; Torgersson, O.
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.
2023-04-19T00:00:00Z