CHI 2011 Workshop Program and Related Links: UI Technologies and Impact on Educational Pedagogy, Related Child-Computer Interaction Papers and Courses

I'll be heading to CHI 2011 for a few days and plan to write a few posts while I'm at the conference. (I'd like to stay for the entire conference, but it is a busy time of year for me at work.)


Below is the program for a workshop I've helped to organize, along with a few related presentations and events that will take place during the course of the conference.


WORKSHOP PROGRAM
CHI 2011 will be held at the Vancouver Convention Centre in Vancouver. The UI Technologies and Pedagogy workshop will be held on Saturday, May 7th,  in the West Building, Level 1, Room 119/120.  PDF versions of the following presentations can be found on the workshop's website.


9:00am – 09:05am Introduction
Edward Tse and Johannes Schöning
9:05am - 10:05am Paper Session I (8 min presentation, 4 min Discussion)
Chair: Yvonne Rogers
Evaluating Pervasive Classrooms
• Son Do-Lenh et al.: Classroom-experience evaluation: An ecological approach to evaluating pervasive technologies in classrooms 
• Kathryn Rounding et al.: Evaluating Interfaces with Children 
• Dan Morris et al.: Using Machine Learning to Scaffold Artistic Creativity in Education
• Tamara Polajnar et al.: Enabling Picture-based Querying and Learning with the JuSe Interface
• Hamed Alavi et al.: Lantern 2.0: A Pervasive Scripting Tool
•Quincy Brown et al.: Mobile Natives: Unlocking the Potential of Educational Technology
10:15am - 11:00am  Coffee Break and Preparation time for short talks
11:00am - 12:10pm  Paper Session II (8min presentation, 4min Discussion)
Chair: Max Mühlhäuser
Collaboration in Math: Fears, Myths, and Insights.
• Nicola Yull et al.: Pass the iPad: Comparing collaboration on paper and screen
• Veronika Irvine et al.: Math Education: A Creative Approach
• Group talk: Math and Embodied Agents
a.Kristina Richter et al.: Bridging Diagnosis and Learning for Mathematics Education in Classroom Setting
b.Lisa Anthony et al.: Handwriting Interaction for Math Tutors: Lessons for HCI in Education
c.Andrew Jensen et al.: Using Embodied Pedagogical Agents and Direct Instruction to Augment Learning for Young Children with Special Needs
• Group talk: Dispelling Myths About the Next Generation Classroom
a. Alex Thayer et al.: The Myth of the Paperless School: Replacing Printed Texts with E-readers
b.Sharon Oviatt: Designing Digital Tools for Thinking, Adaptive Learning and Cognitive Evolution
c.Alexandra Dunn et al.: Designing Classroom Technology to Meet the Needs of All
• Group talk: Games, Wearables and Fun Learning.
a.Christiane Moser et al.: Child-Centered Game Development
b.Lizbeth Escobedo et al.: Blue’s Clues: An Augmented Reality Positioning System
c.Si Jung Kim et al.: Wearable Story: A Story Telling Jacket for Young Children to Improve Their Independent Physical and Learning Activities
12:10pm - 1:30pm   Lunch
1:30pm - 2:30pm   Paper Session III (8 min presentation, 4 min Discussion)
Chair: Richard Beckwith
Tangibles and Tabletops
• Izdihar Jamil et al.:    Communication Patterns in Collaborative Peer Learning around Interactive Table
• Aura Pon et al.:   Graspable Music and Vuzik: Music Learning and Creativity using an Interactive Surface
• Ahmed Kharrufa et al.: Learning at interactive surfaces and designing for reflection
• Cristina Sylla et al.: TOK – a Tangible Interface for Storytelling
• Group talk: Tables and Tangibles
a.Robert Sheehan:    Constructionism, Programming and Touch Interfaces
b.Orit Shaer et al.:     Making the Invisible Tangible: Learning Biological Engineering in Kindergarten
c.Sebastien Kubicki: Evaluation of an interactive table with tangible objects: Application with children in a classroom
d.Cristina Emilia Costa et al.:  I-Theatre: developing narratives skills in kindergarten children
e.Wooi Boon Goh et al.:  Potential Challenges in Collaborative Game Design for Inclusive Settings
2:30pm - 3:00pm       Coffee Break
3:00pm - 4:00pm       Breakout Discussion (What are future challenges? Next years workshop?)
4:00pm - 4:45pm   Closing Keynote by Allison Druin: Mining the Imagination from Time Travel to Anti-gravity: The Future of Child-Computer Interaction
"If you’ve ever sat with a child imagining the future of new technologies, you will undoubtedly hear about “anti-gravity machines,” “peace-technologies that work by tickling people,” “backpacks of the future with ice cream makers,” and “time-travel-mobile-phones that when you call someone it takes you back in time.” The question is how can these child-like imagined technologies lead us to real answers for the future?


