Interaction design and children

Interaction design and children

1. INTRODUCTION

   • There is no design that fits all
   • Created based on knowledge about the target users
   • Universal accesibility
     • disabilities
     • Different cultures.
     • Children as a special user group
   • Responsible design
     • Good quality products
     • Positively contribute to the development of children and health
       • Different interests and abilities of children
   • Children are not a homogeneous group which may recommend a single theory and practice.

2. Characterising children

   • Children’s relation to interactive technologies varies
     • Different interests, humor, characters, backgrounds and environments.
   • Four age groups or stages of child development.
     • These stages based on the perspectives of cognitive, social, emotional, moral and language development in the context of marketing to children.
       • The dependency/exploratory stage (ages birth–2 years)
         • Learning, exploration and discovery
         • Children enjoy repetitive sensorimotor actions
         • Preferring parallel play.
         • Give a feeling of safety and stimulate learning
       • The emerging-autonomy stage (ages 3–7)
         • Children enjoy fantasy and magic
         • Self-centred, security, autonomy
         • importance in the simplicity of the design
         • Children begin to develop their knowledge of letters, words and books.
       • The rule/role stage (ages 8–12)
         • Interests change from fantasy to reality to some degree
         • They play in pairs and groups and become more interested in competition.
         • Developed sense of logic, reasoning and mere abstractions.
         • They have a need for acceptance and success.
         • More influence of friends
       • Early and late adolescence (ages 13 and up)
         • They become increasingly independent of peers and their parents.
         • Their needs focus mostly on needs of identity and sexuality.
         • Activities become both more socially and more goal-oriented, such as sports, school – clubs and social activities with friends.

3. Designing for children

   • Examine the success of innovative input devices designed to adapt to the music and motor skills of young children.
   • A minimal and rather pragmatic requirement for user centred design is to involve children as participants in usability tests.

4. Designing for education and play

   • Children interact with technology mostly in relation to two activities
     • Education/learning
     • Play
   • Children acquire knowledge through experience
   • Fun contributes to being motivated to pursue an activity
   • Five core elements for playful learning