School teachers around the world use online resources in their teaching.The education systems in which teachers work directly impact their freedom to choose, adapt, and use resources in their classes.This, in turn, influences teachers' information interactions involved in lesson planning and resource preparation, but few studies have investigated this relationship.Based on a semi-structured interview and observation study with 15 school teachers working with the Scottish Curriculum for Excellence, a process model is proposed to describe teacher tasks and strategies for finding, using, and sharing educational resources.This study addresses the influence of the education system context and considers implications for design of search systems that support online educational resource search by school teachers.A supplementary open licensed dataset can be found at https://osf.io/a2xs8/. CCS Concepts• Information

Appropriately designed technology could help children feel less anxious by providing play opportunities with familiar technology in clinical settings as paediatric hospitals invest in making these spaces more child-friendly. However, the potential of technology-supported play in hospital environments has not been investigated extensively. This project thus aims at exploring how technology can support social play in a paediatric hospital with young children. A participatory approach to game design has been adopted, and a preliminary overview of children's insights of the first app iterations is provided here.

We want women and girls to participate, thrive, and succeed in computer science. This talk will explore the dismal state of the landscape just now, and offer some explanations from the research literature as to the nature of the barriers which women face: masculine cultures, lack of insufficient early expertise, gender gaps in self efficacy, stereotype threat and the lurking shark of unconscious bias. We'll look at the positive results from interventions which have successfully addressed these problems and how CS educators can learn from these. By way of illustration, new educational materials from a collaboration between University of Edinburgh and Girl Guiding in the UK will be presented, along with a discussion of the design principles behind them.

Brain Quest is an active smart phone game designed to promote both physical activity and executive function in 10-11 year old children. This paper describes the user centred design process which involved a team of psychologists, HCI experts, physical activity specialists and thirty four children over a period of 18 months. Results of two preliminary studies are promising, suggesting that Brain Quest is enjoyable, promotes moderate physical activity and has the potential to provide cognitive scaffolding of the key executive function (EF) skill of multitasking.

The current drive in many countries to teach computing, particularly programming, to all from an early age, has potential to empower and support children in creative and problem-solving tasks. However, there are a number of challenges in ensuring that computing curricula, tools and environments embody appropriate progression and engender motivation for the topic across the school years. This workshop will consider the key research challenges in learning coding throughout childhood, with contributions from developmental psychologists, educators, researchers of children's programming, and designers of developmentally appropriate technologies for children.

Interaction design methodologies have become increasingly popular in the design and development of technologies for children with special needs. However, designing within this area remains fraught with difficulties. This workshop aims to explore the issues that occur when working with children with special needs and seeks to establish a set of guidelines for interaction design researchers who are working with such a diverse group. This will be achieved through the discussion of a number of themes that have highlighted as important when designing within this complicated area.

This position paper reflects on a series of user centred design methods used with 8--14 year old patients in a children's hospital, with the aim of evaluating the strengths and weaknesses of these methods within this unusual context. We conclude that there are significant challenges inherent in this type of work and question the appropriateness of participatory design and its methods for this user group.

Effective exergames should increase the proportion of time users regularly spend in moderate to vigorous physical activity. There are currently few studies of exergame systems which evaluate the impact on physical activity over time. Those which do, show increases in light intensity exercise which although valuable, do not increase the proportion of moderate to vigorous activity required for optimal health benefits. Furthermore, longitudinal studies to date have encountered a plateau effect in physical activity as the novelty of the game wears off. This paper suggests how exergame designs based on deeper understandings of player motivations could address these problems.

This paper focuses on the importance of evaluating educational technology for young people aged 10-18 in naturalistic classroom contexts. We present the Train the Teacher Model (TTM) which formalizes a model for IDC researchers to use when deploying and validating an educational system. Our key findings indicate the need to work in partnership with classroom teachers, providing both initial training and continued support. This will both result in more valuable research data, and address a gap in teachers' continued professional development. The TTM aims to ensure that teachers, students and researchers can benefit from innovative educational systems deployed m real classroom contexts.

CHI researchers typically use a significance testing approach to statistical analysis when testing hypotheses during usability evaluations. However, the appropriateness of this approach is under increasing criticism, with statisticians, economists, and psychologists arguing against the use of routine interpretation of results using "canned" p values. Three problems with current practice - the fallacy of the transposed conditional, a neglect of power, and the reluctance to interpret the size of effects - can lead us to build weak theories based on vaguely specified hypothesis, resulting in empirical studies which produce results that are of limited practical or scientific use. Using publicly available data presented at CHI 2010 [19] as an example we address each of the three concerns and promote consideration of the magnitude and actual importance of effects, as opposed to statistical significance, as the new criteria for evaluating CHI research.

