Table of Contents

• Designing ScratchJr: support for early childhood learning through computer programmingLouise P. Flannery, Brian Silverman, Elizabeth R. Kazakoff, Marina Umaschi Bers, Paula Bontá, Mitchel Resnick. 1-10 [doi]
• Automatically generating tutorials to enable middle school children to learn programming independentlyKyle J. Harms, Dennis Cosgrove, Shannon Gray, Caitlin Kelleher. 11-19 [doi]
• A curriculum for teaching computer science through computational textilesKanjun Qiu, Leah Buechley, Edward Baafi, Wendy M. DuBow. 20-27 [doi]
• From surveys to collaborative art: enabling children to program with online dataSayamindu Dasgupta. 28-35 [doi]
• Learning extended writing: designing for children's collaborationPhil Heslop, Ahmed Kharrufa, Madeline Balaam, David Leat, Paul Dolan, Patrick Olivier. 36-45 [doi]
• Design to support interpersonal communication in the special educational needs classroomAbigail Durrant, Jonathan Hook, Roisin McNaney, Keir Williams, Thomas Smith, Mathew Kipling, Tony Stockman, Patrick Olivier. 46-55 [doi]
• Discrepancies in a virtual learning environment: something "worth communicating about" for young children with ASC?Alyssa M. Alcorn, Helen Pain, Judith Good. 56-65 [doi]
• moosikMasheens: music, motion and narrative with young people who have complex needsDavid Meckin, Nick Bryan-Kinns. 66-73 [doi]
• Rapid prototyping of outdoor games for children in an iterative design processIris Soute, Susanne Lagerström, Panos Markopoulos. 74-83 [doi]
• Design strategy to stimulate a diversity of motor skills for an exergame addressed to childrenPascal Landry, Joseph Minsky, Marta Castañer i Balcells, Oleguer Camerino i Foguet, Rosa Rodriguez-Arregui, Enric Ormo, Narcís Parés. 84-91 [doi]
• Leaving room for improvisation: towards a design approach for open-ended playLinda De Valk, Tilde Bekker, Berry Eggen. 92-101 [doi]
• Exploring motion-based touchless games for autistic children's learningLaura Bartoli, Clara Corradi, Franca Garzotto, Matteo Valoriani. 102-111 [doi]
• In-car game design for children: child vs. parent perspectiveGuy Hoffman, Ayelet Gal-Oz, Shlomi David, Oren Zuckerman. 112-119 [doi]
• Translating Roberto to Omar: computational literacy, stickerbooks, and cultural formsMichael S. Horn, Sarah AlSulaiman, Jaime Koh. 120-127 [doi]
• PBS KIDS mathematics transmedia suites in preschool homesBetsy McCarthy, Linlin Li, Michelle Tiu, Sara Atienza. 128-136 [doi]
• Designing healthcare games and applications for toddlersMarikken Høiseth, Michail N. Giannakos, Ole A. Alsos, Letizia Jaccheri, Jonas Asheim. 137-146 [doi]
• Translating preschoolers' game experiences into design guidelines via a laddering studyVéronique Celis, Jelle Husson, Vero Vanden Abeele, Leen Loyez, Lieven Van den Audenaeren, Pol Ghesquière, Ann Goeleven, Jan Wouters, Luc Geurts. 147-156 [doi]
• Examining the need for visual feedback during gesture interaction on mobile touchscreen devices for kidsLisa Anthony, Quincy Brown, Jaye Nias, Berthel Tate. 157-164 [doi]
• Games as neurofeedback training for children with FASDRegan L. Mandryk, Shane Dielschneider, Michael Kalyn, Christopher P. Bertram, Michael Gaetz, Andre Doucette, Brett Taylor, Alison Pritchard Orr, Kathy Keiver. 165-172 [doi]
• Gears of our childhood: constructionist toolkits, robotics, and physical computing, past and futurePaulo Blikstein. 173-182 [doi]
• Towards an ecological inquiry in child-computer interactionRachel Charlotte Smith, Ole Sejer Iversen, Thomas Hjermitslev, Aviaja Borup Lynggaard. 183-192 [doi]
• Understanding the fidelity effect when evaluating games with childrenGavin Sim, Brendan Cassidy, Janet C. Read. 193-200 [doi]
• Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with childrenJason C. Yip, Tamara L. Clegg, Elizabeth M. Bonsignore, Helene Gelderblom, Emily Rhodes, Allison Druin. 201-210 [doi]
