hotauthor: fails_j* : Human-Computer Interaction Bibliography Search

[1] Investigating technology for children with selective mutism / Manivannan, Ishwarya / Fails, Jerry Alan Proceedings of ACM IDC'15: Interaction Design and Children 2015-06-21 p.259-262

ACM Digital Library Link

Summary: This study explores the lifestyles of children with Selective Mutism (SM) to identify how to help children with SM communicate with those around them. Parents of Selectively Mute (SM2) children were interviewed to understand the challenges faced regarding SM and to examine why their children use technology. Children with and without SM were also interviewed through drawings to recognize their technology preferences. It was found that children frequently use technology like tablets for entertainment purposes and sometimes for interacting with others. Parents reported that their children become calm when they use technology and believed that technology could be used to promote speech. The findings from our study can act as a guide for speech-promoting technology. These findings indicate that an ideal technology is one that is inclusive and mobile and encourages stimulus fading and play therapy.

[2] Including children in technology design processes: techniques and practices Courses / Druin, Allison / Fails, Jerry A. / Guha, Mona Leigh Proceedings of ACM CHI 2014 Conference on Human Factors in Computing Systems 2014-04-26 v.2 p.1021-1022

ACM Digital Library Link

Summary: Children are fast becoming a large user-segment of new technologies in the world. We believe that it is critical that the HCI community continue to lead the way in supporting the best possible design of technology for children. To this end, this course will offer a balance of traditional lecture and hands-on design activities, and will cover techniques which balance the voices and contributions of adults and children.

[3] GeoTagger: a collaborative and participatory environmental inquiry system Posters / Fails, Jerry Alan / Herbert, Katherine G. / Hill, Emily / Loeschorn, Christopher / Kordecki, Spencer / Dymko, David / DeStefano, Andrew / Christian, Zill Companion Proceedings of ACM CSCW 2014 Conference on Computer-Supported Cooperative Work and Social Computing 2014-02-15 v.2 p.157-160

ACM Digital Library Link

Summary: This note focuses on the motivation, approach, and the initial prototype implementation of Geotagger: a collaborative participatory environmental inquiry system. We situate the need for such a technology, and discuss related work -- much of which is situated in the realm of citizen science. Our work uniquely distinguishes itself from many other citizen science applications in that it supports limited data collection and analysis, with the additional benefit of supporting social interactions and engagement through conversations about observed data. This is accomplished by creating friends and groups which are collaborators in the observational inquiry process.

[4] Methods and Techniques for Involving Children in the Design of New Technology for Children / Fails, Jerry Alan / Guha, Mona Leigh / Druin, Allison Foundations and Trends in Human-Computer Interaction 2013-12-05 v.6 n.2 p.85-166

www.nowpublishers.com/articles/foundations-and-trends-in-humancomputer-interaction/HCI-018

Link to now publishers Digital Content

1. Introduction
2. Design Process and Goals
3. Brief Literature Survey: Involving Users in the Design Process
4. Methods of Designing with Children
5. Techniques for Designing with Children
6. Revisiting the Underlying Dimensions of Child Involvement
7. Future Trends in Designing Technology with Children
8. Conclusion

Summary: Children have participated in the design of technologies intended to be used by children with varying degrees of involvement, using diverse methods, and in differing contexts. This participation can be characterized as involving children as users, testers, informants, or design partners. It is only relatively recent that researchers around the world have begun to work more substantively with children to design technologies for children. This monograph synthesizes prior work involving children as informants and design partners, and describes the emergence of participatory design methods and techniques for children. We consider the various roles children have played in the design process, with a focus on those that integrally involve children throughout the process. We summarize and provide a pragmatic foundation for fellow researchers and practitioners to use several methods and techniques for designing technologies with and for children. In this monograph we relate the techniques to the design goals they help fulfill. The monograph concludes with a consideration of working with children in technology design processes as we move into the twenty-first century.

