Collective co-design activities with children for designing classroom robots

Name: Collective co-design activities with children for designing classroom robots
Author: Obaid, M., Baykal, Gökçe Elif, Kırlangıç, G., Göksun, T., Yantaç, A. E.

İsim	Collective co-design activities with children for designing classroom robots
Yazar	Obaid, M., Baykal, Gökçe Elif, Kırlangıç, G., Göksun, T., Yantaç, A. E.
Basım Tarihi:	2023-11
Basım Yeri	- ACM
Konu	Classroom, Co-design, Prototyping, Robot
Tür	Belge
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	979-840070887-9
Kayıt Numarası	adaa1757-a6dd-4ac6-b958-039b75b35fb2
Lokasyon	Communication Design
Tarih	2023-11
Örnek Metin	In order to design classroom robots that meet children's expectations, it may be useful to involve children in the design process. In this paper, we propose a suite of activities that can be utilized collectively to help in co-designing classroom robots. We outline the details of a combination of activities including building a robot model using a dedicated robot toolkit, a placement activity, a story-telling activity, and an interview. We explore the use of these activities through a study with 31 children (8-15 years old), where we analyzed the data using a framework for the design of social robots extended to cover the classroom situation. Our study showed that the activities could help distinguish some clear group preferences regarding the embodiment of the robot, especially the head, arms, and legs, the role of the robot, and the personality. While we used these activities in a study to illustrate their use for an open-ended design process of a classroom robot, we argue that the proposed suite of activities complement each other and may help robot designers to involve children in the design process in a holistic way. This can allow designers to gain elaborate and in-depth insight from children who do not usually (and necessarily) have domain knowledge in classroom robot technologies, and can promote them to articulate ideas and views about the prospective attributes in terms of physical appearance, contextual behavior, and social interaction.
DOI	10.1145/3628096.3630094

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Collective co-design activities with children for designing classroom robots

Yazar Obaid, M., Baykal, Gökçe Elif, Kırlangıç, G., Göksun, T., Yantaç, A. E.

Basım Tarihi 2023-11

Basım Yeri - ACM

Konu Classroom, Co-design, Prototyping, Robot

Tür Belge

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 979-840070887-9

Kayıt Numarası adaa1757-a6dd-4ac6-b958-039b75b35fb2

Lokasyon Communication Design

Tarih 2023-11

Örnek Metin In order to design classroom robots that meet children's expectations, it may be useful to involve children in the design process. In this paper, we propose a suite of activities that can be utilized collectively to help in co-designing classroom robots. We outline the details of a combination of activities including building a robot model using a dedicated robot toolkit, a placement activity, a story-telling activity, and an interview. We explore the use of these activities through a study with 31 children (8-15 years old), where we analyzed the data using a framework for the design of social robots extended to cover the classroom situation. Our study showed that the activities could help distinguish some clear group preferences regarding the embodiment of the robot, especially the head, arms, and legs, the role of the robot, and the personality. While we used these activities in a study to illustrate their use for an open-ended design process of a classroom robot, we argue that the proposed suite of activities complement each other and may help robot designers to involve children in the design process in a holistic way. This can allow designers to gain elaborate and in-depth insight from children who do not usually (and necessarily) have domain knowledge in classroom robot technologies, and can promote them to articulate ideas and views about the prospective attributes in terms of physical appearance, contextual behavior, and social interaction.

DOI 10.1145/3628096.3630094