\n \n \n
\n
\n\n \n \n \n \n \n \n Child–Computer Interaction in times of a pandemic.\n \n \n \n \n\n\n \n Antle, A. N.; and Frauenberger, C.\n\n\n \n\n\n\n
International Journal of Child-Computer Interaction, 26: 100201. December 2020.\n
tex.ids= antleChildComputerInteractionTimes2020\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 13 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
\n
@article{antle_childcomputer_2020,\n\ttitle = {Child–{Computer} {Interaction} in times of a pandemic},\n\tvolume = {26},\n\tissn = {2212-8689},\n\turl = {https://www.sciencedirect.com/science/article/pii/S2212868920300283},\n\tdoi = {10.1016/j.ijcci.2020.100201},\n\tlanguage = {en},\n\turldate = {2021-09-13},\n\tjournal = {International Journal of Child-Computer Interaction},\n\tauthor = {Antle, Alissa N. and Frauenberger, Christopher},\n\tmonth = dec,\n\tyear = {2020},\n\tnote = {tex.ids= antleChildComputerInteractionTimes2020},\n\tpages = {100201},\n}\n\n
\n
\n\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n \n Emergent, situated and prospective ethics for child-computer interaction research.\n \n \n \n \n\n\n \n Antle, A. N.; Frauenberger, C.; Landoni, M.; Fails, J. A.; Jirotka, M.; Webb, H.; and Tutiyaphuengprasert, N.\n\n\n \n\n\n\n In
Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts, of
IDC '20, pages 54–61, London, United Kingdom, June 2020. Association for Computing Machinery\n
\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 5 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@inproceedings{antle_emergent_2020,\n\taddress = {London, United Kingdom},\n\tseries = {{IDC} '20},\n\ttitle = {Emergent, situated and prospective ethics for child-computer interaction research},\n\tisbn = {978-1-4503-8020-1},\n\turl = {https://doi.org/10.1145/3397617.3398058},\n\tdoi = {10.1145/3397617.3398058},\n\tabstract = {The increasing presence of interactive technologies in children's lives poses critical ethical questions for researchers and designers. Discourse specific to these intersecting topics is nascent, but is spread across communities and largely developed retrospectively. This workshop brings together those interested in ethical issues arising when researching, designing, and deploying technologies for children. The focus is on exploring approaches that are emergent and situated, arising during research or after deployment. Workshop activities will include: exploring ethical themes emerging in HCI research for children; synthesizing and adapting current applicable ethical guidance; identifying gaps; and developing preliminary methods and guidance to address these gaps. Outcomes will extend current best practices in ethics in ways that promote children's protection, empowerment and wellbeing.},\n\turldate = {2021-01-13},\n\tbooktitle = {Proceedings of the 2020 {ACM} {Interaction} {Design} and {Children} {Conference}: {Extended} {Abstracts}},\n\tpublisher = {Association for Computing Machinery},\n\tauthor = {Antle, Alissa N. and Frauenberger, Christopher and Landoni, Monica and Fails, Jerry Alan and Jirotka, Marina and Webb, Helena and Tutiyaphuengprasert, Nalin},\n\tmonth = jun,\n\tyear = {2020},\n\tkeywords = {child-computer interaction, children, cultural sensitivity, ethical guidance, ethics, in-action ethics, prospective ethics, vulnerable populations, youth},\n\tpages = {54--61},\n}\n\n
\n
\n\n\n
\n The increasing presence of interactive technologies in children's lives poses critical ethical questions for researchers and designers. Discourse specific to these intersecting topics is nascent, but is spread across communities and largely developed retrospectively. This workshop brings together those interested in ethical issues arising when researching, designing, and deploying technologies for children. The focus is on exploring approaches that are emergent and situated, arising during research or after deployment. Workshop activities will include: exploring ethical themes emerging in HCI research for children; synthesizing and adapting current applicable ethical guidance; identifying gaps; and developing preliminary methods and guidance to address these gaps. Outcomes will extend current best practices in ethics in ways that promote children's protection, empowerment and wellbeing.\n
\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n Children as Designers - Recognising divergent creative modes in Participatory Design.\n \n \n \n\n\n \n Kender, K.; Frauenberger, C.; Pichlbauer, J.; and Werner, K.\n\n\n \n\n\n\n In
Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society, pages 1–11, New York, NY, USA, October 2020. Association for Computing Machinery\n
\n\n
\n\n
\n\n
\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@inproceedings{kender_children_2020,\n\taddress = {New York, NY, USA},\n\ttitle = {Children as {Designers} - {Recognising} divergent creative modes in {Participatory} {Design}},\n\tisbn = {978-1-4503-7579-5},\n\tdoi = {10.1145/3419249.3420145},\n\tabstract = {Children and designers have divergent, sometimes contradictory notions of what “design” means. Unrestricted by the lens of adulthood and the shackles of formal creative education, children ask unexpected questions, draw unlikely conclusions, and have a different experience of creation. How do we recognise, address and adapt to these differences of creativity, and how can we successfully draw from them in our design process? In this paper, we describe tensions in participatory design (PD) sessions we have conducted, focusing on the needs and strengths of the children in their role as designers. We inspect the creative experience of diverse children through the creative modes of the Storyteller, the Scientist, the Actor and the Explorer. With these modes, we offer a perspective that enables PD practitioners to facilitate engagements that better support participant’s creative experiences.},\n\turldate = {2021-01-13},\n\tbooktitle = {Proceedings of the 11th {Nordic} {Conference} on {Human}-{Computer} {Interaction}: {Shaping} {Experiences}, {Shaping} {Society}},\n\tpublisher = {Association for Computing Machinery},\n\tauthor = {Kender, Kay and Frauenberger, Christopher and Pichlbauer, Johanna and Werner, Katharina},\n\tmonth = oct,\n\tyear = {2020},\n\tkeywords = {children, creativity, participatory design},\n\tpages = {1--11},\n}\n\n
\n
\n\n\n
\n Children and designers have divergent, sometimes contradictory notions of what “design” means. Unrestricted by the lens of adulthood and the shackles of formal creative education, children ask unexpected questions, draw unlikely conclusions, and have a different experience of creation. How do we recognise, address and adapt to these differences of creativity, and how can we successfully draw from them in our design process? In this paper, we describe tensions in participatory design (PD) sessions we have conducted, focusing on the needs and strengths of the children in their role as designers. We inspect the creative experience of diverse children through the creative modes of the Storyteller, the Scientist, the Actor and the Explorer. With these modes, we offer a perspective that enables PD practitioners to facilitate engagements that better support participant’s creative experiences.\n
\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n \n Unpacking Forms of Relatedness around Older People and Telecare.\n \n \n \n \n\n\n \n Schwaninger, I.; Frauenberger, C.; and Fitzpatrick, G.\n\n\n \n\n\n\n In
Companion Publication of the 2020 ACM Designing Interactive Systems Conference, of
DIS' 20 Companion, pages 163–169, Eindhoven, Netherlands, July 2020. Association for Computing Machinery\n
\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 8 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@inproceedings{schwaninger_unpacking_2020,\n\taddress = {Eindhoven, Netherlands},\n\tseries = {{DIS}' 20 {Companion}},\n\ttitle = {Unpacking {Forms} of {Relatedness} around {Older} {People} and {Telecare}},\n\tisbn = {978-1-4503-7987-8},\n\turl = {https://doi.org/10.1145/3393914.3395867},\n\tdoi = {10.1145/3393914.3395867},\n\tabstract = {Active and Assisted Living (AAL)/telecare technologies are increasingly promoted for the care of older people at home. However, while relatedness has been argued as a key concept of AAL/telecare, it is mostly interpreted as aspects of interpersonal connectedness and feeling of support. As people may relate to a variety of human and non-human actors in care networks, we explore different forms of relatedness between older people and other actors, including institutions and technology. To this end, we review related literature from Psychology and HCI. We then present a long-term AAL project where we conducted 20 qualitative interviews with 15 older people. We identified interwoven forms of relatedness that involved diverse social, organisational and technical actors, explaining, for example, people's motivations for engagement, the ways they imbue technology with organisational values, and the impact of technology usability. We suggest that expanding the concept of relatedness beyond the interpersonal can provide a more holistic and nuanced view, integrating interpersonal, social, organisational and technical concerns for designing effective sociotechnical ecosystems around older people and AAL/telecare.