[5] Family and design in the IDC and CHI communities Full Papers / Isola, Sara / Fails, Jerry Alan Proceedings of ACM IDC'12: Interaction Design and Children 2012-06-12 p.40-49

ACM Digital Library Link

Summary: As members of the HCI community we strive to design technologies that will benefit its intended users whether they are children, young adults, or older adults. The focus of this paper is to survey research related to technologies for families. In so doing we selected papers relating to technologies for families from all nine years of Interaction Design and Children (IDC) community (2003-2011) and then papers from the past 16 years of the larger Human Factors in Computing Systems (CHI) community (1996-2011). We present a survey of the design methods used in these papers. We identify trends in the technologies and identify the need for further exploration in the realm of participatory design for families.

[6] Technology for today's family Workshop summaries / Fails, Jerry / Guha, Mona Leigh / Horn, Michael / Isola, Sara Extended Abstracts of ACM CHI'12 Conference on Human Factors in Computing Systems 2012-05-05 v.2 p.2739-2742

ACM Digital Library Citation

Summary: This workshop will bring together researchers from academia and industry for a one-day workshop to promote a community focused on addressing the needs of families by designing and developing family-centric interactive technologies. Together we will weigh the gains made in the area of technologies for families and brainstorm new technology directions and methods for designing technologies for families.

[7] Connecting generations: developing co-design methods for older adults and children / Xie, Bo / Druin, Allison / Fails, Jerry / Massey, Sheri / Golub, Evan / Franckel, Sonia / Schneider, Kiki Behaviour and Information Technology 2012-04 v.31 n.4 p.413-423

Link to Article at Taylor & Francis

Summary: As new technologies emerge that can bring older adults together with children, little has been discussed by researchers concerning the design methods used to create these new technologies. Giving both children and older adults a voice in a shared design process comes with many challenges. This paper details an exploratory study focusing on connecting generations through cooperative design (co-design) methods that can enable idea construction and elaboration to flourish. Design techniques were adapted that ranged from low-tech prototyping and sticky-note feedback to distributed collaboration. The critical finding in this research was that children and older adults need not only time together to start the collaboration but also time apart to further the collaboration at a distance. This case study research reports on how our methods evolved and how others can apply these methods for their own work.

[8] Content splitting & space sharing: collaboratively reading & sharing children's stories on mobile devices Projection and visualizations / Fails, Jerry Alan / Druin, Allison / Guha, Mona Leigh Proceedings of the 13th Conference on Human-computer interaction with mobile devices and services 2011-08-30 p.361-370

ACM Digital Library Link

Summary: This paper addresses how children can collaborate by leveraging the ubiquity of mobile devices. Specifically we investigate how children (ages 8-9) read and share children's stories using two collaborative configurations: content splitting and space sharing. Content splitting is where interface pieces (e.g. words, pictures) are split between two or more devices. Space sharing is where the same content (e.g. a document) is spread or shared across devices. The results point to an overall preference for the content splitting configuration. Supporting collaborative configurations on mobile devices can help overcome one of the most significant usability issues these devices face -- their limited screen space.

[9] How Children Can Design the Future Children and HCI / Guha, Mona Leigh / Druin, Allison / Fails, Jerry Alan HCI International 2011: 14th International Conference on Human-Computer Interaction, Part IV: Users and Applications 2011-07-09 v.4 p.559-569

Keywords: Children; Cooperative Inquiry; Design Process; Education

Link to Digital Content at Springer

Summary: Over the past 15 years, children have become more integrally involved in the design of their technology. In this paper, we present the idea that design partnering methods, specifically Cooperative Inquiry, used for designing technology with children can and should now be extended into informal and formal educational settings.

[10] Paper vs. tablet computers: a comparative study using Tangible Flags / Chipman, Gene / Fails, Jerry Alan / Druin, Allison / Guha, Mona Leigh Proceedings of ACM IDC'11: Interaction Design and Children 2011-06-20 p.29-36

ACM Digital Library Link

Summary: Concurrent collaboration is a critical skill for cognitive and social development. Tangible Flags is a system designed to facilitate collaboration and exploration, and bridge the gap between the physical and the digital. The system enables children to tag an item of interest in the real world with a flag, scan the flag, and create a corresponding digital artifact on a tablet computer. Another child can see the flag and its context, scan it, and view and modify the digital artifact in a form of collaboration. This paper describes a study that compares two Tangible Flag systems; a paper system and a tablet computer system. The study identifies several collaborative advantages of using the technology-based system, including increased awareness, more shared experiences, and longer time participating in activities.