• Interaction design research with adolescents: methodological challenges and best practicesErika Shehan Poole, Tamara Peyton. 211-217 [doi]
• Toward a taxonomy of design genres: fostering mathematical insight via perception-based and action-based experiencesDor Abrahamson. 218-227 [doi]
• Augmenting play and learning in the primary classroomMarie Bodén, Andrew Dekker, Stephen Viller, Ben Matthews. 228-236 [doi]
• Playing for real: designing alternate reality games for teenagers in learning contextsElizabeth M. Bonsignore, Derek L. Hansen, Kari Kraus, Amanda Visconti, June Ahn, Allison Druin. 237-246 [doi]
• Designing for science learning and collaborative discourseTodd Shimoda, Barbara White, Marcela Borge, John Frederiksen. 247-256 [doi]
• Revisiting PointAssist and studying effects of control-display gain on pointing performance by four-year-oldsDavid Ahlström, Martin Hitz. 257-260 [doi]
• Things to imagine with: designing for the child's creativitySharon Lynn Chu, Francis K. H. Quek. 261-264 [doi]
• Drawing the electric: storytelling with conductive inkSam Jacoby, Leah Buechley. 265-268 [doi]
• Building an experience framework for a digital peer support service for children surviving from cancerPontus Wärnestål, Jens Nygren. 269-272 [doi]
• Quantified recess: design of an activity for elementary students involving analyses of their own movement dataVictor R. Lee, Joel Drake. 273-276 [doi]
• A Wizard-of-Oz elicitation study examining child-defined gestures with a whole-body interfaceSabrina Connell, Pei-Yi Kuo, Liu Liu, Anne Marie Piper. 277-280 [doi]
• Designing the LIT KIT, an interactive, environmental, cyber-physical artifact enhancing children's picture-book readingGeorge J. Schafer, Keith Evan Green, Ian D. Walker, Elise Lewis, Susan King Fullerton, Arash Soleimani, Matthew Norris, Katrina Fumagali, Jingjie Zhao, Reisha Allport, Xuefei Zheng, Reinaldo Gift, Ajay Padmakumar. 281-284 [doi]
• MemoLine: evaluating long-term UX with childrenJorick Vissers, Lode De Bot, Bieke Zaman. 285-288 [doi]
• Low-tech and high-tech prototyping for eBook co-design with childrenLuca Colombo, Monica Landoni. 289-292 [doi]
• Children initiating and leading cooperative inquiry sessionsJason C. Yip, Elizabeth Foss, Elizabeth M. Bonsignore, Mona Leigh Guha, Leyla Norooz, Emily Rhodes, Brenna McNally, Panagis Papadatos, Evan Golub, Allison Druin. 293-296 [doi]
• Students' use of mobile technology to collect data in guided inquiry on field tripsWan-Tzu Lo, Chris Quintana. 297-300 [doi]
• Beelight: helping children discover colorsYuebo Shen, Yiwu Qiu, Ke Li, Yi Liu. 301-304 [doi]
• Programming robots at the museumCaroline Pantofaru, Austin Hendrix, Andreas Paepcke, Dirk Thomas, Sharon Marzouk, Sarah Elliott. 305-308 [doi]
• TUI, GUI, HUI: is a bimodal interface truly worth the sum of its parts?Amanda Strawhacker, Amanda Sullivan, Marina Umaschi Bers. 309-312 [doi]
• Recruiting and retaining young participants: strategies from five years of field researchElizabeth Foss, Allison Druin, Mona Leigh Guha. 313-316 [doi]
• PuppetPlay: testing interactive puppets to promote reading comprehension in Uganda & El SalvadorAmy Ahearn, Vincent Kizza, José Douglas Martinez. 317-319 [doi]
• Exploration of videochat for children with autismSanika Mokashi, Svetlana Yarosh, Gregory D. Abowd. 320-323 [doi]
• CASTOR: listening to engaging context-aware stories outdoorsFabio Pittarello, Luca Bertani. 324-327 [doi]
• real experts!: Studying teenagers' motivation in participatory designElin Irene Krog Hansen, Ole Sejer Iversen. 328-331 [doi]
• Participatory design workshops with children with cancer: lessons learnedSusanne Lindberg. 332-335 [doi]
• Designing creative activities for children: the importance of collaboration and the threat of losing controlMichail N. Giannakos, Letizia Jaccheri. 336-339 [doi]
• Playful taste interactionChristiane Moser, Manfred Tscheligi. 340-343 [doi]
