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Full Papers

Research Concepts & Participatory Design

Learning and (Parental) Engagement

Health, Wellness, and Development

Coding and Computational Thinking

Peer & Robot Interactions

Literacy and Mixed Learning Environments

Research Concepts & Participatory Design

  • 164 Intermediate-Level Knowledge in Child-Computer Interaction: A Call for Action
    • Wolmet Barendregt, University of Gothenburg, Sweden
    • Olof Torgersson, University of Gothenburg, Sweden
    • Eva Eriksson, Chalmers University of Technology, Gothenburg, Sweden
    • Peter Borjesson, University of Gothenburg, Sweden
  • 173 Abandoned but Not Forgotten: Providing Access While Protecting Foster Youth from Online Risks
    • Karla Badillo-Urquiola, Institute for Simulation and Training, University of Central Florida
    • Scott B. Harpin, College of Nursing, University of Colorado
    • Pamela J. Wisniewski, College of Engineering and Computer Science, The University of Central Florida
  • 174 Child as Protagonist: Expanding the Role of Children in Participatory Design
    • Ole Sejer Iversen, Center for Advanced Visualization and Interaction, Aarhus University, Denmark
    • Rachel Smith, Center for Advanced Visualization and Interaction, Aarhus University, Denmark
    • Christian Dindler, Center for Advanced Visualization and Interaction, Aarhus University, Denmark
  • 180 Blending Methods: Developing Participatory Design Sessions for Autistic Children
    • Christopher Frauenberger, Institute for Design and Assessment of Technology, Vienna University of Technology, Austria
    • Julia Makhaeva, Institute for Design and Assessment of Technology, Vienna University of Technology, Austria
    • Katharina Spiel, Institute for Design and Assessment of Technology, Vienna University of Technology, Austria

Learning and (Parental) Engagement

  • 297 The Haptic Bridge: Towards a Theory of Haptic-Supported Learning
    • Richard Davis, Stanford University
    • Melisa Orta Martinez, Stanford University
    • Oliver Schneider, University of British Columbia, Vancouver, Canada
    • Karon MacLean, University of British Columbia, Vancouver, Canada
    • Allison Okamura, Stanford University
    • Paulo Blikstein, Stanford University
  • 168 Not my Gumdrop Buttons! Youth Tool Use in Designing an Electronic Shrek-themed Bean Bag Toss
    • Jasmine K. McBeath, Gevirtz Graduate School of Education, University of California, Santa Barbara
    • Richard P. Duran, Gevirtz Graduate School of Education, University of California, Santa Barbara
    • Danielle B. Harlow, Education, University of California, Santa Barbara
  • 275 Design Guidelines for Parent-School Technologies to Support the Ecology of Parental Engagement
    • Marisol Wong-Villacres, School of Interactive Computing, Georgia Institute of Technology
    • Upol Ehsan, School of Interactive Computing, Georgia Institute of Technology
    • Amber Solomon, School of Interactive Computing, Georgia Institute of Technology
    • Mercedes Pozo Buil, School of Earth and Atmospheric Sciences, Georgia Institute of Technology
    • Betsy DiSalvo, School of Interactive Computing, Georgia Institute of Technology
  • 287 Plan & Play: Supporting Intentional Media Use in Early Childhood
    • Alexis Hiniker, Human Centered Design and Engineering, University of Washington
    • Bongshin Lee, Microsoft Research, Redmond, Washington, United States
    • Kiley Sobel, Human Centered Design and Engineering, University of Washington
    • Eun Kyoung Choe, College of Information Sciences and Technology, The Pennsylvania State University, University Park
  • 154 Investigating the Effects of Interactive Features for Preschool Television Programming
    • Elizabeth J. Carter, Disney Research, Pittsburgh, Pennsylvania, United States
    • Jennifer Hyde, Disney Research, Pittsburgh, Pennsylvania, United States
    • Jessica Hodgins, Disney Research, Pittsburgh, Pennsylvania, United States

Health, Wellness, and Development

  • 226 Identifying Patterns: Technologies for Improving Children’s Well-being Connected to Overweight Issue
    • Marikken Hoiseth, Department of Design, Faculty of Architecture and Design, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
    • Maarten Van Mechelen, Meaningful Interactions Lab (mintlab), KU Leuven – imec, Belgium
  • 241 Bicultural: Examining Teenage Latinas’ Perspectives on Technologies for Emotional Support
    • Ralph Vacca, Educational Communication and Technology, New York University
  • 126 Virtual Reality MRI: Playful Reduction of Children’s Anxiety in MRI Exams
    • Stefan Liszio, University of Duisburg-Essen, Germany
    • Maic Masuch, University of Duisburg-Essen, Germany
  • 258 Sex Talk: Designing for Sexual Health with Adolescents
    • Matthew Wood, Open Lab, Newcastle University, United Kingdom
    • Gavin Wood, Northumbria University, Newcastle upon Tyne, United Kingdom
    • Madeline Balaam, Open Lab, Newcastle University, United Kingdom
  • 159 SPRING: Customizable, Motivation-Driven Technology for Children with Autism or Neurodevelopmental Differences
    • Kristina T. Johnson, Massachusetts Institute of Technology
    • Rosalind W. Picard, Massachusetts Institute of Technology

