Table of Contents

• Toward an embodied-interaction design framework for mathematical conceptsDor Abrahamson, Dragan Trninic. 1-10 [doi]
• Towards Utopia: designing tangibles for learningAlissa Nicole Antle, Alyssa F. Wise, Kristine Nielsen. 11-20 [doi]
• Mobile learning in museums: how mobile supports for learning influence student behaviorClara Cahill, Alex Kuhn, Shannon Schmoll, Wan-Tzu Lo, Brenna McNally, Chris Quintana. 21-28 [doi]
• Paper vs. tablet computers: a comparative study using Tangible FlagsGene Chipman, Jerry Alan Fails, Allison Druin, Mona Leigh Guha. 29-36 [doi]
• How children represent sustainability in the homeAudrey Desjardins, Ron Wakkary. 37-45 [doi]
• Cross-platform learning: children s learning from multiple mediaShalom M. Fisch, Richard Lesh, Elizabeth Motoki, Sandra Crespo, Vincent Melfi. 46-51 [doi]
• An open-ended tangible environment for disabled children s learningFranca Garzotto, Roberto Gonella. 52-61 [doi]
• Using a large display in the periphery to support children learning through designK. K. Lamberty, Stephen Adams, Jason Biatek, Katherine Froiland, Jay Lapham. 62-71 [doi]
• The UCube: a child-friendly device for introductory three-dimensional designBen Leduc-Mills, Michael Eisenberg. 72-80 [doi]
• Designing learning representations around physical manipulation: hands and objectsAndrew Manches, Sara Price. 81-89 [doi]
• How real is real enough ?: designing artifacts and procedures for embodied simulations of science practicesFrancesco Novellis, Tom Moher. 90-98 [doi]
• Pop goes the cell phone: ::::asynchronous messaging for preschoolers::::Hayes Raffle, Rafael Ballagas, Glenda Revelle, Koichi Mori, Hiroshi Horii, Christopher Paretti, Mirjana Spasojevic. 99-108 [doi]
• Beyond one-size-fits-all: how interactive tabletops support collaborative learningJochen Rick, Paul Marshall, Nicola Yuill. 109-117 [doi]
• Collaboration through documentation: automated capturing of tangible constructions to support engineering designTiffany Tseng, Coram Bryant, Paulo Blikstein. 118-126 [doi]
• T-Maze: a tangible programming tool for childrenDanli Wang, Cheng Zhang, Hongan Wang. 127-135 [doi]
• Examining values: an analysis of nine years of IDC researchSvetlana Yarosh, Iulian Radu, Seth Hunter, Eric Rosenbaum. 136-144 [doi]
• TinkRBook: shared reading interfaces for storytellingAngela Chang, Cynthia Breazeal. 145-148 [doi]
• Dance dance Pleo: developing a low-cost learning robotic dance therapy aidAaron Curtis, Jaeeun Shim, Eugene Gargas, Adhityan Srinivasan, Ayanna M. Howard. 149-152 [doi]
• Reviewing children s collaboration practices in storytelling environmentsTimo Göttel. 153-156 [doi]
• Improving learning transfer from stencils-based tutorialsKyle J. Harms, Jordana H. Kerr, Caitlin Kelleher. 157-160 [doi]
• Learning sustainability: families, learning, and next-generation eco-feedback technologyMichael S. Horn, Pryce Davis, Aleata K. Hubbard, Danielle Keifert, Zeina Atrash Leong, Izabel C. Olson. 161-164 [doi]
• Steps toward child-designed interactive stuffed toysYingdan Huang, Michael Eisenberg. 165-168 [doi]
• Twooter: designing a musical expression tool for use in social networksAsmi Joshi, Greg Walsh. 169-172 [doi]
• Representing equality: a tangible balance beam for early algebra educationZeina Atrash Leong, Michael S. Horn. 173-176 [doi]
• Supporting children s learning with body-based metaphors in a mixed reality environmentRobb Lindgren, J. Michael Moshell. 177-180 [doi]
