Designing for Children Case Study: A Day In the Life of The Jos - - PowerPoint PPT Presentation

CMSC 20370/30370 Winter 2020 Designing for Children Case Study: A Day In the Life of The Jos

Mar 2, 2020

Quiz Time (5-7 minutes).

Quiz on Day in the Life of the Jos

Principles of Good Design

Administrivia

• GP4 video due on Monday for video

screening

• Each group assigned to Monday will have

their video screen and a few minutes for Q&A

• Please send us links to your videos ahead of

the class session so we can load them all on

• ne laptop
• GP4 reports: Please keep them succinct

– Some reports are over 20 pages – not necessary

Today’s Agenda

• Designing for Children
• Case Study: A Day In the Life of the Jos

Case Study: A Day In the Life of the Jos

• Focus on tweens 11-13
• Wanted to help them learn digital literacy skills
• Developed a choose-your-own-adventure style

game

• Evaluated a Jo Fool/Jo Cool Quiz
• Evaluated 3 visual designs
• Evaluated Medium fidelity prototype
• Evaluated fully functional game
• Derived implications for helping children learn

digital literacy skills

Why is design for children inclusive?

• “vulnerable population”
• Developmental differences
• Physical differences
• Under care of parent or caregiver so

limited agency

HCI and children

• Health

– e.g. childhood obesity, mental health

• Special needs

– e.g. autism, illness

• Entertainment

– e.g. gaming, interactive experiences at museums

• Education
• Connectedness

– e.g. online safety

What are kids doing online these days?

What happens when things go wrong?

1. Want to use educational tech and devices to improve learning outcomes but…tech can be misused…

9

For example, Tess said searching for information “backfired” in her first-grade classroom when, during a lesson on storytelling, someone searched for “climax” and “other things came up.”

Heard of Facebook Messenger?

What About Facebook Messenger Kids Targeted At Kids Under 13 Years Old?

Whose role is it to help kids stay safe

• nline?

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1. Parents 2. Teachers 3. Kids 4. = Connecting Contexts 5. Example Topics:

1. Media Balance/Well Being 2. Privacy and Security 3. Digital Footprint and Identity 4. Relationships and Communication 5. Cyberbullying, Digital Drama, Hate Speech 6. News and Media Literacy

Case Study: Digital Literacy topics

Designs for Choose-your-own- adventure game on digital literacy

Source: Sana Maqsood thesis

Final Day in the Life of the Jos (Jo or Josie)

Scenarios, Choices, Feedback

Reflection

Source: Sana Maqsood thesis

What do you think of the game design?

• +ves?
• -ves?
• Improvements?

– Character personalization – What if you’re not on social media?

• Update: rolled out with partner

MediaSmarts in 177 Canadian schools

Children as Designers

• Children can participate in the design process as

– 1) users – 2) testers – 3) informants, – 4) design partners

• Druin, 2002 – University of Maryland, College Park
• Each role builds on the previous and reflects a

deeper level of engagement.

• Read more:

– https://pearl.umd.edu/2018/10/soups-2018- workshop-report-designing-privacy-and-security- tools-for-children-and-teenagers/

Cooperative Inquiry

• Fails, Guha, and Druin (2013)
• http://www.cs.umd.edu/hcil/trs/2013-23/2013-

23.pdf

• Similar to participatory design or co-design
• Extends co-design to include children
• Child designers seen as equal design partners not

just tech testers

• Actively involve children in design process from

conception, design, to completion

• Adults help children with sharing ideas and

synthesizing feedback into design ideas

How do we use Cooperative Inquiry?

• Uses variety of ideation and elaboration

techniques

– to allow adults and children to maximize idea sharing – while minimizing differences in age, communication, and ability

• Works very well for 7-11, has been used

for 13-17

• Needs to modified for older ages

Bags of Stuff (brainstorming)

• Yip et al, 2013
• Design partners use art supplies (e.g.,

construction paper, pipe cleaners) and found objects (cardboard, popsicle sticks) to create low-tech prototypes of new technologies.