• TanPro-kit: a tangible programming tool for childrenDanli Wang, Yunfeng Qi, Yang Zhang, Tingting Wang. 344-347 [doi]
• The mobile learning exploration system (MoLES) in semantically modeled ambient learning spacesThomas Winkler 0004, Michael Herczeg. 348-351 [doi]
• Fun and fair: influencing turn-taking in a multi-party game with a virtual agentSean Andrist, Iolanda Leite, Jill Lehman. 352-355 [doi]
• The play gridRune Fogh, Asger Johansen. 356-359 [doi]
• The DEVICE project: development of educational programs with a specific focus on design for childrenChiara Ferrarini, Eva Eriksson, Roberto Montanari, Ruth Sims. 360-363 [doi]
• Human SUGOROKU: full-body interaction system for students to learn vegetation successionTakayuki Adachi, Masafumi Goseki, Keita Muratsu, Hiroshi Mizoguchi, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda. 364-367 [doi]
• Invent-abling: enabling inventiveness through craftSibel Deren Guler, Michael Everett Rule. 368-371 [doi]
• Learning in critter corral: evaluating three kinds of feedback in a preschool math appKristen Pilner Blair. 372-375 [doi]
• Designing early childhood math games: a research-driven approachAshley Lewis Presser, Philip Vahey, Christine Zanchi. 376-379 [doi]
• Digital culture creative classrooms (DC3): teaching 21st century proficiencies in high schools by engaging students in creative digital projectsDavid Tinapple, John Sadauskas, Loren Olson. 380-383 [doi]
• Engaging children in cars through a robot companionLiang Hiah, Tatiana Sidorenkova, Lilia Perez Romero, Yu-Fang Teh, Ferdy van Varik, Jacques M. B. Terken, Dalila Szostak. 384-387 [doi]
• Using gamification to motivate children to complete empirical studies in lab environmentsRobin Brewer, Lisa Anthony, Quincy Brown, Germaine Irwin, Jaye Nias, Berthel Tate. 388-391 [doi]
• A comparative evaluation of touch and pen gestures for adult and child usersAhmed Sabbir Arif, Cristina Sylla. 392-395 [doi]
• Engaging children in longitudinal behavioral studies through playful technologiesOlga Lyra, Evangelos Karapanos, Rúben Gouveia, Valentina Nisi, Nuno Jardim Nunes. 396-399 [doi]
• Feel the burn: exploring design parameters for effortful interaction for educational gamesLeilah Lyons, Brenda López Silva, Tom Moher, Priscilla Jimenez Pazmino, Brian Slattery. 400-403 [doi]
• Pirate island: an immersion-style language-learning RPGAlexander Goldman, Monchu Chen. 404-407 [doi]
• Know your enemy: learning from in-game opponentsDavid Weintrop, Uri Wilensky. 408-411 [doi]
• Embodied metaphor elicitation through augmented-reality game designIulian Radu, Yan Xu, Blair MacIntyre. 412-414 [doi]
• Little backpackers: studying children's psychological needs in an interactive exhibition contextPetri Saarinen, Timo Partala, Kaisa Väänänen-Vainio-Mattila. 415-418 [doi]
• Children as webmakers: designing a web editor for beginnersThomas H. Park, Rachel M. Magee, Susan Wiedenbeck, Andrea Forte. 419-422 [doi]
• Designing interactive activities within Scratch 2.0 for improving abilities to identify numerical sequencesLuis Armería Zavala, Sara C. Hernández Gallardo, Miguel Ángel García-Ruíz. 423-426 [doi]
• Using social media and learning analytics to understand how children engage in scientific inquiryJune Ahn, Michael Gubbels, Jason C. Yip, Elizabeth M. Bonsignore, Tamara L. Clegg. 427-430 [doi]
• The digital economy: a case study of designing for classroomsMeg Cramer, Gillian R. Hayes. 431-434 [doi]
• Towards the design of technology for measuring and capturing children's attention on e-learning tasksNadia Mana, Ornella Mich. 435-438 [doi]
• The education arcade: crafting, remixing, and playing with controllers for Scratch gamesRichard Davis, Yasmin B. Kafai, Veena Vasudevan, EunKyoung Lee. 439-442 [doi]
• Once upon a time in the Bronx: working with youth to address violence through performance and playMelanie Crean. 443-446 [doi]