Coding and Computational Thinking

  • 182 From Smart Homes to Smart Kids: Design Research for CataKit
    • Aviv Sheriff, Media Innovation Lab, Interdisciplinary Center, Herzliya, Israel
    • Rona Sadan, Media Innovation Lab, Interdisciplinary Center, Herzliya, Israel
    • Yasmin Keats, Media Innovation Lab, Interdisciplinary Center, Herzliya, Israel
    • Oren Zuckerman, Media Innovation Lab, Interdisciplinary Center, Herzliya, Israel
  • 230 Using Eye-Tracking to Unveil Differences Between Kids and Teens in Coding Activities
    • Sofia Papavlasopoulou, Norwegian University of Science and Technology, Trondheim, Norway
    • Kshitij Sharma, École Polytechnique Fédérale de Lausanne, Switzerland
    • Michail Giannakos, Norwegian University of Science and Technology, Trondheim, Norway
    • Letizia Jaccheri, Norwegian University of Science and Technology, Trondheim, Norway
  • 132 Between a Block and a Typeface: Designing and Evaluating Hybrid Programming Environments
    • David Weintrop, UChicago STEM Education, University of Chicago
    • Uri Wilensky, Center for Connected Learning and Computer-based Modeling, Northwestern University
  • 247 Tangible and Shared Storytelling: searching for the social dimension of constructionism
    • Maria Cecilia Calani Baranauskas, Institute of Computing, University of Campinas, Campinas, São Paulo, Brazil
    • Julian Esteban G. Posada, Systems Engineering and Computing, University of Quindío, Armenia, Colombia

Peer & Robot Interactions

  • 131 Sociable Collaborative Storytelling with Children: A Feasibility Study
    • Ming Sun, Disney Research, Pittsburgh, Pennsylvania, United States
    • Iolanda Leite, Disney Research, Pittsburgh, Pennsylvania, United States
    • Jill Lehman, Disney Research, Pittsburgh, Pennsylvania, United States
    • Boyang Albert Li, Disney Research, Pittsburgh, Pennsylvania, United States
  • 282 Classification of Children’s Handwriting errors for the Design of an Educational Co-writer Robotic Peer
    • Shruti Chandra, CHILI Lab, Rolex Learning Center, EPFL, Lausanne, Switzerland
    • Pierre Dillenbourg, CHILI Lab, École Polytechnique Fédérale de Lausann, Switzerland
    • Ana Paiva, INESC-ID, Instituto Superior Técnico – Technical University of Lisbon, Porto Salvo, Portugal
  • 212 Designing for Parasocial Relationships and Learning: Linear Video, Interactive Media, and Artificial Intelligence
    • James H. Gray, Sesame Workshop, New York, United States
    • Emily Reardon, Sesame Workshop, New York, United States
    • Jennifer A. Kotler, Sesame Workshop, New York, United States
  • 181 Persistent Memory in Repeated Child-Robot Conversations
    • Iolanda Leite, Disney Research, Pittsburgh, Pennsylvania, United States
    • Andre Tiago Abelho Pereira, Disney Research, Pittsburgh, Pennsylvania, United States
    • Jill Lehman, Disney Research, Pittsburgh, Pennsylvania, United States

Literacy and Mixed Learning Environments

  • 166 SpeechBlocks: A Constructionist Early Literacy App
    • Ivan Sysoev, MIT Media Lab, Massachusetts Institute of Technology
    • Anneli Hershman, MIT Media Lab, Massachusetts Institute of Technology
    • Susan Fine, Communication Sciences and Disorders, Northeastern University
    • Claire Traweek, Massachusetts Institute of Technology
    • Deb Roy, MIT Media Lab, Massachusetts Institute of Technology
  • 175 The Sound Labyrinth: Computers, Constructionism and Language Heritage
    • Sonia Matos, Madeira Interactive Technologies Institute (M-ITI), Funchal, Portugal
  • 189 Agency, Embodiment, & Affect During Sociodramatic Play in Mixed-Reality Learning Environment
    • Danielle Keifert, Graduate School of Education & Information Studies, University of California Los Angeles
    • Christine Lee, Graduate School of Education & Information Studies, University of California Los Angeles
    • Maggie Dahn, UCLA, University of California, Los Angeles
    • Randy Illum, Information Studies, University of California, Los Angeles
    • David DeLiema, Graduate School of Education, University of California, Berkeley
    • Noel Enyedy, Graduate School of Education & Information Studies, University of California Los Angeles
    • Joshua Danish, Learning Sciences, Indiana University Bloomington