In my talk I will propose that “data mining” is not enough, that “mining the imagination” is critical to understanding the future. I will describe the “iChild” and the interactive, independent, international, imaginative child we need to consider designing for in the future. If we look for real change, we need to listen to children, not because they know more, but because they can help us question, explore, and push us in true directions for change."


Allison Druin is an Associate Dean for Research in the iSchool at the University of Maryland and is Director of the Human-Computer Interaction Lab. For almost 14 years, she has led an intergenerational research team, where children, ages 7-11 years old partner with an interdisciplinary group of adult researchers to develop new technologies for children. With this team, she has helped to developed new digital library and storytelling tools with such partners as the U.S. National Park Service, Sesame Workshop, Nickelodeon, Nokia, UNICEF, and many others. In 2010, she received with Ben Bederson the SIGCHI Social Impact Award for her work leading the International Children’s Digital Library (www.childrenslibrary.org).
4:45pm - 5:00pm Closing Remarks (All)
7:00pm Optional Workshop Dinner


RELATED CHILD-COMPUTER INTERACTION SESSIONS AT CHI 2011
CHI 2011 will be offering a variety of opportunities for people interested in interaction design and technologies for children.  Detailed information regarding the researchers/ presenters can be found on the IDC-SIG News/Events page.


CHI2011 COURSE - Evaluating Children's Interactive Technology
Monday 9th May 2011 - 16:00
Janet C Read - University of Central Lancashire
Panos Markopoulos - Technical University of Eindhoven
CHI2011 COURSE - New Methods for Designing for and with the iChild: Strategies for Today’s Mobile, Social, and Internet Technologies
Thursday 12th May 2011 - 09:00
Allison Druin - University of Maryland
Jerry Fails - Montclair State University
Mona Leigh Gubler - University of Maryland
CHI2011 Paper Session - Engaging Youth  Thursday 12th May 2011 - 11:00
Exploratory Evaluations of a Computer Game Supporting Cognitive Behavioural Therapy for Adolescents
In the Mood: Engaging Teenagers in Psychotherapy Using Mobile Phones
Breaking Boundaries: Strategies for Mentoring through Textile Computing Workshops
Brick by Brick: Iterating Interventions to Bridge the Achievement Gap with Virtual Peers
CHI2011 - Other IDC Related Papers
Paper Session: Art, Music and  Movement: Monday 9th May 2011
MOGCLASS: Evaluation of a Collaborative System of Mobile Devices for Classroom Music Education of Young Children
MoBoogie: Creative Expression Through Whole Body Musical Interaction
Paper Session: Low-cost ICT4D Tuesday 10th May 2011
Utilizing Multimedia Capabilities of Mobile Phones to Support Teaching in Schools in Rural Panama
Infrastructures for low-cost laptop use in Mexican schools
Paper Session: Storytelling and Perceptual Crossing Wednesday 11th May 2011
ShadowStory: Creative and Collaborative Digital Storytelling Inspired by Cultural Heritage
Paper Session: Learning
Practical, Appropriate, Empirically-Validated Guidelines for Designing Educational Games

