Interactive technologies forchildren: new frontiersFranca GarzottoMatteo ValorianiDipartimento di Elettronica ed Informazi...
OutlineWho we areChildren and TechnologyNew frontiers:- Tangible Interaction- Touchless Gesture Based Interaction
Who we areHOC LabA multidisciplinary research lab at the Dept. ofElectronics and Information at Politecnico di MilanoAplic...
Children and technology• A huge amount of digital technologies for children• Mostly for entertainment, education, and lear...
Example 1: tangible interaction• physical representation of data and  functions• manipulation of digitally enriched  physi...
I/O Brush- MIT Media Lab
I/O Brush- MIT Media Lab
I/O Brush- MIT Media Lab    Input and Control Device: Brush
I/O Brush- MIT Media Lab                                         Input: coloured balls    Input and Control Device: Brush
Paper-based Multimediaas Learning Tool forDisabled ChildrenTangible Interaction: Case
Goal              To support learning             in the school context       for children with severe cognitive,        l...
Profile of our disabled children• Severe impairments in body  movement and muscle coordination• Limited cognitive function...
Requirements on the UX•   Use of PCS based Communication•   Customization (“each child is unique”)•   Tangible Interaction...
Requirements on Technology• Open• Flexible• Easily adaptable• “Construction Kit” and “End User Programming” paradigms
tangible paper based visual content                                   RFID technology          multimedia resources       ...
Scenario 1: Enriching theGoal: Recognition of known concepts; Learning newPCS symbolsMaterials:• Videos of school mates’ a...
Scenario 2: Understanding more complex  communication structures (storytelling)Goals: Recognition of story scenes;building...
Scenario 3: Building “My” storyGoal: Understanding temporal concepts(“before”, “after”); develop elementarynarrative skill...
Engaging the whole classNon-disabled children: experience co-designers• Identifying what their disables mates like more• S...
Case study 2:the    elementproject
60M people in the world      70%                     ∼3 x increase in last         Australian
new kinect-based, playfullearning application forautistic children with innovativecloud remote assistance
problem & goals     Autism Spectrum Disorders (ASDs) is very large and     comprises different symptoms
problem & goals             Autism Spectrum Disorders (ASDs) is very large and             comprises different symptoms  i...
problem & goals           Autism Spectrum Disorders (ASDs) is very large and           comprises different symptoms       ...
problem & goals           Autism Spectrum Disorders (ASDs) is very large and           comprises different symptoms       ...
problem & goals           Autism Spectrum Disorders (ASDs) is very large and           comprises different symptoms       ...
problem & goals           Autism Spectrum Disorders (ASDs) is very large and           comprises different symptoms       ...
problem & goals           Autism Spectrum Disorders (ASDs) is very large and           comprises different symptoms       ...
our solution
our solution  customization
our solution  customization therapy centers
our solution  customization therapy centers   @home therapy
our solution  customization    remote therapy therapy centers   @home therapy
game patternsdifferent activities to address very different aspectsof autismSequential   Quiz    Music   Interactiongames ...
game patternsdifferent activities to address very different aspectsof autismFocused onteaching asequence of actionsSequent...
game patternsdifferent activities to address very different aspectsof autismFlexible and adaptable to many teachingactivit...
game patternsdifferent activities to address very different aspectsof autismLeverage theemotion and theinvolvement ofmusic...
game patternsdifferent activities to address very different aspectsof autismFocused oncommunication andsocial interactionS...
personalization standard    AAC     different elements    levelsdifferentcontentsand tasks
journal & reportingteachers can insert private notes about childresponse and/or comments for the parentsparents can view t...
remote therapy
remote therapy   remote         remote          remote         remote supervision   communication   customization   intera...
User testing
User testing
Thanks for yourattentionFranca GarzottoMatteo ValorianiDipartimento di Elettronica ed Informazione – HOC LabPolitecnico di...
