Table of Contents

• Accountable game designs for classroom learningTimothy Charoenying. 1-5 [doi]
• The world s longest street: how ::::Sesame Street:::: is working to meet a diversity of children s needs across the globeCharlotte Cole. 1 [doi]
• Toys to fall for or live with?Edith Ackermann. 2 [doi]
• What works, what doesn t, and/or how to make it work?Kathleen Alfano. 3 [doi]
• Testing interfaces that do not existErik Strommen. 4 [doi]
• Utilizing technology to support the development of empathyShaundra Bryant Daily, Karen Brennan. 5-8 [doi]
• Rethinking product research when time is on your side, but funds are not!Scott Traylor. 5 [doi]
• What s a screen mean in a video game?James Paul Gee. 6 [doi]
• Dan Anderson - University of Massachusetts, AmherstDan Anderson. 7 [doi]
• Thinking inside the box: tales from the trenchesBill Shribman. 8 [doi]
• Digital learning ecosystems: authoring, collaboration, immersion and mobilityIrene Karaguilla Ficheman, Roseli de Deus Lopes. 9-12 [doi]
• Screen cultures: cross-pollination between videogame and television researchLisa Guernsey. 9 [doi]
• Designing and evaluating affective open-learner modeling tutorsSylvie Girard, Hilary Johnson. 13-16 [doi]
• LinguaBytesBart Hengeveld, Riny Voort, Caroline Hummels, Kees C. J. Overbeeke, Jan de Moor, Hans van Balkom. 17-20 [doi]
• Tangible computer programming for informal science learningMichael S. Horn. 21-24 [doi]
• Supporting children as they program to make physical and virtual objects interactAmon Millner. 25-28 [doi]
• Robotics in special needs educationMarjo Virnes. 29-32 [doi]
• Supporting parent-child interaction in divorced familiesSvetlana Yarosh. 33-36 [doi]
• Use of goals and dramatic elements in behavioral training of children with ASDEmilia I. Barakova, Jan Gillesen, Loe M. G. Feijs. 37-40 [doi]
• Evaluation of technology acceptance of a computer rehabilitation toolChristelle Bozelle, Mireille Bétrancourt, Marielle Deriaz, Marco Pelizzone. 41-44 [doi]
• Smartphones to facilitate communication and improve social skills of children with severe autism spectrum disorder: special education teachers as proxiesGianluca De Leo, Gondy Leroy. 45-48 [doi]
• Robot-assisted therapy for children with autism spectrum disordersDavid Feil-Seifer, Maja J. Mataric. 49-52 [doi]
• TREK: transportation research, education, and knowledgeStephen Fickas, McKay Moore Sohlberg, Jason Prideaux. 53-56 [doi]
• Developing a multi-user virtual environment for adolescent psychotherapyDaniel Gillette. 57-60 [doi]
• Designing ::::with:::: and ::::for:::: children with special needs: an inclusionary modelMona Leigh Guha, Allison Druin, Jerry Alan Fails. 61-64 [doi]
• Interactive and intelligent visual communication systemsGillian R. Hayes, Donald J. Patterson, Mohamad Monibi, Samuel J. Kaufman. 65-68 [doi]
• Working with children with severe motor impairments as design partnersAnthony J. Hornof. 69-72 [doi]
• A role for grammar in autism CAIsFelicia Hurewitz, Katharine Beals. 73-76 [doi]
• iSET: interactive social-emotional toolkit for autism spectrum disorderRana El Kaliouby, Matthew Goodwin. 77-80 [doi]
• Designing virtual peers for assessment and intervention for children with autismJulia Merryman, Andrea Tartaro, Miri Arie, Justine Cassell. 81-84 [doi]
• Three-dimensional virtual learning environments for mediating social skills acquisition among individuals with autism spectrum disordersCarla Schmidt, Matthew Schmidt. 85-88 [doi]
• Designing toys with automatic play characterization for supporting the assessment of a child s developmentTracy L. Westeyn, Julie A. Kientz, Thad Starner, Gregory D. Abowd. 89-92 [doi]
• Semiotics artifacts, space and community: a case study on pinholesFrançoise Decortis, Laura Lentini. 93-96 [doi]
• Can ICT support inclusion?: evidence from multi-user edutainment experiences based on 3D worldsNicoletta Di Blas, Caterina Poggi. 97-100 [doi]
• Marginalized young people: inclusion through ICTFranca Garzotto, Heidi Schelhowe. 101-104 [doi]
• Interaction design for kid s technology-enhanced environmental educationSiobhán Dervan, Tony Hall, Sarah Knight. 105-108 [doi]
• Sensor-enabled detection of stereotypical motor movements in persons with autism spectrum disorderMatthew Goodwin, Stephen S. Intille, Wayne F. Velicer, June Groden. 109-112 [doi]
• A storytelling support system using robots and handheld projectorsToshitaka Ito, Tuan Ngoc Nguyen, Masanori Sugimoto. 113-116 [doi]
