Table of Contents

• CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situFabio Pittarello, Luca Bertani. 1-10 [doi]
• DisCo: a co-design online tool for asynchronous distributed child and adult design partnersGreg Walsh, Allison Druin, Mona Leigh Guha, Elizabeth M. Bonsignore, Elizabeth Foss, Jason C. Yip, Evan Golub, Tamara L. Clegg, Quincy Brown, Robin Brewer, Asmi Joshi, Richelle Brown. 11-19 [doi]
• Embedding technology in the classroom: the train the teacher modelJudy Robertson, Andrew Peter Macvean, Katherine Howland. 20-29 [doi]
• Exploring children's 'indexical encounter' with real and digitised archive photographs using tablet and large flat screen technologiesSusan Jane Jones, Lynne E. Hall, Janette Hilton. 30-39 [doi]
• Family and design in the IDC and CHI communitiesSara Isola, Jerry Alan Fails. 40-49 [doi]
• Fostering early literacy skills in children's libraries: opportunities for embodied cognition and tangible technologiesCamilla Nørgaard Jensen, Winslow Burleson, John Sadauskas. 50-59 [doi]
• Impact of embodied interaction on learning processes: design and analysis of an educational application based on physical activityLaura Malinverni, Brenda López Silva, Narcís Parés. 60-69 [doi]
• Investigating children's opinions of games: Fun Toolkit vs. This or ThatGavin Sim, Matthew Horton. 70-77 [doi]
• Learning kinematics in elementary grades using agent-based computational modeling: a visual programming-based approachPratim Sengupta, Amy Voss Farris. 78-87 [doi]
• Revive!: reactions to migration between different embodiments when playing with robotic petsElena Márquez Segura, Henriette S. M. Cramer, Paulo Fontaínha Gomes, Stina Nylander, Ana Paiva. 88-97 [doi]
• Robo-Blocks: designing debugging abilities in a tangible programming system for early primary school childrenArnan Sipitakiat, Nusarin Nusen. 98-105 [doi]
• Scandinavian participatory design: dialogic curation with teenagersOle Sejer Iversen, Rachel Charlotte Smith. 106-115 [doi]
• Sciensations: making sense of science by designing with sensorsKatja Grufberg, Martin Jonsson. 116-124 [doi]
• StoryFaces: pretend-play with ebooks to support social-emotional storytellingKimiko Ryokai, Hayes Raffle, Robert Kowalski. 125-133 [doi]
• Supporting the design contributions of children with autism spectrum conditionsChristopher Frauenberger, Judith Good, Alyssa Alcorn, Helen Pain. 134-143 [doi]
• Tangicons 3.0: an educational non-competitive collaborative gameFlorian Scharf, Thomas Winkler 0004, Claudia Hahn, Christian Wolters, Michael Herczeg. 144-151 [doi]
• Technology for promoting scientific practice and personal meaning in life-relevant learningTamara L. Clegg, Elizabeth M. Bonsignore, Jason C. Yip, Helene Gelderblom, Alex Kuhn, Tobin Valenstein, Becky Lewittes, Allison Druin. 152-161 [doi]
• The choreography of conceptual development in computer supported instructional environmentsTimothy Charoenying, Alex Gaysinsky, Kimiko Ryokai. 162-167 [doi]
• A networked suite of mixed-technology robotic artifacts for advancing literacy in childrenGeorge J. Schafer, Keith Evan Green, Ian D. Walker, Elise Lewis. 168-171 [doi]
• BeSound: embodied reflexion for music education in childhoodGualtiero Volpe, Giovanna Varni, Anna Rita Addessi, Barbara Mazzarino. 172-175 [doi]
• Building examples: media and learning affordancesTiffany Tseng, Mitchel Resnick. 176-179 [doi]
• Characters as agents for the co-design processCathy Grundy, Lyn Pemberton, Richard Morris. 180-183 [doi]
• Children's web search with Google: the effectiveness of natural language queriesYvonne Kammerer, Maja Bohnacker. 184-187 [doi]
• Creative access to technology: building sounding artifacts with childrenChristoph Trappe. 188-191 [doi]
• Design challenges and concept for intergenerational online learningVerena Fuchsberger, Julia Nebauer, Christiane Moser, Manfred Tscheligi. 192-195 [doi]
• Designing digital media for teen-aged apprentices: a participatory approachEva-Sophie Katterfeldt, Anja Zeising, Heidi Schelhowe. 196-199 [doi]
• Designing textual password systems for childrenJanet C. Read, Brendan Cassidy. 200-203 [doi]
• Development and evaluation of Fingu: a mathematics iPad game using multi-touch interactionWolmet Barendregt, Berner Lindström, Elisabeth Rietz-Leppänen, Ingemar Holgersson, Torgny Ottosson. 204-207 [doi]
• Development of intelligent play practice for trampolinesHelle Skovbjerg Karoff, Lars Elbæk, Sigrid Rytz Hansen. 208-211 [doi]
• Digitally augmenting the flannel boardMaria Ana Medeiros, Pedro Branco, Clara Coutinho. 212-215 [doi]
• Evaluation of the puppet theater based on inclusive design method: a case study of fourth-year elementary school students with normal hearingRyohei Egusa, Fusako Kusunoki, Kumiko Wada, Hiroshi Mizoguchi, Miki Namatame, Shigenori Inagaki. 216-219 [doi]
• From tools to communities: designs to support online creative collaboration in scratchRicarose Roque, Yasmin B. Kafai, Deborah A. Fields. 220-223 [doi]
• Group interaction on interactive multi-touch tables by children in IndiaIzdihar Jamil, Mark J. Perry, Kenton O'Hara, Abhijit Karnik, Mark T. Marshall, Swathi Jha, Sanjay Gupta, Sriram Subramanian. 224-227 [doi]
