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| Main Authors: | , |
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| Format: | Preprint |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2403.17264 |
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| _version_ | 1866914728293433344 |
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| author | Figueiredo, Vanessa Cameron, Catherine Ann |
| author_facet | Figueiredo, Vanessa Cameron, Catherine Ann |
| contents | Investigating child-computer interactions within their contexts is vital for designing technology that caters to children's needs. However, determining what aspects of context are relevant for designing child-centric technology remains a challenge. We introduce EXPLORA, a multimodal, multistage online methodology comprising three pivotal stages: (1) building a teacher-apprentice relationship,(2) learning from child-teachers, and (3) assessing and reinforcing researcher-apprentice learning. Central to EXPLORA is the collection of attitudinal data through pre-observation interviews, offering researchers a deeper understanding of children's characteristics and contexts. This informs subsequent online observations, allowing researchers to focus on frequent interactions. Furthermore, researchers can validate preliminary assumptions with children. A means-ends analysis framework aids in the systematic analysis of data, shedding light on context, agency and homework-information searching processes children employ in their activities. To illustrate EXPLORA's capabilities, we present nine single case studies investigating Brazilian child-caregiver dyads' (children ages 9-11) use of technology in homework information-searching. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2403_17264 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | EXPLORA: A teacher-apprentice methodology for eliciting natural child-computer interactions Figueiredo, Vanessa Cameron, Catherine Ann Human-Computer Interaction Information Retrieval Investigating child-computer interactions within their contexts is vital for designing technology that caters to children's needs. However, determining what aspects of context are relevant for designing child-centric technology remains a challenge. We introduce EXPLORA, a multimodal, multistage online methodology comprising three pivotal stages: (1) building a teacher-apprentice relationship,(2) learning from child-teachers, and (3) assessing and reinforcing researcher-apprentice learning. Central to EXPLORA is the collection of attitudinal data through pre-observation interviews, offering researchers a deeper understanding of children's characteristics and contexts. This informs subsequent online observations, allowing researchers to focus on frequent interactions. Furthermore, researchers can validate preliminary assumptions with children. A means-ends analysis framework aids in the systematic analysis of data, shedding light on context, agency and homework-information searching processes children employ in their activities. To illustrate EXPLORA's capabilities, we present nine single case studies investigating Brazilian child-caregiver dyads' (children ages 9-11) use of technology in homework information-searching. |
| title | EXPLORA: A teacher-apprentice methodology for eliciting natural child-computer interactions |
| topic | Human-Computer Interaction Information Retrieval |
| url | https://arxiv.org/abs/2403.17264 |