• Testing interactive products with the robot intervention methodPanos Markopoulos, Yvo Verschoor, Wijnand IJsselsteijn, Boris E. R. de Ruyter. 117-120 [doi]
• Mocotos: mobile communications tools for children with special needsMohamad Monibi, Gillian R. Hayes. 121-124 [doi]
• Designing ThinkeringSpacesHeloisa Moura, Dale Fahnstrom, Greg Prygrocki, T. J. McLeish. 125-128 [doi]
• Push-me, pull-me: describing and designing technologies for varying degrees of reflection and inventionElia J. Nelson, Nathan G. Freier. 129-132 [doi]
• Sketch-based educational games: drawing kids away from traditional interfacesBrandon Paulson, Brian Eoff, Aaron Wolin, Joshua Johnston, Tracy Hammond. 133-136 [doi]
• Youth as media art designers: workshops for creative codingKylie A. Peppler, Yasmin B. Kafai. 137-140 [doi]
• Living labs: driving innovation through civic involvementMilena Reichel, Heidi Schelhowe. 141-144 [doi]
• Sampling young children s experiences with cultural probesJoanne Riekhoff, Panos Markopoulos. 145-148 [doi]
• Designing an interactive spoken help application for preschool childrenRenata Yumi Shimabukuro. 149-152 [doi]
• Using a mobile phone and a geobrowser to create multisensory geographic informationMaria João Silva, Bruno Pestana, João Correia Lopes. 153-156 [doi]
• Handcrafted physical syntax elements for illetterate children: initial conceptsAndrew Cyrus Smith. 157-160 [doi]
• KEI-time traveler: visiting a past world with mobile phones to enhance learning motivationHiroyuki Tarumi, Keitaro Yamada, Takafumi Daikoku, Fusako Kusunoki, Shigenori Inagaki, Makiko Takenaka, Toshihiro Hayashi, Masahiko Yano. 161-164 [doi]
• Parents views of the benefits claimed in educational toy advertisingWilkey Wong, Ximena Uribe-Zarain, Roberta Golinkoff, Kelly Fisher, Kathy Hirsh-Pasek. 165-168 [doi]
• LoRy: a locative story game to encourage playful and social learningNicholas Noack, Silvia Lindtner, Josef Nguyen, Gillian R. Hayes. 169-170 [doi]
• Web-based multi-player games to encourage flexibility and social interaction in high-functioning children with autism spectrum disorderPeter Ohring. 171-172 [doi]
• Camera for the invisibleJay Silver. 173-174 [doi]
• Universal design for learning in science: more than multiple representationsCarolyn Staudt, Andrew Zucker, Ed Hazzard, Cynthia McIntyre, Sam Fentress. 175-177 [doi]
• Playing with the sound maker: do embodied metaphors help children learn?Alissa Nicole Antle, Milena Droumeva, Greg Corness. 178-185 [doi]
• Broadening children s involvement as design partners: from technology to experience Franca Garzotto. 186-193 [doi]
• Tangible programming and informal science learning: making TUIs work for museumsMichael S. Horn, Erin Treacy Solovey, Robert J. K. Jacob. 194-201 [doi]
• ::::PointAssist::::: helping four year olds point with easeJuan Pablo Hourcade, Keith B. Perry, Aditya Sharma. 202-209 [doi]
• Breaking the sound barrier: designing an interactive tool for language acquisition in preschool deaf childrenKevin Huang, Jesse Smith, Kimberly Spreen, Mary Frances Jones. 210-216 [doi]
• A modelling tool to support children making their ideas workEva-Sophie Katterfeldt, Heidi Schelhowe. 218-225 [doi]
• Creating mathematical artifacts: extending children s engagement with math beyond the classroomK. K. Lamberty. 226-233 [doi]
• Embodying scientific concepts in the physical space of the classroomPeter Malcolm, Tom Moher, Darshan Bhatt, Brian Uphoff, Brenda López Silva. 234-241 [doi]
• Tangicons: algorithmic reasoning in a collaborative game for children in kindergarten and first classFlorian Scharf, Thomas Winkler, Michael Herczeg. 242-249 [doi]
• Huggy Pajama: a mobile parent and child hugging communication systemJames Keng Soon Teh, Adrian David Cheok, Roshan Lalintha Peiris, Yongsoon Choi, Vuong Thuong, Sha Lai. 250-257 [doi]
• Key issues for the successful design of an intelligent, interactive playgroundJanienke Sturm, Tilde Bekker, Bas Groenendaal, Rik Wesselink, Berry Eggen. 258-265 [doi]
• Comparing the creativity of children s design solutions based on expert assessmentBinh Thang, Wouter Sluis-Thiescheffer, Tilde Bekker, Berry Eggen, Arnold P. O. S. Vermeeren, Huib de Ridder. 266-273 [doi]
• How children s individual needs challenge the design of educational roboticsMarjo Virnes, Erkki Sutinen, Eija Kärnä-Lin. 274-281 [doi]
• Escape machine: teaching computational thinking with a tangible state machine gameMichael Philetus Weller, Ellen Yi-Luen Do, Mark D. Gross. 282-289 [doi]