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  • OLPC XO 2.0Key goals for the OLPC XO 2.0 include an even lower target price of $75 than the original $100 price point, reducing power consumption from 2-4 watts to 1 watt, a new design about half the size of the original XO, and lastly adding a dual-touch sensitive display to enhance the e-book experience. The design provides a right and left page in vertical format, a hinged laptop in horizontal format, and a flat two-screen wide continuous surface that can be used in tablet mode. Younger children will be able to use simple keyboards to get going, and older children will be able to switch between keyboards customized for applications as well as for multiple languages. The dual-touch display is being designed by Pixel Qi, which was founded in early 2008 by Mary Lou Jepsen, former CTO of OLPC. Availability of the OLPC XO 2.0 is planned for delivery in 2010. XO 1.5 will be released in the spring of 2009 with the same design as the first generation but with fewer physical parts and at lower cost than XO 1.0.
  • In fact, children have ability in knowing what they are doing (Dix et al, 2003); sometimes they simply do not know how to transmit their thinking or wants. In this modern age, educators, parents, and designers should take the current technology advantages to narrow down the gap between adults and children by looking beyond what children say and understanding their needs.
  • Computers can enhance education in the classroom when properly integrated into a successful classroom. (Krcmar and Strizhakova, 2007)Children’s use of interactive media has increased tremendously in the past few years. (Valkenburg, 2004)“Learning computer skills is as important as learning to read and write.” (Morales, 2001)
  • Children need more visual elements other than text to support their learning.

Oral Presentation_YC Oral Presentation_YC Presentation Transcript

  • Present by Ya-Ching Yang s 3178573 Toward Master of Creative Media (Animation & Interactive Media)
  • Source: InfoSyn <http://www.infosyncworld.com/news/n/9379.html>
  • Research background • Each Child is Special • Children and Visual Learning • Children in the Digital Age • Adaptive and Customised Keywords, Hypothesis, Method Research Body • Play as Learning • Visual Interface for Children Conclusion • Interactive media is an essential trend for future children education • Friendly Visual interface design environment • My Further Research Expectation Bibliography
  • Each Child is Special Children & Adaptive and More Deep Visual Customised Research Learning Children in the Keywords Digital Age Hypothesis Method
  • While we try to teach our children all about life, our children teach us what life is all about. – Angela Schwindt "The Whale" -- Japanese Ad Council <http://www.youtube.com/watch?v=9REhdmJ36rg> Research Background
  • 83 percent of what is learned is learned through sight. Only 11 percent of what is learned is learned through hearing. – Stolovitch, 2004. Research Background
  •  Some children begin using the computer as early as 6 months and regularly on a parent‟s lap at 2. – Krcmar & Strizhakova, 2007
  • Well-known Sesame Street TV series are available on-line learning now (Dumbleton & Kirriemuir, 2006, p. 225) Source < Sesame Street Online : www.sesamestreet.org/home >
  •  The printed literatures are transforming into digital format . (Peck, D. 1998) Source <http://www.microsoft.com/presspass/consumer/images/EncartaKids_lg.jpg> Research Background
  •  Definitions ◦ Adaptive : Consideration of individual needs of human users and altering conditions within an application environment. ◦ <Kumar et al. (2006), http://portal.acm.org/citation.cfm?id=1111449.1111521> ◦ Customised : Personalization or personalisation is tailoring a consumer product, electronic or written medium to a user based on personal details or characteristics they provide. <ASTD(American Society for Training & Development)>
  • Good design is problem solving. – Jeff Veen http://blog.brandonbuerkle.com/uploaded_images/development_process-761818.jpg
  •  Graphical interface layouts would be more acceptable and popular for young children. (Chien-Hus Chen etal, 2003) Source: LittleBigPlanet
