Advertisement

Design for Learning Through Play. An Exploratory Study on Chinese Perspective

  • Maria Luce LupettiEmail author
  • Yuan Yao
  • Jing Gao
  • Haipeng Mi
  • Claudio Germak
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10281)

Abstract

This work focuses on the role of design for novel edutainment robots for children. The theme is addressed by adopting a holistic approach, aimed at framing the complexity of a phenomenon that is changing the children educational and play habits. The main aspects of this phenomenon were further investigated through a preliminary study carried out in Beijing, China. The study consisted in a questionnaire and forms about children’s habits submitted to parents, and in hands-on activities supported by probes for children. The results of the questionnaire provided information that help to get a better understanding of the relation between education and play in children’s life that can be used as basis for developing new design scenarios. The activities with children, instead, allowed to collect inspirational data and to identify design principles that could be adopted as drivers in the development of novel robotic products for children.

Keywords

Design in complexity Edutainment robots User study Children 

Notes

Acknowledgments

This research project is supported by Jol CRAB lab, by TIM.

References

  1. 1.
    Šabanović, S., Bennett, C.C., Lee, H.R.: Towards culturally robust robots: a critical social perspective on robotics and culture. In: Proceedings of HRI Workshop on Culture-Aware Robotics (2014)Google Scholar
  2. 2.
    Beer, J.M., Prakash, A., Mitzner, T.L., Rogers, W.A.: Understanding robot acceptance, pp. 1–45. Georgia Institute of Technology (2011)Google Scholar
  3. 3.
    Ye, R.: How robotics is impacting education. Robotics Trends (2015). http://www.roboticstrends.com/article/how_robotics_is_impacting_education
  4. 4.
    Gardiner, B.: Adding coding to the curriculum. The New York Times (2014). https://www.nytimes.com/2014/03/24/world/europe/adding-coding-to-the-curriculum.html
  5. 5.
    Benitti, F.B.V.: Exploring the educational potential of robotics in schools: a systematic review. Comput. Educ. 58(3), 978–988 (2012)CrossRefGoogle Scholar
  6. 6.
    Arnseth, H. C.: Learning to play or playing to learn-a critical account of the models of communication informing educational research on computer gameplay. Game Stud. 6(1) (2006). http://gamestudies.org/0601/articles/arnseth
  7. 7.
    Zhu, J.: Early childhood education and relative policies in China. Int. J. Child Care Educ. Policy 3(1), 51–60 (2009)CrossRefGoogle Scholar
  8. 8.
    Forlizzi, J.: The product service ecology: using a systems approach in design. In: Proceedings of the 2nd Conference on Relating Systems Thinking and Design (RSD2), Oslo, Norway (2012)Google Scholar
  9. 9.
    Hamilton-Smith, L.: Learning curve: coding classes to become mandatory in Queensland schools (2016). www.abc.net.au, http://www.abc.net.au/news/2016-11-17/coding-classes-in-queensland-schools-mandatory-from-2017/8018178
  10. 10.
    Rittel, H.W., Webber, M.M.: 2.3 planning problems are wicked. Polity 4, 155–169 (1973)Google Scholar
  11. 11.
    Norman, D.A., Stappers, P.J.: DesignX: complex sociotechnical systems. She Ji: J. Des. Econ. Innov. 1(2), 83–106 (2016)Google Scholar
  12. 12.
    Gielen, M.A.: Essential concepts in toy design education: aimlessness, empathy and play value. Int. J. Arts Technol. 3(1), 4–16 (2009)CrossRefGoogle Scholar
  13. 13.
    Ortlieb, E.T.: The pursuit of play within the curriculum. J. Instr. Psychol. 37(3), 241–246 (2010)Google Scholar
  14. 14.
    Huizinga, J., Eco, U., van Schendel, C.: Homo ludens. Edizione CDE (su licenza della Giulio Einaudi editore) (1985)Google Scholar
  15. 15.
    Collins, A., Halverson, R.: The second educational revolution: rethinking education in the age of technology. J. Comput. Assist. Learn. 26(1), 18–27 (2010)CrossRefGoogle Scholar
  16. 16.
    Papert, S.: A critique of technocentrism in thinking about the school of the future, E&L Memo, No. 2, pp. 248–258 (1990)Google Scholar
  17. 17.
    Hohmann, M., Weikart, D.P., Epstein, A.S.: Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. High/Scope Press, Ypsilanti (1995)Google Scholar
  18. 18.
    Serafini, G.: Teaching programming at primary schools: visions, experiences, and long-term research prospects. In: Kalaš, I., Mittermeir, R.T. (eds.) ISSEP 2011. LNCS, vol. 7013, pp. 143–154. Springer, Heidelberg (2011). doi: 10.1007/978-3-642-24722-4_13 CrossRefGoogle Scholar
  19. 19.
    Gaver, B., Dunne, T., Pacenti, E.: Design: cultural probes. Interactions 6(1), 21–29 (1999)CrossRefGoogle Scholar
  20. 20.
    Musthag, M., Raij, A., Ganesan, D., Kumar, S., Shiffman, S.: Exploring micro-incentive strategies for participant compensation in high-burden studies. In: Proceedings of the 13th International Conference on Ubiquitous Computing, pp. 435–444. ACM, September 2011Google Scholar
  21. 21.
    Church, A.H.: Estimating the effect of incentives on mail survey response rates: a meta-analysis. Publ. Opin. Q. 57(1), 62–79 (1993)CrossRefGoogle Scholar
  22. 22.
    Bernhaupt, R., Weiss, A., Obrist, M., Tscheligi, M.: Playful probing: making probing more fun. In: Baranauskas, C., Palanque, P., Abascal, J., Barbosa, S.D.J. (eds.) INTERACT 2007. LNCS, vol. 4662, pp. 606–619. Springer, Heidelberg (2007). doi: 10.1007/978-3-540-74796-3_60 CrossRefGoogle Scholar
  23. 23.
    Gielen, M.: Mapping children’s experiences: adapting contextmapping tools to child participants. Nordes 1(5), 23–31 (2013)MathSciNetGoogle Scholar
  24. 24.
    Wyeth, P., Diercke, C.: Designing cultural probes for children. In: Proceedings of the 18th Australia Conference on Computer-Human Interaction: Design: Activities, Artefacts and Environments, pp. 385–388. ACM, November 2006Google Scholar
  25. 25.
    Fox, L., Lentini, R.H.: Teaching children a vocabulary for emotions. Beyond J., 1–3 (2006)Google Scholar
  26. 26.
    Montessori, M.: The Discovery of the Child. Aakar Books, New Delhi (2004)Google Scholar
  27. 27.
    Lillard, A.S.: Playful learning and Montessori education. Am. J. Play 5(2), 157 (2013)Google Scholar
  28. 28.
    Rosson, M.B., Carroll, J.M.: Scenario based design. In: Human‐Computer Interaction, Boca Raton, FL, pp. 145–162 (2009)Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Maria Luce Lupetti
    • 1
    Email author
  • Yuan Yao
    • 2
  • Jing Gao
    • 2
  • Haipeng Mi
    • 2
  • Claudio Germak
    • 1
  1. 1.Department of Architecture and DesignPolitecnico di TorinoTurinItaly
  2. 2.X-Studio, Department of Art and DesignTsinghua UniversityBeijingChina

Personalised recommendations