We are happy to share another publication about our project “Refugi 307” that has recently been published in the Special issue on “Assumptions about the Concept of Childhood and the Roles of Children in Design” of the International Journal of Child-Computer Interaction.
The roles that children are allowed to play in the co-design of an interactive experience are strongly influenced and determined by the views of designers and other adult stakeholders on childhood, as well as by their expectations of children’s skills and cognitive capacities. In this paper, we contrast these assumptions in the design of a Virtual Heritage experience for guided school visits at an archaeological site. The goal of our study was to analyse different viewpoints of adult stakeholders in order to find new strategies that balance power relations between adults and children. The study was carried out in the context of the preliminary design stage of an interactive learning experience for a bomb shelter dating from the Spanish Civil War, known as “Refugi 307”. Our analysis reveals some of the reasons behind the assumptions of adult stakeholders. These outcomes were our starting point for defining strategies that can establish collective values among adult stakeholders and enrich the range of roles of children in a design process.
Marie-Monique Schaper, Maria Santos, and Narcis Pares. (2018). Orchestrating experts’ assumptions and children’s values in the design of Virtual Heritage experiences. International Journal of Child-Computer Interaction. DOI: https://doi.org/10.1016/j.ijcci.2018.02.001
I am proud to announce that our paper “Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites” has been published in the International Journal of Human-Computer Studies.
The design of interactive experiences for archaeological sites entails the consideration of the particular characteristics and constraints of the exhibition space. Our aim is to address these challenges by exploring the potential of a recently emerging interaction paradigm called World-as-Support, which is based on projective Augmented Reality (AR). In this study, we present the design process of a virtual heritage experience for a bomb shelter built during the Spanish Civil War that currently belongs to the Barcelona History Museum. The goal of this study was twofold. First, we aimed to define the requirements for the design of a first prototype based on the World-as-Support interaction paradigm. Second, we carried out a study with a local school to evaluate the benefits of an educational experience based on this paradigm. Our results indicate benefits to complement the guided visit: (1) by using projective AR to explore different layers of the learning experience; and (2) by including collaborative activities based on embodied enactments to foster the understanding of historical contents that require emotional engagement and critical thinking.
Since December 2015 we have been collaborating with Plàudite Teatre – Espai d’Arts Escèniques to explore novel co-design methods with and for children for Full-Body interactive experiences. For my PhD Thesis I particularly focused on techniques based on theatre practise that promote body and space awareness.
Last Tuesday a short overview of the project and first examples of a prototype using these techniques has been presented by Televisió L’Hospitalet. You can watch the report and an interview with the co-design team here (in Catalan, starting from 09.12 min):
I am please to invite you to my talk “Participative Design Strategies for Full-Body Interaction” on Wednesday, 8th March 2017 at 15.00, Wiener Building 028, 030, 032, Aarhus University.
The design for Full-Body Interaction Learning Environments faces two main challenges. First, the need to define learning contents that are aligned with users’ understanding and that are suitable for the features of Full-Body Interaction. Second, research based on the embodied cognition framework proposes the use of physicality and spatiality to promote learning. Nevertheless, currently employed methods to involve users in the design of Full-Body Interaction Learning Environments often neglect to properly integrate the notion of body and space. In this talk, Marie will present a set of participative design strategies to tackle these challenges. The audience will be invited to participate in a dialogue about potentials and limitations of the presented design strategies and to think about the physical instance of a Full-Body Interaction design kit. Furthermore, we will discuss and reflect upon how this approach could be relevant for general design practices and applied to related research areas.