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New publication about the FUBImethod

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We are pleased to announce that we have published a new article in the International Journal of Human-Computer Studies.

Title: FUBImethod: Strategies to engage Children in the Co-Design of Full-Body Interactive Experiences

Abstract: In this paper, we present the FUBImethod, a method based on six stages to co-design interactive experiences based on Full-Body Interaction. The FUBImethod aims specifically to engage children in co-design processes and to benefit from their natural playfulness and expertise in movement. This approach allows designers to go beyond the surface level of content-driven ideas by raising awareness of the body and space, and by proposing techniques that help the design team to understand and incorporate the specific qualities that constitute Full-Body Interaction. We also propose strategies to strengthen the children’s perspective in the design process in reaching a common agreement in the design goals and the selection of adequate design choices within the design team. We ground our theoretical discussions on the outcomes of the research project “Evaluation-Driven Design”, the goal of which was the exploration and definition of adequate research and design methods in Full- Body Interaction.

Reference:

Marie-Monique Schaper, Ole Sejer Iversen, Laura Malinverni, and Narcis Pares. (2019). FUBImethod: Strategies to engage children in the co-design of Full-Body interactive experiences. International Journal of Human-Computer Studies, 132: 52-69. DOI: 10.1016/j.ijhcs.2019.07.008 

 

New publication in International Journal of Child-Computer Interaction

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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.

Abstract
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.

Reference
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

Until September open-access to article available using this link:
https://www.sciencedirect.com/science/article/pii/S221286891630085X