• This is useful for brainstorming new ideas
• r solutions.

Big Paper

• Walsh, Foss, Yip, Druin, 2013
• Design partners use rolls of butcher-block

paper or large, table-size sheets of paper to explore and iterate on design ideas.

• This is useful for brainstorming and

combining ideas.

Mixing Ideas (brainstorming, iterating)

• Guha et al 2004
• Design partners come up with ideas on

their own and work together to combine them to form one “big idea.”

• This technique works well with children

ages 6 and under who might have difficulty ceding ownership over “their” ideas

Layered Elaboration (brainstorming, iterating)

• Walsh et al 2010
• Design partners use sheets of transparency

paper to annotate prototypes or designs.

• Each round of ideas is documented on a

new sheet of paper; this helps preserve ideas through iterations.

Sticky Noting/Likes, Dislikes, Design Ideas (evaluating)

• Kumar et al., 2017
• Design partners record what they like,

dislike, and would change about a technology or other object of focus on sticky notes.

• The notes are then clustered and analyzed.
• This technique is useful for evaluating or

critiquing existing products.

How do we use these techniques with children? Another case study…

Children

Children

39

Mental Models Of Online Privacy & Security?

• Home and School Context: Child Perception

– Activities – Awareness of online privacy and security – Technology rules? – Lessons?

Children

Children

Parents

Parents

40

• Home Context: Parent Role

– Regulating online activities – Awareness of online privacy and security – Explicit lessons?

Children

Children

Parents

Parents

Teachers

Teachers

41

• School Context: Teachers Role

– Tech use in classroom – Awareness of online privacy and security – Explicitly teaching online privacy and security skills

Informed by privacy theories and learning sciences frameworks Children

Children

Parents

Parents

Teachers

Teachers Interviews with 18 families

• Incl. 28 children age 5-11

Focus groups 25 educators

Informed by Contextual Integrity (privacy) + Bronfrenbrenner (learning sciences)

Ask Q’s on online activities etc Consent All interviews audio-taped Tell fictional friends about… Interviews transcribed Compensation

Qualitative Data Analysis

Codebook Activities on devices Play-Games Challenges faced Manage- Passwords Strategies to address concerns Parental- Controls

“Interviewer: Yeah. What are some of the things that you're concerned about in that Pandora's Box? Mother: “Well, just unsupervised internet

• access. If it's his own he would have the

password to do downloading. I really don't want him in social media, which once you have your own phone you'll end up with social media accounts, I'm sure. Also, just the addiction that comes from constant interaction with your phone. ”

Qualitative Data Analysis

Smartphone Safety Password-Home Social Media Screen Time

Qualitative Data Analysis

Smartphon e Safety

. . .

100s of codes

Final themes

Being Online Privacy/Security perceptions Child strategies to address concerns Parent strategies to address concerns Parent Role

Group into Categories

Qualitative Data Analysis

Children Parents Teachers

Being Online Privacy/Security Lessons Child strategies to address concerns Parent strategies to address concerns Parent Role Tech Use In Classroom Privacy/Security Factors in Tech Use Privacy/Security Lessons

Qualitative Data Analysis

Being Online Privacy/Security Lessons Child strategies to address concerns Parent strategies to address concerns Parent Role Tech Use In Classroom Privacy/Security Factors in Tech Use Privacy/Security Lessons

Children Parents Teachers

Children

Children

49

Privacy And Security Lessons

Children

Privacy/Security Lessons

50 Kumar, P., Naik, S.M., Devkar, U.R., Chetty, M., Clegg, T., and Vitak, J. (2017) ‘No Telling Passcodes Out Because They’re Private’: Understanding Children’s Mental Models of Privacy and Security Online. CSCW 2018 Online First.

• Online privacy and security mostly encountered via

passwords

• Learning poor online privacy and security habits

51

Tech Use In The Classroom

Children

Teachers

Teachers 52 Kumar, P., Chetty, M., Clegg, T., and Vitak, J. (2019) Privacy and Security Considerations For Digital Technology Use in Elementary

• Schools. To appear CHI 2019.