  • Source: <http://wubbgames.com/> Children tend to respond to pictures, simple illustrations, and bright graphics. (Gallagher, R & Paldy, M, A 2007) Research Background
  •  Adaptive ◦ “Consideration of individual needs of human users and altering conditions within an application environment” (Kumar et al, 2006).  Customised ◦ “Tailoring a consumer product, electronic or written medium to a user based on personal details or characteristics they provide. More recently, it has especially been applied in the context of the World Wide Web” (ASTD, 2008). (http://www.astd.org/LC/glossary.htm)  Edutainment ◦ “Part Educational- (Edu) and part Entertainment- (tainment) oriented.” (Peck, 1998) ◦ “Content of product provides user with specific skills development or reinforcement learning within and entertainment setting. Skill development is an integral part of product.“(DeMaria, 2007)
  •  Interactivity ◦ “The user takes control of the media and the options presented to him or her. By doing this, the user can seek specific information the desires to study, research, or review. This method of direct access allows the user to attain specific information without going through other data that may not be relevant to his information quest.” (Peck, 1998)  Visual Communication ◦ “Visual communication as the name suggests is communication through visual aid. It is the conveyance of ideas and information in forms that can be read or looked upon.” (http://en.wikipedia.org/wiki/Visual_communication)
  •  Visual User Interface ◦ “A graphical user interface is a type of user interface which allows people to interact with electronic devices. A GUI offers graphical icons, and visual indicators, as opposed to text-based interfaces, typed command labels or text navigation to fully represent the information and actions available to a user.” (http://en.wikipedia.org/wiki/Graphical_user_interface)  Visual Learning ◦ “Visual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques.” (http://en.wikipedia.org/wiki/Visual_learning)
  •  An adaptive and customised interactive media can enrich children learning experience through exploring visual elements to achieve a user-friendly interface design environment.  literature review + Case studies support Research Background
  • Visual Interface design for Play as Learning Children As teachers, parents, and children, why „Fun‟ is one of important factors to we need interactive media for children motivate children learning learning? Children need more visual elements Learner has changed: Our children as other than texts to support their Digital Natives learning. Why new interactive media technology Designer should consider culture issue can keep kids playing? on visual aspects How can we combine interactive game- An appropriate interactive design can play and learning? be used on cross-culture Case Study : World of Goo Case Study: WebbliWorld Research Background Future adaptive and customised digital Adaptive and customised visualised Game-Based Learning interface media is solution. Conclusion
  • Play is our brain‟s favorite way of learning things. – Diane Ackernan
  • We will have to accept that our kids have really changed, and that they require from us different ways of doing things. (Prensky, M. 2006)
  •  What children notice about Technology ◦ What‟s “cool” ◦ “How easy it is to learn” ◦ What things look like ◦ How much multimedia (Druin, A. 1999)  “flow” experience and “leveling up” (Prensky, 2006)
  • Source: www.worldofgoo.com/ Research
  •  Enhance education in the classroom. (Krcmar and Strizhakova, 2007)  Children‟s use of interactive media has increased tremendously. (Valkenburg, 2004)  “Learning computer skills is as important as learning to read and write.” (Morales, 2001)
  • Position Shape Texture Size Orientation Value Hue (Cooper et al, 2007)
  •  Shape. Keep it simple! (Cooper, A. et al, 2007)  Size. Sizing to visual targets. (Hourcade, J, P. 2002)  Value. Bright graphics. (Gallagher, R & Paldy, M, A 2007)  Hue. Enable a clear connection. (Gallagher, R & Paldy, M, A 2007)  Orientation. Navigational images (Driscoll, M. and Carliner, S. 2005)  Texture. Sense of touch. (http://cela.albany.edu/literacycorner/activities/TextureBook.htm)  Position. Conveying information about hierarchy. (Cooper, A. et al, 2007)
