Abstract
In this chapter we present the design process followed for an interactive experience in a museum installation for children of age 14 to 18. The experience wishes to communicate a set of abstract concepts through full-body interaction following the interaction-driven design strategy. We also present a design framework that we have derived from the design process of this and previous full-body interactive experiences, in an attempt to generalize the steps we have followed. This framework is based on five levels, namely: conceptual, symbolic, semantic, user attitude, and user action levels. We believe this will allow designers to achieve experiences that better communicate abstract concepts and notions through interaction itself by making the users “live” the experiences in their own flesh through full-body interaction.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ackerman (1993) Tools for constructive learning: On Interactivity. Proceedings of International Federation for Information Processing.
Benyon, D., Pasquinelli, E. (2006) Enaction and the concept of Presence. In Proceedings of the International Conference on Enactive Interfaces, 22–23.
Davies, C., Hayward, G., and Lukman, L. (2004) 14–19 and Digital Technologies: A review of research and projects. Futurelab Literature reviews.
Druin, A., Inkpen, K. (2001) When are Personal Technologies for Children? In Personal and Ubiquitous Computing, 5(3), 191–194.
Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., and Kirk, D. (2004) Savannah: Mobile Gaming and Learning? Journal of Computer Assisted Learning, 399–409.
Jensen, J.J., Skov, M.B. (2005) A review of research methods in children’s technology design. In Proceeding of Interaction Design and Children, 80–87.
Johnson, A. Roussos, M. Leigh, J. Vasilakis, C. Barnes, C. Moher, T. (1998) The NICE project: learning together in a virtual world. Proceedings IEEE of the Virtual Reality Annual International Symposium.
Ohlsson S., Moher T., Johnson A. (2000) Deep Learning in Virtual Reality: How to Teach Children that the Earth Is Round. In Proceedings Annual Meeting of the Cog. Sci. Soc.
Papert, S. (1980) Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
Parés, N., Carreras, A., Durany, J. (2005) Generating meaning through interaction in a refreshing interactive water installation for children. In Proceedings of Interaction Design and Children 2005, ACM Press.
Parés, N., Carreras, A., Durany, J., Ferrer, J., Freixa, P., Gomez, D., Kruglanski, O., Parés, R., Ribas, J.I., Soler, M., Sanjurjo, A. (2006) Starting Research in Interaction Design with Visuals for Low Functioning PAS Children. CyberPsychology & Behavior. Mary Ann Liebert, Inc. publishers, New Rochelle, NY. Vol 9.2, 218–223.
Parés, N., Parés, R. (2001) Interaction-driven virtual reality application design. A particular case: “El Ball del Fanalet or Lightpools”. Presence: Teleoperators and Virtual Environments. Cambridge, MA: MIT Press. Vol. 10, 2, 236–245.
Price, S., Rogers, Y. (2004) Let’s get physical: the learning benefits of interacting in digitally-augmented physical spaces. Computers & Education, Vol. 43, 137–151.
Price, S., Rogers, Y., Stanton, D., Smith, H. (2003) A new conceptual framework for CSCL: Supporting diverse forms of reflection through multiple interactions. CSCL Conference.
Resnick, M. Berg, R., Eisenberg, M. (2000) Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation. Journal of the Learning Sciences.
Resnick, M. and Silverman, B. Some Reflections on Designing Construction Kits for Kids. Proceedings of Interaction Design and Children conference, Boulder, CO. (2005).
Rogers, Y., Scaife, M., Gabrielli, S., Smith, H. and Harris, E. (2002) A Conceptual Framework for Mixed Reality Environments: Designing Novel Learning Activities for Young Children. In Presence Teleoperators and Virtual Environments. Vol. 11, 6, 677–686.
Roussou, M. (2004) Learning by Doing and Learning Through Play: an exploration of interactivity in virtual environments for children. In Computers in Entertainment, vol. 2, 1, section: Virtual reality and interactive theaters, ACM Press.
Weal, M., Cruickshank, D., Michaelides, D., Millard, D., De Roure, D., Hornecker, E., Halloran, J. and Fitzpatrick, G. (2006) A reusable, extensible infrastructure for augmented field trips. In Proceedings of 2nd IEEE International Workshop on Pervasive ELearning, 201–205.
Zuckerman, O., Resnick, M. (2003) System Blocks: A Physical Interface for System Dynamics Learning. In Proceedings International Conference of the System Dynamics Society.
Acknowledgments
We thank Barcelona’s Science Museum “CosmoCaixa” and especially its pedagogical team for their support and confidence in Connexions project.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag London Limited
About this chapter
Cite this chapter
Carreras, A., Parés, N. (2009). Designing an Interactive Installation for Children to Experience Abstract Concepts. In: Macías, J., Granollers Saltiveri, A., Latorre, P. (eds) New Trends on Human–Computer Interaction. Springer, London. https://doi.org/10.1007/978-1-84882-352-5_4
Download citation
DOI: https://doi.org/10.1007/978-1-84882-352-5_4
Published:
Publisher Name: Springer, London
Print ISBN: 978-1-84882-351-8
Online ISBN: 978-1-84882-352-5
eBook Packages: Computer ScienceComputer Science (R0)