Tech Use In The Classroom

LanSchool GoGuardian

Teachers 53 Kumar, P., Chetty, M., Clegg, T., and Vitak, J. (2019) Privacy and Security Considerations For Digital Technology Use in Elementary

• Schools. To appear CHI 2019.

Tech Use In The Classroom

• Rarely consider online privacy and security
• Students monitored to stay on task/tracked

LanSchool GoGuardian

USER NEEDS IMPLEMENT EVALUATE DESIGN/PROTOTYPE

Education/Awareness CHI ‘19, IDC ‘18, CSCW ‘17 Children and Online Safety

3 Co-design sessions 8 child partners aged 8-11

Children

Co-Design

55 Kumar, P., Vitak, J., Chetty, M., Clegg, T., Yang, J., McNally, B., and bonsignore, e. (2018) Co-Designing Online Privacy-Related Games and Stories with Children. Interaction Design and Children Conference 2018.

Question of the day Circle time

3 Co-design sessions 8 child partners aged 8-11

Children

Co-Design

56 Kumar, P., Vitak, J., Chetty, M., Clegg, T., Yang, J., McNally, B., and bonsignore, e. (2018) Co-Designing Online Privacy-Related Games and Stories with Children. Interaction Design and Children Conference 2018.

Question of the day Circle time Break into groups

Existing Resources Mobile Games Choose Your Own Adventure Stories

3 Co-design sessions 8 child partners aged 8-11

Children

Co-Design

57 Kumar, P., Vitak, J., Chetty, M., Clegg, T., Yang, J., McNally, B., and bonsignore, e. (2018) Co-Designing Online Privacy-Related Games and Stories with Children. Interaction Design and Children Conference 2018.

Question of the day Circle time Wrap up discussions Break into groups Team debrief Field notes & pictures Qualitative data analysis

Privacy

58

“I hate it when they take a perfectly good game and they try to make it educational. ”

• 11 year old child design partner
• Integrate privacy and security themes in resources
• Create realistic online privacy and security scenarios

USER NEEDS IMPLEMENT EVALUATE DESIGN/PROTOTYPE

Education/Awareness CHI ‘19, IDC ‘18, CSCW ‘17 Children and Online Safety

Co-design

Cybernaut

60 Kumar, P., Chetty, M., Clegg, T., and Vitak, J. Designing Educational Resources to Help Children Learn About Online Privacy And

• Security. Currently Under Review.

Privacy/Security Themes & Rewards Conceptual Q Zones Scenario-Based Second Chance Q Evaluation: 14 children aged 6-12 & parents

Parent Q’s on child activities &

• nline privacy and security

Q’s on child’s online privacy & security perceptions Q’s on child’s online activities Q’s on Cybernaut Play Cybernaut Interviews audio-taped, transcribed & analyzed

Children

Co-Design

Privacy/Security experience & developmental differences Involving parents and teachers Reflecting on paths not taken

Let’s Look At The Results

Co-design

Privacy/Security Experience & Development Differences

64 Kumar, P., Chetty, M., Clegg, T., and Vitak, J. Designing Educational Resources to Help Children Learn About Online Privacy And

• Security. Currently Under Review.
• Past online experience, reading/motor

abilities/understanding of privacy and security differ

• Float before you can swim

Major takeaways from our case study

• 1. Use scenarios children can relate to
• 2. Learn about privacy and security earlier

– Float before swim

• 3. Going beyond do’s and don’t
• 4. Explain the “why” behind it
• 5. Encourage kids to self-reflect, think critically,

and build up toolbox of strategies for online safety

65

Summary

• Need different techniques to work with

children

• Cooperative inquiry is useful for involving

children in design processes

• Many areas for designing for children
• Keeping children safe online requires

helping children to develop agency over

• nline activities

Coming up…

• GP4 video due on Monday
• Talking about users in difficult situations…

Get in touch:

Office hours: Fridays 2-4pm (Sign up in advance) or by appointment JCL 355 Email: marshini@uchicago.edu