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Interactive technologies for children - Garzotto Valoriani

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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. 1. Interactive technologies forchildren: new frontiersFranca GarzottoMatteo ValorianiDipartimento di Elettronica ed Informazione – HOCLabPolitecnico di Milano
  2. 2. OutlineWho we areChildren and TechnologyNew frontiers:- Tangible Interaction- Touchless Gesture Based Interaction
  3. 3. Who we areHOC LabA multidisciplinary research lab at the Dept. ofElectronics and Information at Politecnico di MilanoAplication domain:• e-learning• e-culture• e-tourismTechnologies: web, mobile devices, tangibles,gesture-basedhttp://hoc.elet.polimi.it/hoc/
  4. 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. 5. Example 1: tangible interaction• physical representation of data and functions• manipulation of digitally enriched physical objects• Embodiment and embeddedness in real space
  6. 6. I/O Brush- MIT Media Lab
  7. 7. I/O Brush- MIT Media Lab
  8. 8. I/O Brush- MIT Media Lab Input and Control Device: Brush
  9. 9. I/O Brush- MIT Media Lab Input: coloured balls Input and Control Device: Brush
  10. 10. Paper-based Multimediaas Learning Tool forDisabled ChildrenTangible Interaction: Case
  11. 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. 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. 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. 14. Requirements on Technology• Open• Flexible• Easily adaptable• “Construction Kit” and “End User Programming” paradigms
  15. 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. 16. Scenario 1: Enriching theGoal: Recognition of known concepts; Learning newPCS symbolsMaterials:• Videos of school mates’ actions• PCS tagged and untagged action cards and phrases; School mates’ tagged pictures; class posterActivity:• 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. 17. Scenario 2: Understanding more complex communication structures (storytelling)Goals: Recognition of story scenes;building associations (scenes ->PCS phrases);aggregating scenesMaterials:• Story animations (whole story + single scenes)• PCS tagged and untagged phrases;• tagged story poster; story “path” posterActivity:• Interact with the story (scenes) poster• Match a PCS phrase with the corresponding scene• Build the story poster
  18. 18. Scenario 3: Building “My” storyGoal: Understanding temporal concepts(“before”, “after”); develop elementarynarrative skillsMaterials:• Videos of child’s activities at school• Tagged pictures of child’s activities• Tagged PCS symbolsActivity: story building• Put images in the right temporal order• Build a proper PCS phrase for each moment• Associate phrases to images
  19. 19. Engaging the whole classNon-disabled children: experience co-designers• Identifying what their disables mates like more• Starring actors in videos• Content authors (images, pictures, sounds)
  20. 20. Case study 2:the elementproject
  21. 21. 60M people in the world 70% ∼3 x increase in last Australian
  22. 22. new kinect-based, playfullearning application forautistic children with innovativecloud remote assistance
  23. 23. problem & goals Autism Spectrum Disorders (ASDs) is very large and comprises different symptoms
  24. 24. problem & goals Autism Spectrum Disorders (ASDs) is very large and comprises different symptoms interest motion communication relation
  25. 25. problem & goals Autism Spectrum Disorders (ASDs) is very large and comprises different symptoms 1 create interest and motivation interest motion communication relation
  26. 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. 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. 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. 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
  30. 30. our solution
  31. 31. our solution customization
  32. 32. our solution customization therapy centers
  33. 33. our solution customization therapy centers @home therapy
  34. 34. our solution customization remote therapy therapy centers @home therapy
  35. 35. game patternsdifferent activities to address very different aspectsof autismSequential Quiz Music Interactiongames games games games
  36. 36. game patternsdifferent activities to address very different aspectsof autismFocused onteaching asequence of actionsSequential Quiz Music Interactiongames games games games
  37. 37. game patternsdifferent activities to address very different aspectsof autismFlexible and adaptable to many teachingactivitiesSequential Quiz Music Interactiongames games games games
  38. 38. game patternsdifferent activities to address very different aspectsof autismLeverage theemotion and theinvolvement ofmusicSequential Quiz Music Interactiongames games games games
  39. 39. game patternsdifferent activities to address very different aspectsof autismFocused oncommunication andsocial interactionSequential Quiz Music Interactiongames games games games
  40. 40. personalization standard AAC different elements levelsdifferentcontentsand tasks
  41. 41. journal & reportingteachers can insert private notes about childresponse and/or comments for the parentsparents can view these notes on a personal web journal
  42. 42. remote therapy
  43. 43. remote therapy remote remote remote remote supervision communication customization interaction
  44. 44. User testing
  45. 45. User testing
  46. 46. Thanks for yourattentionFranca GarzottoMatteo ValorianiDipartimento di Elettronica ed Informazione – HOC LabPolitecnico di Milano[garzotto, valoriani@polimi.it]
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