},\n\turldate = {2020-12-15},\n\tbooktitle = {Companion {Publication} of the 2020 {ACM} {Designing} {Interactive} {Systems} {Conference}},\n\tpublisher = {Association for Computing Machinery},\n\tauthor = {Schwaninger, Isabel and Frauenberger, Christopher and Fitzpatrick, Geraldine},\n\tmonth = jul,\n\tyear = {2020},\n\tkeywords = {aal, older adults, relatedness, telecare},\n\tpages = {163--169},\n}\n\n
\n
\n\n\n
\n Active and Assisted Living (AAL)/telecare technologies are increasingly promoted for the care of older people at home. However, while relatedness has been argued as a key concept of AAL/telecare, it is mostly interpreted as aspects of interpersonal connectedness and feeling of support. As people may relate to a variety of human and non-human actors in care networks, we explore different forms of relatedness between older people and other actors, including institutions and technology. To this end, we review related literature from Psychology and HCI. We then present a long-term AAL project where we conducted 20 qualitative interviews with 15 older people. We identified interwoven forms of relatedness that involved diverse social, organisational and technical actors, explaining, for example, people's motivations for engagement, the ways they imbue technology with organisational values, and the impact of technology usability. We suggest that expanding the concept of relatedness beyond the interpersonal can provide a more holistic and nuanced view, integrating interpersonal, social, organisational and technical concerns for designing effective sociotechnical ecosystems around older people and AAL/telecare.\n
\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n \n Die Verhandlung Technologischer Zukünfte.\n \n \n \n \n\n\n \n Frauenberger, C.\n\n\n \n\n\n\n In Hengstschläger, M., editor(s),
Digitaler Wandel und Ethik, pages 444. Ecowin, Vienna, Austria, 2020.\n
\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 7 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
\n
@incollection{frauenberger_verhandlung_2020,\n\taddress = {Vienna, Austria},\n\ttitle = {Die {Verhandlung} {Technologischer} {Zukünfte}},\n\tisbn = {13 9783711002716},\n\turl = {https://www.ecowin.at/produkt/digitaler-wandel-und-ethik/},\n\tlanguage = {de},\n\turldate = {2020-10-01},\n\tbooktitle = {Digitaler {Wandel} und {Ethik}},\n\tpublisher = {Ecowin},\n\tauthor = {Frauenberger, Christopher},\n\teditor = {Hengstschläger, Markus},\n\tyear = {2020},\n\tpages = {444},\n}\n\n
\n
\n\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n \n Vom künstlichen Leben zur Lebenskunst:.\n \n \n \n \n\n\n \n Funk, M.; Frauenberger, C.; and Reichl, P.\n\n\n \n\n\n\n
Medienimpulse, 58(03): 26 Seiten–26 Seiten. September 2020.\n
Number: 03\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 3 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{funk_vom_2020,\n\ttitle = {Vom künstlichen {Leben} zur {Lebenskunst}:},\n\tvolume = {58},\n\tcopyright = {Copyright (c) 2020 Michael Funk, Christopher Frauenberger, Peter Reichl},\n\tissn = {2307-3187},\n\tshorttitle = {Vom künstlichen {Leben} zur {Lebenskunst}},\n\turl = {https://journals.univie.ac.at/index.php/mp/article/view/3998},\n\tdoi = {10.21243/mi-03-20-17},\n\tabstract = {Während die Digitalisierung weithin für diverse Ersetzungsphänomene menschlicher Kompetenzen bis hin zur Schaffung von künstlichen Superintelligenzen steht, handelt es sich im Kern doch vor allem um eine neue Form von Umwelt, der wir in unserer Leiblichkeit gegenüberstehen und mit ihr verschmelzen. In diesem Sinne betrachten wir soziale Netze, Robotik und KI als Kulturtechniken des Menschen, die selbst zu kultürlichen Umweltfaktoren humanen Sozialverhaltens werden. Vor dem Hintergrund komplexer Wechselwirkungen zwischen Mensch, Technik und Gesellschaft diskutieren wir die Frage der Verantwortung als Bedingungserhaltung menschlichen Handelns, die sich auch als ein Gradmesser digitaler Infrastrukturen, Ökologie und Bildung zu erweisen hat. Auf dem Weg in eine gewollte Zukunft plädieren wir für eine Ethik der Lebenskunst und Klugheit im Umgang mit natürlichen wie kultürlichen Umwelten, um schlussendlich soziale Innovation in Zeiten umfassender Digitalisierungsprozesse zu leben.