• Comic creation, comic relief: kids expression of self and othersShelley Goldman, Molly Bullock. 447-450 [doi]
• Enacting orbits: refining the design of a full-body learning simulationMichael Tscholl, Robb Lindgren, Emily Johnson. 451-454 [doi]
• Acquiring educational access for neurodiverse learners through multisensory design principlesAngela M. Puccini, Marisa Puccini, Angela Chang. 455-458 [doi]
• Cloudcommuting: games, interaction, and learningDimitris Papanikolaou. 459-462 [doi]
• Go go games: therapeutic video games for children with autism spectrum disordersAlexis Hiniker, Joy Wong Daniels, Heidi Williamson. 463-466 [doi]
• Evaluation of interactive puppet theater based on inclusive design methods: a case study of students at elementary school for the deafRyohei Egusa, Kumiko Wada, Takayuki Adachi, Masafumi Goseki, Miki Namatame, Fusako Kusunoki, Hiroshi Mizoguchi, Shigenori Inagaki. 467-470 [doi]
• Pre-pilot findings on developing a literacy tabletAngela Chang, David Nunez, Tom Roberts, David Sengeh, Cynthia Breazeal. 471-474 [doi]
• Rethinking transparency: constructing meaning in a physical and digital design for algebraKiera Chase, Dor Abrahamson. 475-478 [doi]
• On the aesthetics of children's computational modeling for learning scienceAmy Voss Farris, Pratim Sengupta. 479-482 [doi]
• Meta-modeling knowledge: comparing model construction and model interaction in bifocal modelingTamar Fuhrmann, Shima Salehi, Paulo Blikstein. 483-486 [doi]
• Papert's prison fab lab: implications for the maker movement and education designGary S. Stager. 487-490 [doi]
• LightUp: an augmented, learning platform for electronicsJoshua Chan, Tarun Pondicherry, Paulo Blikstein. 491-494 [doi]
• Graph hopping: learning through physical interaction quantificationTimothy Charoenying. 495-498 [doi]
• Bilingual storybook app designed for deaf children based on research principlesMelissa Malzkuhn, Melissa Herzig. 499-502 [doi]
• SINQ: designing social media to foster everyday scientific inquiry for childrenJune Ahn, Jason C. Yip, Michael Gubbels. 503-506 [doi]
• Cloud rhymer: prototype demo and intervention proposalDavid Robert, Peter Schmitt, Alex Olwal. 507-510 [doi]
• An educational application for botanical study in science classes at elementary schoolsTomoko Kajiyama. 511-514 [doi]
• Interaction design and physical computing in the era of miniature embedded computersArnan Sipitakiat, Paulo Blikstein. 515-518 [doi]
• Blockuits: innovating building blocksPaweena Prachanronarong. 519-522 [doi]
• A software infrastructure for managing the lifecycle of context-aware storiesFabio Pittarello, Luca Bertani. 523-526 [doi]
• Next generation preschool math demo: tablet games for preschool classroomsChristine Zanchi, Ashley Lewis Presser, Philip Vahey. 527-530 [doi]
• Interactive reflexive and embodied exploration of sound qualities with BeSoundGiovanna Varni, Gualtiero Volpe, Roberto Sagoleo, Maurizio Mancini, Giacomo Lepri. 531-534 [doi]
• Owl pellets and head-mounted displays: a demonstration of visual interaction for children who communicate in a sign languageMichael Jones, Jeannette Lawler, Eric Hintz, Nathan Bench, Fred Mangrubang. 535-538 [doi]
• HygieneHelper: promoting awareness and teaching life skills to youth with autism spectrum disorderGillian R. Hayes, Stephen W. Hosaflook. 539-542 [doi]
• RoyoBlocks: an exploration in tangible literacy learningJonathan Kleiman, Michael Pope. 543-546 [doi]
• mobile moleculesArlene Ducao, Catherine Milne, Ilias Koen. 547-549 [doi]
• Cyberchase 3D builder: a new way to look at geometryEllen Doherty, Michael Templeton, Marj Kleinman, Betsy McCarthy, Michelle Tiu. 550-553 [doi]
• TOTA: a construction set for the impending apocalypseNathan Rudolph. 554-556 [doi]
• Plus minus: passive education of basic circuitry through DIY product designJun Sik (Jason) Kim. 557-560 [doi]
• Dr. Wagon: a 'stretchable' toolkit for tangible computer programmingKunal Chawla, Megan Chiou, Alfredo Sandes, Paulo Blikstein. 561-564 [doi]