CHI2011 Paper Session - Families Tuesday 10th May 2011 - 11:00

Learning Patterns of Pick-ups and Drop-offs to Support Busy Family Coordination

Mediated Parent-Child Contact in Work-Separated Families

Hello, is Grandma there? Let’s Read! StoryVisit: Family Video Chat and Connected E-Books

Family Portals: Connecting Families Through A Multifamily Media Space

If these topics interest you, consider making plans to attend IDC 2011!
IDC 2011:  The 10th International Conference on Interaction Design and Children
June 19-23,  University of Michigan

Cross Posted on the Interactive Multimedia Technology blog.

EyeTube for YouTube! Eye-gaze interaction software, free and downloadable from GazeGroup

Gaze interaction systems provide access to computers and the rich content now available on the web for many people with disabilities.  Unfortunately, commercial gaze tracking systems are very expensive and at times, difficult to calibrate.  There is hope!



Following up on my recent post, "Open-source Eye-tracking: The ITU Gaze Tracker 2.0 Beta", I thought I'd share the GazeGroup's EyeTube for YouTube interface.  What is great about EyeTube for YouTube is that it provides two different interfaces. The simplified version looks good for younger children or people with cognitive disorders, and is icon-based.  The second version is appropriate for people who can navigate through more complex visual representations of content. EyeTube requires a Windows-based system and .Net 3.5 at this time. It can be downloaded from the GazeGroup website.  If you plan to download the application, you must also make sure you have a YouTube account. To get the application up and running, you'll need to change the settings (EyeTubeSettings.xml) to match your account.   (If you don't know much about changing settings or xml, ask someone you know who works in IT.)
Below is the icon-based version of the eye-gaze interface for YouTube:


Feature-rich version of the EyeTube interface for YouTube:


From the GazeGroup site:
"The EyeTube prototype offers a feature rich eye controlled interface for the popular YouTube service. Instead of emulating a mouse pointer and interacting with a web browser the EyeTube interface is especially designed to be driven by gaze input. It offers a wide range of features such as keyword searching, popular video feeds, favorites and social aspects such as subscriptions, friends and commenting on videos.The highly optimized interfaces allows for a streamline interaction which is aleviated from the Midas Touch problem. In most previous gaze interfaces selection is made by a dwell time activator, e.g fixat a button for a specific amount of time and it will execute the function. In the EyeTube interface a fixation on a U.I element will highlight it and a second fixation on the activation button is required to execute the function. This removes the stress of having to constantly move the eyes to avoid unintentional activation."

"The EyeTube also exists in another simplified incarnation developed for users whom are distracted by a larger number of options. It supports basic features such as browsing categories, optional keyword searching and favorites."

RELATED
The GazeGroup
(The individuals mentioned below may be currently working elsewhere, but involved in the gaze research in some way.)

• John Paulin Hansen, Head of group (Ph.D. in Psychology)
• Dan Witzner Hansen, Associate professor
• Javier San Agustin, PhD student
• Sune Alstrup Johansen, PhD student
• Henrik Hegner Tomra Skovsgaard, PhD student
• Martin Tall, PhD student (Now working at Duke University, North Carolina)

GazeGroup Research Areas

Development of Gaze Tracking Technology

Application of Eye Tracking for User Experience studies and HCI

Gaze based Interaction

COGAIN (Communication by Gaze Interaction)