},\n\tlanguage = {de},\n\tnumber = {03},\n\turldate = {2020-09-20},\n\tjournal = {Medienimpulse},\n\tauthor = {Funk, Michael and Frauenberger, Christopher and Reichl, Peter},\n\tmonth = sep,\n\tyear = {2020},\n\tnote = {Number: 03},\n\tkeywords = {Digitale Ökologie, Ethik, Informatik, Leiblichkeit, Medienpädagogik, Umwelt, Verantwortung},\n\tpages = {26 Seiten--26 Seiten},\n}\n\n
\n
\n\n\n
\n Während die Digitalisierung weithin für diverse Ersetzungsphänomene menschlicher Kompetenzen bis hin zur Schaffung von künstlichen Superintelligenzen steht, handelt es sich im Kern doch vor allem um eine neue Form von Umwelt, der wir in unserer Leiblichkeit gegenüberstehen und mit ihr verschmelzen. In diesem Sinne betrachten wir soziale Netze, Robotik und KI als Kulturtechniken des Menschen, die selbst zu kultürlichen Umweltfaktoren humanen Sozialverhaltens werden. Vor dem Hintergrund komplexer Wechselwirkungen zwischen Mensch, Technik und Gesellschaft diskutieren wir die Frage der Verantwortung als Bedingungserhaltung menschlichen Handelns, die sich auch als ein Gradmesser digitaler Infrastrukturen, Ökologie und Bildung zu erweisen hat. Auf dem Weg in eine gewollte Zukunft plädieren wir für eine Ethik der Lebenskunst und Klugheit im Umgang mit natürlichen wie kultürlichen Umwelten, um schlussendlich soziale Innovation in Zeiten umfassender Digitalisierungsprozesse zu leben.\n
\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n Desiging Social Play Things.\n \n \n \n\n\n \n Frauenberger, C.; Kender, K.; Scheepmaker, L.; Werner, K.; and Spiel, K.\n\n\n \n\n\n\n In
Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Expe- riences, Shaping Society, pages 12, Tallin, Estonia, 2020. ACM\n
\n\n
\n\n
\n\n
\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 5 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
\n
@inproceedings{frauenberger_desiging_2020,\n\taddress = {Tallin, Estonia},\n\ttitle = {Desiging {Social} {Play} {Things}},\n\tisbn = {978-1-4503-7579-5},\n\tdoi = {10.1145/3419249.3420121},\n\tabstract = {Social play is a key factor in children’s positive development. Children with different interactional styles, such as neurodivergent children, face challenges to create opportunities for playing with peers to practice and acquire complex social skills, putting their social and emotional wellbeing at risk. We report on the design of social play technologies that aim to scaffold and support, in nonnormative ways, co-located play of heterogeneous, neurodiverse groups of children aged 6 to 8. In three case studies we describe the participatory design processes that led to the development of three prototypical social play things. We report on the methodological challenges to design with these highly diverse groups and critically reflect on negotiating design decisions across abilities, agendas and conceptions of play within the process. Drawing on our successes and failures in these three cases, we synthesise design guidance for creating social play technologies for diverse groups of children.},\n\tlanguage = {en},\n\tbooktitle = {Proceedings of the 11th {Nordic} {Conference} on {Human}-{Computer} {Interaction}: {Shaping} {Expe}- riences, {Shaping} {Society}},\n\tpublisher = {ACM},\n\tauthor = {Frauenberger, Christopher and Kender, Kay and Scheepmaker, Laura and Werner, Katharina and Spiel, Katta},\n\tyear = {2020},\n\tpages = {12},\n}\n\n
\n
\n\n\n
\n Social play is a key factor in children’s positive development. Children with different interactional styles, such as neurodivergent children, face challenges to create opportunities for playing with peers to practice and acquire complex social skills, putting their social and emotional wellbeing at risk. We report on the design of social play technologies that aim to scaffold and support, in nonnormative ways, co-located play of heterogeneous, neurodiverse groups of children aged 6 to 8. In three case studies we describe the participatory design processes that led to the development of three prototypical social play things. We report on the methodological challenges to design with these highly diverse groups and critically reflect on negotiating design decisions across abilities, agendas and conceptions of play within the process. Drawing on our successes and failures in these three cases, we synthesise design guidance for creating social play technologies for diverse groups of children.\n