[11] Mobile collaboration: collaboratively reading and creating children's stories on mobile devices Full papers / Fails, Jerry Alan / Druin, Allison / Guha, Mona Leigh Proceedings of ACM IDC'10: Interaction Design and Children 2010-06-09 p.20-29

Keywords: children, collaboration, collaborative configurations, constructionism, mobile devices, narrative systems, stories, user interfaces

ACM Digital Library Link

Summary: This paper discusses design iterations of Mobile Stories -- a mobile technology that empowers children to collaboratively read and create stories. We present the design and discuss the impact of different collocated collaborative configurations for mobile devices including: content splitting and space sharing. We share design experiences that illustrate how Mobile Stories supports collaboration and mobility, and identify how the collocated collaborative configurations are best suited for reading and sharing tasks. We also identify how creative tasks foster more mobility and dynamic interactions between collaborators.

[12] Investigating the impact of design processes on children Short papers (posters) / Guha, Mona Leigh / Druin, Allison / Fails, Jerry Alan Proceedings of ACM IDC'10: Interaction Design and Children 2010-06-09 p.198-201

Keywords: children, cooperative inquiry, design processes

ACM Digital Library Link

Summary: While there is a wealth of information about children's technology and the design processes used to create it, there is a dearth of information regarding how the children who participate in these design processes may be affected by their participation. In this paper, we motivate why studying this impact is important and look at the foundation provided by past research that touches on this topic. We conclude by briefly proposing methods appropriate for studying the impact of the design process on the children involved.

[13] How children search the internet with keyword interfaces Input styles / Druin, Allison / Foss, Elizabeth / Hatley, Leshell / Golub, Evan / Guha, Mona Leigh / Fails, Jerry / Hutchinson, Hilary Proceedings of ACM IDC'09: Interaction Design and Children 2009-06-03 p.89-96

Keywords: children, internet, query formulation, search, search engine, search results, typing

ACM Digital Library Link

Summary: Children are among the most frequent users of the Internet, yet searching and browsing the web can present many challenges. Studies over the past two decades on how children search were conducted with finite and pre-determined content found in CD-ROM applications, online digital libraries, and web directories. However, with the current popularity of the open Internet and keyword-based interfaces for searching it, more critical analysis of the challenges children face today is needed. This paper presents the findings of our initial study to understand how children ages 7, 9, and 11 search the Internet using keyword interfaces in the home. Our research has revealed that although today's children have been exposed to computers for most of their lives, spelling, typing, query formulation, and deciphering results are all still potential barriers to finding the information they need.

[14] Collocated mobile collaboration Video showcase / Fails, Jerry Alan / Druin, Allison / Guha, Mona Leigh Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009-04-04 v.2 p.3495-3496

Keywords: collaboration, interaction, mobile phones, narratives

ACM Digital Library Link

Summary: Mobile devices have changed, and continue to shape, the world in which we live. When these devices were first introduced they were most often used in isolation to schedule appointments, take notes, play games, or view or edit pictures and stories. The extent of the collaboration on these mobile devices was to make phone calls, which has led to their worldwide distribution. Despite their broad proliferation, there are limitations such as small screen size and limited interaction space. We believe that by bringing devices and people together, these limitations can be overcome. In this video submission, we illustrate the potential of devices and people working together by showing how children can collaboratively read and create stories using mobile devices and exploit the shoulder-to-shoulder collaborative situation to share and expand the interactive space.

[15] EDITED BOOK Mobile technology for children: designing for interaction and learning / Druin, Allison 2009 p.353 Morgan Kaufmann Publishers