ACM CHI Conference Articles
San Agustin, J., Skovsgaard, H., Hansen, J. P., and Hansen, D. W. 2009. Low-cost gaze interaction: ready to deliver the promises. In Proceedings of the 27th international Conference Extended Abstracts on Human Factors in Computing Systems (Boston, MA, USA, April 04 - 09, 2009). CHI EA '09. ACM, New York, NY, 4453-4458. DOI= http://doi.acm.org/10.1145/1520340.1520682
San Agustin, J., Hansen, J. P., Hansen, D. W., and Skovsgaard, H. 2009. Low-cost gaze pointing and EMG clicking. In Proceedings of the 27th international Conference Extended Abstracts on Human Factors in Computing Systems (Boston, MA, USA, April 04 - 09, 2009). CHI EA '09. ACM, New York, NY, 3247-3252. DOI= http://doi.acm.org/10.1145/1520340.1520466 
Tall, M., Alapetite, A., San Agustin, J., Skovsgaard, H. H., Hansen, J. P., Hansen, D. W., and Møllenbach, E. 2009. Gaze-controlled driving. InProceedings of the 27th international Conference Extended Abstracts on Human Factors in Computing Systems (Boston, MA, USA, April 04 - 09, 2009). CHI EA '09. ACM, New York, NY, 4387-4392. DOI= http://doi.acm.org/10.1145/1520340.1520671

UPDATE

Eye-controlled games and leisure applications from the COGAIN wiki: http://www.cogain.org/wiki/Leisure_Applications

• EyeArt - EyeArt eye-drawing program, developed by Andre Meyer and Markus Dittmar, Technical University of Dresden, Applied Cognitive Research Unit, Germany.
• GazeTrain - Gaze-controlled action oriented puzzle game, developed by Lasse Farnung Laursen, Technical University of Denmark
• Puzzle - Simple puzzle game that can be played with eye movements, developed by Vytautas Vysniauskas, Siauliai University, Lithuania
• Road to Santiago - Gaze-controlled adventure game (full game), developed by Javier Hernandez Sanchiz, Universidad Publica de Navarra, Spain
• Snap Clutch - An application that uses eye gaze data to generate key and mouse events for playing games such as World of Warcraft and Second Life.
• ASE: Accessible Surfing Extension for Firefox - Follow this link to access ASE, an Accessible Surfing Extension for Firefox, developed by Emiliano Castellina and Fulvio Corno at Politecnico di Torino. (Note that this is a beta version.)
• Eye Gaze Music (SAW Selection Sets) - Point and Play – eye gaze (direct pointing) musical activities, developed by DART. Please note that SAW (Special Access to Windows) framework application is needed to play these 15 music selection sets. SAW is available for free athttp://www.oatsoft.org/Software/SpecialAccessToWindows
• EyeTube - Gaze interaction for YouTube - Follow this link to get more information and download EyeTube at ITU GazeGroup's web pages
• Eye3D and other head eye mouse software - Eye3D for education, and a collection of links to free software that works with head or eye mouse. Includes links to downloads and original sites.
• Gaze-controlled Breakout - Follow this link to access a modified version of the LBreakout2 game which can be operated by an SMI eye tracker, developed by Michael Dorr et al. at University of Luebeck
• Oleg Spakov's Freeware games for MyTobii - Follow this link to access MyTobii compatible games developed by Oleg Spakov, University of Tampere, Finland
• Free ITU Gaze Tracker and applications - Download a webcam based open-source gaze tracker and several applications that work with it, developed at IT University of Copenhagen
• GameBase - Check out the Eye-Gaze Games category at the SpecialEffect GameBase!
• More information about Gaze-Controlled Games - Follow this link to see a list of online information resources on using gaze for the control of games and other leisure applications

Cross-posted on the Interactive Multimedia Technology blog.

Thoughts about Emerging Ed. Tech: CLASSMATE ASSIST and WAYANG OUTPOST - Sensors, AI, and Context Awareness for Learning -and Teaching

Brief background: I've been following developments in intelligent tutoring systems for a while,  and find it interesting to see how researchers are combining artificial intelligence, learning theory, affective computing, and sensor networks to create applications that might prove to be useful and effective.  