• Youtopia: a collaborative, tangible, multi-touch, sustainability learning activityAlissa Nicole Antle, Alyssa Friend Wise, Amanda Hall, Saba Nowroozi, Perry Tan, Jillian Warren, Rachael Eckersley, Michelle Fan. 565-568 [doi]
• Bridging book: a not-so-electronic children's picturebookAna Carina Figueiredo, Ana Lucia Pinto, Pedro Branco, Nelson Zagalo, Maria Eduarda Coquet. 569-572 [doi]
• Using demibooks composer to create remedial learning apps for the profoundly deafKaren Hart, Rafiq Ahmed. 573-576 [doi]
• Exploring early designs for teaching anatomy and physiology to children using wearable e-textilesLeyla Norooz, Jon Froehlich. 577-580 [doi]
• VidCoach: a mobile video modeling system for youth with special needsRachel Rose Ulgado, Katherine Nguyen, Van Erick Custodio, Aaron Waterhouse, Rachel Weiner, Gillian Hayes. 581-584 [doi]
• BunnyBolt: a mobile fitness app for youthChristine Keung, Alexa Lee, Shirley Lu, Megan O'Keefe. 585-588 [doi]
• BeatTable: a tangible approach to rhythms and ratiosEngin Bumbacher, Amit Deutsch, Nancy Otero, Paulo Blikstein. 589-592 [doi]
• Interactive e-books for childrenNadia Mana, Ornella Mich, Antonella De Angeli, Allison Druin. 593-595 [doi]
• Interactive technologies that enhance children's creativityFrançoise Decortis, Elisa Rubegni, Anne Bationo Tillon, Edith Ackermann. 596-599 [doi]
• Enhancing children's voices with media and technologyJuan Rubio, Kori Inkpen, Anna Ly, Jessica Kaminsky, Chris Plutte. 600-602 [doi]
• Designing for and with children with special needs in multiple settingsRoisin McNaney, Madeline Balaam, Kevin Marshall, Abigail Durrant, Janet Read, Judith Good, Judy Robertson, Gregory D. Abowd. 603-605 [doi]
• Bridging books: the printed book as a support for digital experiencesAna Lucia Pinto, Nelson Zagalo, Cristina Sylla, Natalie Freed, Ana Carina Figueiredo, Jie Qi, Pedro Branco, Maria Eduarda Coquet. 606-609 [doi]
• Behaviour change interventions: teenagers, technology and designLinda Little, Beth T. Bell, Greta Defeyter, Janet C. Read, Dan Fitton, Matthew Horton. 610-612 [doi]
• The makers' movement and FabLabs in education: experiences, technologies, and researchPaulo Blikstein, Dennis Krannich. 613-616 [doi]
• Evaluating accessibility in fabrication tools for childrenBen Leduc-Mills, Jaymes Dec, John Schimmel. 617-620 [doi]
• Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot studyNicol Dalla Longa, Ornella Mich. 621-624 [doi]
• Designing for the needs of child patients in hospital settingsJudy Robertson, Madeline Balaam. 625-627 [doi]
• Interaction design, books, and cultural formsMichael S. Horn. 628-631 [doi]
• Scatter!: a mobile non-parallel multiplayer exertion gameAlex Abreu, Gye Won Gho, Daragh Byrne. 632-634 [doi]
• Making "making" accessibleAmy Hurst, Shaun K. Kane. 635-638 [doi]
• Measuring learning and fun in video games for young children: a proposed methodAllan Fowler. 639-642 [doi]
• The LIT ROOM: advancing literacy in children through a networked suite of architectural robotic artifactsGeorge J. Schafer, Keith Evan Green, Ian D. Walker, Elise Lewis, Susan King Fullerton. 643-646 [doi]
• Two-way play: early learners' experiences with bi-directional televisionMeagan K. Rothschild. 647-650 [doi]
• Designing a tangible interface for collaborative storytelling to access 'embodiment' and meaning makingCristina Sylla. 651-654 [doi]
• Infant emotional engagement in video mediated interactionsElisabeth McClure. 655-658 [doi]
• Deliberate discrepancies as a design strategy for motivating social communication in virtual environments for young children with autismAlyssa M. Alcorn. 659-662 [doi]
• Scripting and orchestration of collaborative inquiry in smart classroomsMike Tissenbaum. 663-666 [doi]
• An embodied approach to collaborative knowledge construction for science inquiryRebecca Cober. 667-670 [doi]