Exergames, games that encourage and facilitate physical exercise, are growing in popularity thanks to progressions in ubiquitous technologies. While initial findings have confirmed the potential of such games, little research has been done on systems which target the needs of adolescent children. In this paper we introduce iFitQuest, a mobile location-aware exergame designed with adolescent children in mind. In an attempt to understand how exergames can be used to target adolescent children, and whether they can be effective for this demographic, we outline the results of a school based field study conducted within a P.E. class. Through a detailed analysis of our results, we conclude that iFitQuest appeals to twelve to fifteen year olds and causes them to exercise at moderate to vigorous levels. However, in order to develop effective systems that can dynamically adapt to the adolescent users, further research into different categories of users' behavior is required.

We describe an innovative educational system designed to, firstly, motivate young people to engage with computational concepts and secondly, provide them with tools to do so in an embodied manner. The interface is designed as a "magic mirror" in which users can, through augmented reality technology, take on the role of a character and control the character's movements via their own movements. They are able to record movements, and using a Wii Remote as a mouse and pointing device, organise these movements into sequences. We are now working on ways in which the recorded movements can be manipulated in ways that foster computational thinking.

Creating interactive stories in the form of narrative-based games can have motivational and educational benefits for children, but scripting languages can be a barrier to the activity. This paper describes a learner-centred design (LCD) approach to creating a visual programming language (VPL) for scripting plot events in game-based interactive stories. The LCD approach, unusual in the field of VPLs, was essential to ensure that the software effectively supported our child target users in the game creation process.

Creative design tasks are both challenging and rewarding for learners. While it is exciting to design a new product of which one can be proud, there can be many frustrations along the way. This paper considers the challenges faced by young people as they create their own computer games. It describes an initial model of the creative process involved in game design and presents qualitative analysis of interview data from two field studies focusing on the source and evolution of young people's ideas. The theoretically informed model of the creative process, and the empirical results are used to inform the design of software scaffolding for an interactive learning environment called Adventure Author.

This paper describes Script Cards, a visual programming language which enables young people to script story events in a 3D role-playing game (Neverwinter Nights). Script Cards is designed to eliminate the need to learn a complex scripting language when creating interactive stories. An initial evaluation of Script Cards suggests that young people found it easy to use.

The effects of games on learning and skill development are being examined by a number of researchers [1], although with the notable exception of Kafai [3], much research places children in the role of game consumers. In line with a constructionist approach [4], we believe that allowing children to design and implement their own games will lead to deeper learning and transferable skills.We are investigating the relationship between game creation and the development of children's narrative skills. Non-programmers can now create 3D interactive virtual reality role-playing games using toolsets that ship with certain commercial games (e.g. Neverwinter Nights). By adapting these toolsets, and the game content, to children, we could develop game creation environments which allow children to author narrative games by creating settings, characters, a plot structure, and possible dialogues for each character. Given the interactive nature of such dialogue, children would need to create multiple plot threads and associated dialogue. Other children could then play the game, and have a potentially different experience each time the game is played. We believe that these types of environments would have a beneficial effect on the development of narrative skills and overall literacy, and have carried out various pilot studies which look at the process of creating role-playing games by children [2, 5].In this paper, we look at the product of game creation, specifically at 3D interactive virtual reality games created by adolescents using the Neverwinter Nights toolset. We feel it is important to determine whether games which are considered to be good from an educational perspective are also good from the perspective of potential game players.To explore this question, we carried out a multi-faceted qualitative study from three perspectives: children, expert game designers, and teachers. As the basis for interaction with the three target groups, we used created by 10 young people aged 12-15 using the Neverwinter Nights toolset [5]. While examining the games, the interviewees discussed the features of successful games. Although there are clear, and expected, differences in perspective between the three groups, there are also common themes.

Recent research into the educational applications of computer games has focused on the skills which children can develop while playing games. Various benefits of computer game playing have been recorded, such as increased motivation; development of problem solving and discussion skills; and improvement in aspects of story writing. While encouraging children to play appropriately designed computer games can be used to enhance their learning, enabling children to create their own computer games offers a further range of learning opportunities. This paper describes a workshop in which young people learned how to create their own computer role- play games for their friends and family to play. The purpose of the workshop was to give the young people an opportunity to tell stories in the medium of a computer game, and to develop narrative skills such as character creation, plot planning and interactive dialogue writing. Results from this study are used to illustrate the educational benefits of computer games authoring, and to suggest directions for future research in this area.

No abstract available.

Children find computer games extremely motivating and are often prepared to devote large amounts of leisure time to playing them. UK educational policy makers and practitioners have recently started to explore the educational potential of computer games and to consider how their motivational features can be harnessed within the curriculum. This paper describes a fully implemented virtual role-playing environment, Ghostwriter, designed for educational drama development and writing instruction. Ghostwriter was developed using the commercial game engine Unreal and therefore has the same high quality graphics and audio which children are accustomed to playing with at home. Two separate field studies with Ghostwriter have shown the educational value of the system and have confirmed that children are extremely motivated by it