The advantage of using intelligent tutoring applications in some cases is that it provides students with additional support and feedback the moment it is needed, something that is difficult for teachers to provide to students in large classrooms.  With the increase in use of smartphones and other mobile devices such as the iPad, there is a good chance that this sort of technology will be used to support learning anywhere, anytime.


Although most intelligent tutoring systems are geared for 1-1 computing, I think there are some components that could be tweaked and then transfered to create intelligent "tutoring" systems for collaborative learning.  Students like game-based learning, and what could be more fun than playing AND learning with a partner or group of peers? (I plan to revisit the research in this area in an upcoming post.)

Some thoughts:

I envision a system could support learning as well as important skills useful to students in life beyond the school walls, such as positive social interaction, teamwork, and problem-solving skills.   The path of least resistance?  Most likely applications that support the learning of pairs or small groups of students working at one display.  However, in this era of the "21st Century Learner", there is a growing need for applications that can support small groups of students for collaborative groups and project-based learning activities.   


There are a few applications developed for collaborative learning activities around a multi-touch table, such as the SMARTTable or the Surface, and more are needed.   Also needed are intelligent systems that can support video conferencing and collaborative learning between students who are not physically co-located.

There are some problems that have yet to be solved.  For example, the use of multiple sensors for an application designed for young people might be too intrusive. There are serious issues related to privacy/security.  Who would have access to data regarding a student's emotional or physiological state?  How would this data be utilized?  How would this information be protected?    Many school districts have security vulnerabilities, so it is possible that this information could be misused, if in the wrong hands.

Below I've highlighted two "intelligent" tutoring systems that incorporate the use of sensors in one form or another to generate information about student learning in a way that simulates what good teachers do every day. The ClassroomAssist application was developed by researchers at Intel, in collaboration with several universities.  The Wayang Outpost application was developed by researchers at UMASS, and is aligned with the principles of Universal Design for Learning.

CLASSMATE ASSIST

ClassmateAssist is an application developed by Intel's Everyday Sensing and Perception team.  Here is the description of the application from Intel Research:

"The advent of 1:1 computing in the classroom opens the door for teachers to set up individualized learning for their students who have a wide spectrum of interests and skills.  ClasmateAssist technology uses computer vision and image projection to assist and guide students in a 1:1 learning environment, helping them to independently accomplish tasks at their own pace, while at the same time allowing teachers to be apprised of student progress."

In the following video, Richard Beckwith, a developmental psychologist at Intel, demonstrates a prototype of an application that uses video-sensing to track student's hand movements during a coin sorting lesson. The application provides feedback to the student, and also tracks data about the student's progress that can be transformed into a report for the teacher.  The system can also monitor student's facial expression, note attention levels, and provide feedback.


Intel Research: Everyday Sensing and Perception
Socially and Physically Aware Interaction Systems (SPAIS)
Intel Research Press kit
SPAIS Publications:
Theocharous, G., Beckwith, R., Butko, N., Philipose, M. Tractable POMDP Planning Algorithms for Optimal Teaching in "SPAIS". International Joint Conferene on Artificial Intelligence (IJCAI) workshop on Plan Activity, and Intent Recognition (PAIR), Pasadena, California, July 2009.
Theocharous, G., Butko, N., Philipose, M. Designing a Mathematical Manipulatives Tutoring System using POMDPS. (pdf). POMDP Practitioners Workshop: Solving Real-world POMDP Problems, International Conference on Automated Planning and Scheduling (ICAPS). Toronto, May 2010


Wayang Outpost: Web-based Interactive Math/Intelligent Tutoring System, with Sensors.
I've followed the work of Beverly P. Woolf and her colleagues for some time.  Much of their research has centered around a web-based application, Wayang Outpost, an intelligent electronic tutoring system that incorporates multimedia and animated adventures while providing activities designed to prepare teens for standardized math tests, such as the SAT and state-mandated end-of-course exams.