• The design of t-vote: a tangible tabletop application supporting children s decision makingCarrie McCrindle, Eva Hornecker, Andreas Lingnau, Jochen Rick. 181-184 [doi]
• A method for involving children with autism in designLaura Millen, Sue Cobb, Harshada Patel. 185-188 [doi]
• Modeling on the table: agent-based modeling in elementary school with NetTangoIzabel C. Olson, Michael S. Horn. 189-192 [doi]
• Evaluating technology that makes physical games for children more engagingFiraz Peer, Anne Friedlander, Ali Mazalek, Florian Mueller. 193-196 [doi]
• Evaluating the usability of an interactive map activity for climate change educationVanessa L. Peters, Nancy Butler Songer. 197-200 [doi]
• Pokaboo: a networked toy for distance communication and playHayes Raffle, Koichi Mori, Rafael Ballagas, Mirjana Spasojevic. 201-204 [doi]
• NFC-based interactive learning environments for childrenIván Sánchez, Marta Cortés, Jukka Riekki, Mika Oja. 205-208 [doi]
• Social networking as a vehicle to foster cross-cultural awarenessGreg Walsh, Quincy Brown, Allison Druin. 209-212 [doi]
• ::::TofuDraw::::: a mixed-reality choreography tool for authoring robot character performanceRyan Wistort, Cynthia Breazeal. 213-216 [doi]
• Supporting pretend and narrative play over videochatSvetlana Yarosh, Mark Robert Kwikkers. 217-220 [doi]
• The fun semantic differential scalesYusrita Mohd Yusoff, Ian Ruthven, Monica Landoni. 221-224 [doi]
• LightUp: a low-cost, multi-age toolkit for learning and prototyping electronicsZain Asgar, Joshua Chan, Chang Liu, Paulo Blikstein. 225-226 [doi]
• Electric Agents: combining television and mobile phones for an educational gameRafael Ballagas, Glenda Revelle, Kyle Buza, Hiroshi Horii, Koichi Mori, Hayes Raffle, Mirjana Spasojevic, Janet Go, Kristin Cook, Emily Reardon, Yun-Ta Tsai, Christopher Paretti. 227-230 [doi]
• Pas a Pas: a platform for enabling schools to teach educational content using stop motion animationIshac Bertran. 231-233 [doi]
• QWERTY and the art of designing microcontrollers for childrenPaulo Blikstein, Arnan Sipitakiat. 234-237 [doi]
• Sticking together: handcrafting personalized communication interfacesNatalie Freed, Jie Qi, Adam Setapen, Cynthia Breazeal, Leah Buechley, Hayes Raffle. 238-241 [doi]
• Pattern poses: embodied geometry with tangibles and computer visualizationJason Mickelson, Matthew Canton, Wendy Ju. 242-245 [doi]
• Collaborative technologies for children with autismLaura Millen, Tessa Hawkins, Sue Cobb, Massimo Zancanaro, Tony Glover, Patrice L. (Tamar) Weiss, Eynat Gal. 246-249 [doi]
• Modkit: blending and extending approachable platforms for creating computer programs and interactive objectsAmon Millner, Edward Baafi. 250-253 [doi]
• OpenGesture: a low-cost authoring framework for gesture and speech based application development and learning analyticsMarcelo Worsley, Michael Johnston, Paulo Blikstein. 254-256 [doi]
• Teaching interaction design & children within diverse disciplinary curriculaShuli Gilutz, Tilde Bekker, Shalom Fisch, Paulo Blikstein. 257-259 [doi]
• Children s co-design and inclusive educationFranca Garzotto, Roberto Gonella. 260-263 [doi]
• Opportunities and challenges when designing and developing with kids @ schoolMarianna Obrist, Christiane Moser, Verena Fuchsberger, Manfred Tscheligi, Panos Markopoulos, Jörg Hofstätter. 264-267 [doi]
• Creating a child computer interaction curriculumJanet C. Read. 268-270 [doi]