\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n \n Entanglements.\n \n \n \n \n\n\n \n Frauenberger, C.\n\n\n \n\n\n\n
Interactions, 27(4): 74–75. July 2020.\n
\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 14 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
\n
@article{frauenberger_entanglements_2020,\n\ttitle = {Entanglements},\n\tvolume = {27},\n\tissn = {1072-5520},\n\turl = {https://dl.acm.org/doi/10.1145/3404215?cid=81100559491},\n\tdoi = {10.1145/3404215},\n\tnumber = {4},\n\turldate = {2020-07-28},\n\tjournal = {Interactions},\n\tauthor = {Frauenberger, Christopher},\n\tmonth = jul,\n\tyear = {2020},\n\tpages = {74--75},\n}\n\n
\n
\n\n\n\n
\n\n\n
\n
\n\n \n \n \n \n \n \n In the details: the micro-ethics of negotiations and in-situ judgements in participatory design with marginalised children.\n \n \n \n \n\n\n \n Spiel, K.; Brulé, E.; Frauenberger, C.; Bailley, G.; and Fitzpatrick, G.\n\n\n \n\n\n\n
CoDesign, 0(0): 1–21. February 2020.\n
\n\n
\n\n
\n\n
\n\n \n \n
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 9 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n
@article{spiel_details_2020,\n\ttitle = {In the details: the micro-ethics of negotiations and in-situ judgements in participatory design with marginalised children},\n\tvolume = {0},\n\tissn = {1571-0882},\n\tshorttitle = {In the details},\n\turl = {https://doi.org/10.1080/15710882.2020.1722174},\n\tdoi = {10.1080/15710882.2020.1722174},\n\tabstract = {Engaging marginalised children, such as disabled children, in Participatory Design (PD) entails particular challenges. The processes can effect social changes by decidedly attending to their lived experience as expertise. However, involving marginalised children in research also requires maintaining a delicate balance between ensuring their right to participation as well as their protection from harm. The resulting tensions are politically charged, affected by myriads of power differences and create moral dilemmas. We present seven case studies, drawing from two participatory design research projects. They illustrate the in-situ judgements taken to address specific dilemmas and provide nuanced insights into the trade-offs required by child-led participatory design processes. Subsequently, we identify three challenges: positioning our work to the children’s carers’ values, protecting ourselves, and enabling the (relative) risk-taking associated with participation for children. We call for this micro-ethical approach to be used when reporting research ethics in practice, and as a guidance for the training of researchers and practitioners.},\n\tnumber = {0},\n\turldate = {2020-02-13},\n\tjournal = {CoDesign},\n\tauthor = {Spiel, Katta and Brulé, Emeline and Frauenberger, Christopher and Bailley, Gilles and Fitzpatrick, Geraldine},\n\tmonth = feb,\n\tyear = {2020},\n\tkeywords = {Children, ethics, marginalisation, participatory design},\n\tpages = {1--21},\n}\n\n
\n
\n\n\n
\n Engaging marginalised children, such as disabled children, in Participatory Design (PD) entails particular challenges. The processes can effect social changes by decidedly attending to their lived experience as expertise. However, involving marginalised children in research also requires maintaining a delicate balance between ensuring their right to participation as well as their protection from harm. The resulting tensions are politically charged, affected by myriads of power differences and create moral dilemmas. We present seven case studies, drawing from two participatory design research projects. They illustrate the in-situ judgements taken to address specific dilemmas and provide nuanced insights into the trade-offs required by child-led participatory design processes. Subsequently, we identify three challenges: positioning our work to the children’s carers’ values, protecting ourselves, and enabling the (relative) risk-taking associated with participation for children. We call for this micro-ethical approach to be used when reporting research ethics in practice, and as a guidance for the training of researchers and practitioners.\n
\n\n\n
\n\n\n\n\n\n