• Growing up with Nell: a narrative interface for literacyC. Scott Ananian, Chris J. Ball, Michael Stone. 228-231 [doi]
• Ilha Musical: a CAVE for nurturing cultural appreciationAntónio Gomes, Hyunjoo Oh, Yoram Chisik, Monchu Chen. 232-235 [doi]
• Independent exploration with tangibles for students with intellectual disabilitiesTaciana Pontual Falcão, Sara Price. 236-239 [doi]
• Interactive applications for children with hearing impairments: a process of inspiration, ideation, and conceptualizationPieter Duysburgh, Karin Slegers, An Jacobs. 240-243 [doi]
• Material pets, virtual spaces, isolated designers: how collaboration may be unintentionally constrained in the design of tangible computational craftsManeksha DuMont, Victor R. Lee. 244-247 [doi]
• Math on a sphere: using public displays to support children's creativity and computational thinking on 3D surfacesSherry Hsi, Michael Eisenberg. 248-251 [doi]
• Parents and children having and using technology: what should we ask?Matthew Horton, Janet C. Read. 252-255 [doi]
• Participatory design for exertion interfaces for childrenPascal Landry, Narcís Parés, Joseph Minsky, Roc Parés. 256-259 [doi]
• Robotic companion for diabetic children: emotional and educational support to diabetic children, through an interactive robotMarco Nalin, Ilaria Baroni, Alberto Sanna, Clara Pozzi. 260-263 [doi]
• Standing on the shoulders of their peers: success factors for massive cooperation among children creating open source animations and games on their smartphonesTobias Gritschacher, Wolfgang Slany. 264-267 [doi]
• Time-Me: helping children understand timeAzmina Karimi, Beth Liang, Andrew Nip, Saba Nowroozi, Celeste Pang. 268-271 [doi]
• Understanding reading experience to inform the design of ebooks for childrenLuca Colombo, Monica Landoni, Elisa Rubegni. 272-275 [doi]
• Using children's drawings to elicit feedback on interactive museum prototypesEmma Nicol, Eva Hornecker. 276-279 [doi]
• v-Penglipur Lara: the development of a pedagogical agent in Malaysian folktales landMasyarah Zulhaida Masmuzidin, Taoran Wan. 280-283 [doi]
• What makes competitions fun to participate?: the role of audience for middle school game designersYasmin B. Kafai, Quinn Burke, Chad Mote. 284-287 [doi]
• You have to die!: parents and children playing cooperative gamesWolmet Barendregt. 288-291 [doi]
• An interactive exploration system that visually supports learning of country featuresTomoko Kajiyama, Shin'ichi Satoh. 292-295 [doi]
• Bifocal modeling: mixing real and virtual labs for advanced science learningPaulo Blikstein, Tamar Fuhrmann, Daniel Greene, Shima Salehi. 296-299 [doi]
• Catroid: a mobile visual programming system for childrenWolfgang Slany. 300-303 [doi]
• Designing a community to support long-term interest in programming for middle school childrenKyle J. Harms, Jordana H. Kerr, Michelle Ichinco, Mark Santolucito, Alexis Chuck, Terian Koscik, Mary Chou, Caitlin Kelleher. 304-307 [doi]
• Designing the anti-heuristic game: a game which violates heuristicsGavin Sim. 308-311 [doi]
• Improving on a physics-based programming system for childrenRobert Sheehan, Ducksan Cho, Joon Ha Park. 312-315 [doi]
• Proportion: a tablet app for collaborative learningJochen Rick. 316-319 [doi]
• Replay: a self-documenting construction kitTiffany Tseng, Robert Hemsley, Mitchel Resnick. 320-322 [doi]
• t-books: merging traditional storybooks with electronicsCristina Sylla, Pedro Branco, Sérgio Gonçalves, Clara Coutinho, Paulo Brito. 323-326 [doi]
• Augmenting imagination for children with autismZhen Bai. 327-330 [doi]
• Creating physically active games for young adolescentsRémi Bec. 331-334 [doi]
• Designing for emergent playLinda De Valk. 335-338 [doi]
• Developing adaptive exergames for adolescent childrenAndrew Peter Macvean. 339-342 [doi]
• Empowerment through design: engaging alternative high school students through the design, development and crafting of digitally-enhanced petsManeksha DuMont. 343-346 [doi]
• Supporting non-formal learning through co-design of social games with childrenDiego Alvarado. 347-350 [doi]
• The choreography of conceptual development in computer supported instructional environmentsTimothy Charoenying. 351-354 [doi]
• Towards a socially adaptive digital playgroundRobby van Delden. 355-358 [doi]
• Waiting for learning: designing interactive educational materials for patient waiting areasZeina Atrash Leong. 359-362 [doi]
• Interactive technologies for children with special needsMeryl Alper, Juan Pablo Hourcade, Shuli Gilutz. 363-366 [doi]
• Challenges, opportunities and future perspectives in including children with disabilities in the design of interactive technologyChristopher Frauenberger, Judith Good, Alyssa Alcorn. 367-370 [doi]
• Tangibles for students with intellectual disabilitiesTaciana Pontual Falcão, Sara Price. 371-374 [doi]
• Digital fabrication for educational contextsDennis Krannich, Bernard Robben, Sabrina Wilske. 375-376 [doi]
• "Seeing solids" via patterns of light: evaluating a tangible 3D-input deviceBen Leduc-Mills, Halley Profita, Michael Eisenberg. 377-380 [doi]