Reference : Child–Computer Interaction: From a systematic review towards an integrated understand...
Scientific journals : Article
Social & behavioral sciences, psychology : Multidisciplinary, general & others
http://hdl.handle.net/10993/49453
Child–Computer Interaction: From a systematic review towards an integrated understanding of interaction design methods for children
English
Lehnert, Florence Kristin mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Niess, Jasmin mailto [> >]
Lallemand, Carine mailto [> >]
Markopoulos, Panos mailto [> >]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Koenig, Vincent mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
11-Sep-2021
International Journal of Child - Computer Interaction
100398
SI: Review Articles in Child-Computer Interaction Research
Yes (verified by ORBilu)
International
2212-8689
2212-8697
[en] Child–Computer Interaction ; Interaction design methods ; Children’s and adults’ roles ; Triangulation ; Systematic review
[en] Child–Computer Interaction (CCI) is a steadily growing field that focuses on children as a prominent and emergent user group. For more than twenty years, the Interaction Design for Children (IDC) community has developed, extended, and advanced research and design methods for children’s involvement in designing and evaluating interactive technologies. However, as the CCI field evolves, the need arises for an integrated understanding of interaction design methods currently applied. To that end, we analyzed 272 full papers across a selection of journals and conference venues from 2005 to 2020. Our review contributes to the literature on this topic by (1) examining a holistic child population, including developmentally diverse children and children from 0 to 18 years old, (2) illustrating the interplay of children’s and adults’ roles across different methods, and (3) identifying patterns of triangulation in the methods applied while taking recent ethical debates about children’s involvement in design into account. While we found that most studies were conducted in natural settings, we observed a preference for evaluating interactive artifacts at a single point in time. Method triangulation was applied in two-thirds of the papers, with a preference for qualitative methods. Researchers used triangulation predominantly with respect to mainstream methods that were not specifically developed for child participants, such as user observation combined with semi-structured interviews or activity logging. However, the CCI field employs a wide variety of creative design methods which engage children more actively in the design process by having them take on roles such as informant and design partner. In turn, we see that more passive children’s roles, e.g., user or tester, are more often linked to an expert mindset by the adult. Adults take on a wider spectrum of roles in the design process when addressing specific developmental groups, such as children with autism spectrum disorder. We conclude with a critical discussion about the constraints involved in conducting CCI research and discuss implications that can inform future methodological advances in the field and underlying challenges.
http://hdl.handle.net/10993/49453
10.1016/j.ijcci.2021.100398
https://doi.org/10.1016/j.ijcci.2021.100398

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
article in press.pdfPublisher postprint2.17 MBView/Open

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.