  •  Characters. Familiar, friendly characters. (Morales 2001)  Illustration. simple illustrations, and bright graphics. (Gallagher, R & Paldy, M, A 2007)  Videos / Animation. Enjoy intros. e.g. like film clips. (Morales 2001)  Button. Like options wherever possible. (Morales 2001)  Texts. Text is consistently presented on screens. (Morales 2001)  Layout. Design icons to be visually meaningful to children. (Druin, A. 1999)  Space / World. Like stuff to do with space and aliens. (Morales 2001)
  •  “… Because cultural messages are often encoded in visuals…” (Driscoll, M. and Carliner, S. 2005)  “Understanding an audience‟s social and cultural….” (Gallagher, R & Paldy, M, A 2007)  “Note the cultural meanings...” (Driscoll, M. and Carliner, S. 2005)
  •  “…interact directly with multicultural messages.” (Asamen, J.K. etal, 2008 )  “…developing the multicultural development of young children.” (Meadows & Murphy, 2004).  “…teaching students about other cultures,….” (Asamen, J.K. etal, 2008 )
  • Source: (http://www.webbliworld.com/) Research
  •  Interactive media is an essential trend for future children education. ◦ Research background  Friendly visual interface design environment ◦ Future adaptive and customised digital Game-Based Learning ◦ Adaptive and customised visualised interface media is solution.  My Further Research Expectation ◦ Some suggestions for teachers and parents ◦ Some guidelines of children‟s interactive media for designers
  •  Book ◦ Asamen, Joy Keiko, and Berry, Gordon L.. The Sage Handbook of Child Development, Multiculturalism, and Media. London: SAGE, 2008. ◦ Atkin, David J and Lin, Carolyn A. Communication Technology and Social Change : Theory and Implications. Mahwah, N.J.: Lawrence Erlbaum Associates, 2007. ◦ Cooper, Alan, Cronin, Dave, and Reimann, Robert. About Face 3 : The Essentials of Interaction Design. Ed. 3rd. Indianapolis, IN: Wiley, 2007. ◦ DeMaria, Rusel. Reset : Changing the Way We Look at Video Games. San Francisco, Calif.: Berrett-Koehler, 2007. ◦ Driscoll, Margaret. Advanced Web-Based Training Strategies : Unlocking Instructionally Sound Online Learning. San Francisco: Jossey-Bass, 2005. ◦ Druin, Allison. The Design of Children's Technology. Ed. Allison Druin. San Francisco: Morgan Kaufmann Publishers, 1999. ◦ Gallagher, Rebecca. Exploring Motion Graphics. Clifton Park, NY: Thomson Delmar Learning, 2006. ◦ Peck, David D. Multimedia : A Hands-on Introduction. Albany, NY: Melbourne : Delmar, 1998. ◦ Prensky, Marc. "Don't Bother Me Mom, I'm Learning!" : How Computer and Video Games Are Preparing Your Kids for Twenty-First Century Success and How You Can Help! Ed. 1st. St. Paul, Minn.: Paragon House, 2006. ◦ Valkenburg, Patti M. Children's Responses to the Screen : A Media Psychological Approach. Mahwah, NJ: Lawrence Erlbaum, 2004.  Conference Paper ◦ L Uden, A Dix. "Iconic Interfaces for Kids on the Internet." IFIP World Computer Congress.  Journal Article ◦ Bilal, Dania,and Bachir, Imad. "Children’s Interaction with Cross-Cultural and Multilingual Digital Libraries: I. Understanding Interface Design Representations." Information Processing & Management 43.1 (2006): 47-64 ◦ Chien-Hsu Chen, Fong-Gong Wu, Pei-Luen Patrick Rau and Yu-Hsiu Hung. "Preferences of Young Children Regarding Interface Layouts in Child Community Web Sites." Interacting with Computers 16.2 (2004): 311-30 ◦ Driscoll, Margaret, and Carliner, Saul. Advanced Web-Based Training Strategies : Unlocking Instructionally Sound Online Learning. San Francisco: Jossey-Bass, 2005. ◦ Mithilesh Kumar, Akhilesh Gupta, and Sharad Saha. "An Approach to Adaptive User Interfaces Using Interactive Media Systems." (2006 ): 312-14.  Thesis ◦ Hourcade, Juan Pablo. "It's Too Small! Implications of Children's Developing Motor Skills on Graphical User Interfaces." University of Maryland, 2002. ◦ Morales, Rosanna. "An Investigation of the Use of Interactive Multimedia to Teach Interpersonal Skills to Young Children." RMIT Univeristy, 2001.  Web Page ◦ Council, Japanese Ad. "The Whale". <http://www.youtube.com/watch?v=9REhdmJ36rg>. ◦ "Personalization". Wikipedia, the free encyclopedia. <http://en.wikipedia.org/wiki/Customization>.