ISBN: 0-12-374900-X 978-0-12374900-0

Foreword: Water Jugs and Ringtones
	+ Bellone, Jason
Introduction: Defining Mobile Technologies, Children and Learning
	+ Druin, Allison
Section 1- The Landscape
	1: How Mobile Technologies Are Changing the Way Children Learn (3)
		+ Rogers, Yvonne
		+ Price, Sara
	2: Harnessing the Potential of Mobile Technologies for Children and Learning (23)
		+ Shuler, Carly
		+ Ching, Dixie
		+ Lewis, Armanda
		+ Levine, Michael H.
	3: Pocket Rockets: The Past, Present and Future of Children's Portable Computing (43)
		+ Buckleitner, Warren
	4: Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species? (63)
		+ Hoadley, Christopher
	5: A Disruption is Coming: A Primer for Educators on the Mobile Technology Revolution (83)
		+ Soloway, Elliot
Section 2- Designing Mobile Technologies
	6: Mobile Interaction Design Matters (101)
		+ Jones, Matt
	7: A Child's Mobile Digital Library: Collaboration, Community, and Change (125)
		+ Fails, Jerry
		+ Druin, Allison
		+ Bederson, Ben
		+ Weeks, Ann
		+ Rose, Anne
	8: Adding Space and Senses to Mobile World Exploration (147)
		+ Silva, Maria Joao
		+ Cristina, 		+ 
		+ Gomes, Azevedo
		+ Pestana, Bruno
		+ Lopes, Joao Correia
		+ Marcelino, Maria Jose
		+ Gouveia, Cristina
		+ Fonseca, Alexandra
	9: LeapFrog Learning Design: Playful Approaches to Literacy, from LeapPad to the Tag Reading System (171)
		+ Gray, Jim
		+ Bulat, Jennae
		+ Jaynes, Carolyn
		+ Cunningham, Anne
	10: Designing the Intel-Powered Classmate PC (195)
		+ Morales, Ramon
Section 3- Learning and Use
	11: Early OLPC Experiences in a Rural Uruguayan School (225)
		+ Hourcade, Juan Pablo
		+ Beitler, Daiana
		+ Cormenzana, Fernando
		+ Flores, Pablo
	12: "It's Mine": Kids Carrying Their Culture Wherever They Go (245)
		+ Guernsey, Lisa
	13: Mobile Technologies in Support of Young Children's Learning (265)
		+ Revelle, Glenda
	14: Mobile Technologies for Parent-Child Relationships (285)
		+ Yarosh, Svetlana
		+ Davis, Hilary
		+ Soderlund, Paulina Modlitba
		+ Skov, Mikael
		+ Vetere, Frank
	15: Using Mobile Technology to Unite (for) Children (307)
		+ Fabian, Christopher
		+ Kochi, Erica
	16: Designing the Future (329)
		+ Read, Janet
		+ Druin, Allison

[16] Designing with and for children with special needs: an inclusionary model Workshop: Designing for children with special needs / Guha, Mona Leigh / Druin, Allison / Fails, Jerry Alan Proceedings of ACM IDC'08: Interaction Design and Children 2008-06-11 p.61-64

ACM Digital Library Link

Summary: In order to design for children with special needs, we need to design with children with special needs. The inclusionary model proposed in this paper suggests that appropriate involvement of children with special needs in the design process begins with the level of involvement a team expects from children, and is additionally influenced by the nature and severity of the child's disability and the availability and intensity of support available to the child.

[17] Mobile collaboration for young children Doctoral consortium / Fails, Jerry Alan Proceedings of ACM IDC'07: Interaction Design and Children 2007-06-06 p.181-184

ACM Digital Library Link

Summary: Social interaction and collaboration are essential to the emotional and cognitive development of young children [40]. Constructionism [32] is a learning theory where children learn as they build or construct a public artifact. Creative activities that promote collaboration, especially those based on principles of constructionism, provide enhanced learning opportunities for young children. Mobile devices can support the learning experience as children can create artifacts in various contexts. The proposed research incorporates collaboration, constructionism, children, stories and mobile technologies; specifically investigating developmentally appropriate interfaces to support mobile collaboration for young children.

[18] A case study of tangible flags: a collaborative technology to enhance field trips Outdoors and ubiquity / Chipman, Gene / Druin, Allison / Beer, Dianne / Fails, Jerry Alan / Guha, Mona Leigh / Simms, Sante Proceedings of ACM IDC'06: Interaction Design and Children 2006-06-07 p.1-8

ACM Digital Library Link

Summary: This paper describes research that investigates the use of a technology designed to support young children's collaborative artifact creation in outdoor environments. Collaboration while creating knowledge artifacts is an important part of children's learning, yet it can be limited while exploring outdoors. The construction of a joint representation often occurs in the classroom after the experience, where further investigation and observation of the environment is not possible. This paper describes a research study where collaborative technology was developed, used by children, and evaluated in an authentic setting -- a U.S. National Park.

