| Author(s) |
Billingsley, William
Kwan, Paul H
|
| Publication Date |
2016
|
| Abstract |
Most papers on introducing children to computing assume the children will interact directly with the technology or task. In this paper, we reflect on a case of designing for indirect interaction - where it is not the children's hands but a facilitator's on the device. The context is a computing lecture we gave for twenty-six children aged between five and seven years old. This was specifically designed to give a stylized experience of being a university student - it is self-consciously a lecture emphasising student-teacher interaction around code. We found a technique from undergraduate engineering education - a partially exposed simulation in a text-based programming language - allowed imaginative interaction from the children as they discovered they could model the impossible.
|
| Citation |
DIS 2016 Companion: Proceedings of the 2016 ACM Conference Companion Publication on Designing Interactive Systems, p. 145-148
|
| ISBN |
9781450343152
|
| Link | |
| Language |
en
|
| Publisher |
Association for Computing Machinery (ACM)
|
| Title |
Indirect Interaction: A Computing Lecture for Five to Seven Year-Olds
|
| Type of document |
Conference Publication
|
| Entity Type |
Publication
|
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