[19] Child's play: a comparison of desktop and physical interactive environments / Fails, Jerry Alan / Druin, Allison / Guha, Mona Leigh / Chipman, Gene / Simms, Sante / Churaman, Wayne Proceedings of ACM IDC'05: Interaction Design and Children 2005-06-08 p.48-55

ACM Digital Library Link

Summary: The importance of play in young children's lives cannot be minimized. From teddy bears to blocks, children's experiences with the tools of play can impact their social, emotional, physical, and cognitive development. Today, the tools of play include desktop computers and computer-enhanced physical environments. In this paper, we consider the merits of desktop and physical environments for young children (4-6 years old), by comparing the same content-infused game in both contexts. Both quantitative and qualitative methods are used for data collection and analysis.

[20] ScreenCrayons: annotating anything Document interaction / Olsen, Dan R., Jr. / Taufer, Trent / Fails, Jerry Alan Proceedings of the 2004 ACM Symposium on User Interface Software and Technology 2004-10-24 p.165-174

ACM Digital Library Link

Summary: ScreenCrayons is a system for collecting annotations on any type of document or visual information from any application. The basis for the system is a screen capture upon which the user can highlight the relevant portions of the image. The user can define any number of topics for organizing notes. Each topic is associated with a highlighting "crayon." In addition the user can supply annotations in digital ink or text. Algorithms are described that summarize captured images based on the highlight strokes so as to provide overviews of many annotations as well as being able to "zoom in" on particular information about a given note and the context of that note.

[21] Mixing ideas: a new technique for working with young children as design partners / Guha, Mona Leigh / Druin, Allison / Chipman, Gene / Fails, Jerry Alan / Simms, Sante / Farber, Allison Proceedings of ACM IDC'04: Interaction Design and Children 2004-07-01 p.35-42

ACM Digital Library Link

Summary: This paper sets forth a new technique for working with young children as design partners. Mixing ideas is presented as an additional Cooperative Inquiry design technique used to foster effective collaboration with young children (ages 4-6). The method emerged from our work with children on the Classroom of the Future project at the University of Maryland. A case study of this work is presented along with the implications of this method for future research.

[22] A design tool for camera-based interaction Camera-based input and video techniques / Fails, Jerry / Olsen, Dan Proceedings of ACM CHI 2003 Conference on Human Factors in Computing Systems 2003-04-05 v.1 p.449-456

ACM Digital Library Link

Summary: Cameras provide an appealing new input medium for interaction. The creation of camera-based interfaces is outside the skill-set of most programmers and completely beyond the skills of most interface designers. Image Processing with Crayons is a tool for creating new camera-based interfaces using a simple painting metaphor. A transparent layers model is used to present the designer with all of the necessary information. Traditional machine learning algorithms have been modified to accommodate the rapid response time required of an interactive design tool.

[23] Interactive machine learning Full Technical Papers / Fails, Jerry Alan / Olsen, Dan R., Jr. Proceedings of the 2003 International Conference on Intelligent User Interfaces 2003-01-12 p.39-45

ACM Digital Library Link

Summary: Perceptual user interfaces (PUIs) are an important part of ubiquitous computing. Creating such interfaces is difficult because of the image and signal processing knowledge required for creating classifiers. We propose an interactive machine-learning (IML) model that allows users to train, classify/view and correct the classifications. The concept and implementation details of IML are discussed and contrasted with classical machine learning models. Evaluations of two algorithms are also presented. We also briefly describe Image Processing with Crayons (Crayons), which is a tool for creating new camera-based interfaces using a simple painting metaphor. The Crayons tool embodies our notions of interactive machine learning.

[24] Light widgets: interacting in every-day spaces Full Papers / Fails, Jerry Alan / Olsen, Dan, Jr. Proceedings of the 2002 International Conference on Intelligent User Interfaces 2002-01-13 p.63-69

ACM Digital Library Link

Summary: This paper describes a system for ubiquitous interaction that does not require users to carry any physical devices. In this system, the environment is instrumented with camera/processor combinations that watch users while protecting their privacy. Any visible surface can be turned into an interactive widget triggered by skin-colored objects. Light widgets are tied to the XWeb cross-modal interaction platform to empower them with interactive feedback.