In recent years, the team has been using non-invasive sensors in their research, including a camera that views facial expressions, a posture-sensing device located in the seat of the student's chair, and a pressure-sensitive mouse, and a wireless skin conductance wristband. Data collected through all of these sensors can provide useful information about student learning.  The system can also note when students try to "game" the system.
Related Publications
Woolf, B.P., Arroyo, I., Muldner, K., Burleson, W., Cooper, D., Dolan, R., Christopherson, R.M (2010)The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilties (pdf) International Conference on Intelligent Tutoring Systems, Pittsburgh.
Abstract "We report the results of a randomized controlled evaluation of the effectiveness of pedagogical agents as providers of affective feedback. These digital learning companion were embedded in an intelligent tutoring system for mathematics, and were used by approximately one hundred students in two public high schools. Students in the control group did not receive the learning companions. Results indicate that low-achieving students—one third of whom have learning disabilities—had higher affective needs than their higher achieving peers; they initially considered math problem-solving more frustrating, less exciting, and felt more anxious when solving math problems.  However, after they interacted with affective pedagogical agents, low-achieving students improved their affective outcomes, e.g., reported reduced frustration and anxiety."
Arroyo, I., Cooper, D.G., Burleson, W., Woolf, B.P., Muldner, K., Christopherson, R. (2009)
Emotion Sensors Go To School. AIED 2009. Pp. 17-24. IOS Press.
Low-tech description of Wayang Outpost, the math application used in the above publication: 

How's Your Math Mood?  Math software senses students' anxiety, boredom 

Paul Franz, Recoder.Com 5/16/09
Cooper, D.G., Arroyo, I., Woolf, B.P., Muldner, K., Burleson, W., Christoperson, R.  Sensors Model Student Self-Concept in the Classroom (pdf) UMass Amherst, June 22, 2009/UMAP 2009

Cross-posted on the Interactive Multimedia Technology blog.

Physicsgames.net: Physics games for interactive whiteboards and touch screens that you can embed on your website!

I have collected lots of resources for interactive whiteboards and other touch-screens, such  all-in-one Touch PC's such as the Dell and HP TouchSmart.  Some are optimized for use on mobile devices such as the iPhone, iPad, and Droids.  

I'd like to highlight a few online interactive educational games on this blog from time-to-time.

The PhysicsGames site is full of games that can be embedded into a blog or web page, making it easy for teachers and parents to organize and arrange the games as they see fit.  This feature also lets students do the same.

On the main page of the website, the games are arranged in alphabetical order, with picture icons for each game.  The titles of the games and the pictures on the icons give you a quick idea of what each game is about.  The games were created by a variety of developers, professionals, teachers, and if I'm not mistaken, tech-savvy students.

Below are links to the various categories of physics games found on the site. The games I explored all had music and sound effects, so make sure that the sound is turned on!  (Note: The site is supported by sponsors, but the advertising is not annoying-in many cases, you can skip the ads.)

Featured | All | Block Removal | Construction | Demolition | Platform | Projectile | Stacking | Othe


Cross-posted on the Interactive Multimedia Technology blog.

Link: Mobile Learning in the UK: MoLeNET Research Article "Modernizing Education and Training: Mobilizing Technology for Learning"

I've been following the research about learning and mobile/handheld devices since 2003,  and can now say with confidence that the era of mobile learning has arrived.   Netbooks, smartphones, e-readers, and iPads are in the hands of people of all ages, and more people are spending time learning "on-the-go" - for informal learning as well as learning that is attached to a formal course of study.


Thanks to the hard work of researchers around the world, there is a growing body of scholarly research that supports this trend.  The following article, published this year (2010), focuses on research in the UK, but is worth reviewing by educators (and learners) in the US and other countries:


MODERNIZING EDUCATION AND TRAINING: MOBILIZING TECHNOLOGY FOR LEARNING
http://www.moleshare.org.uk/molehole/7032BFB756/100103.pdf


Authors: Jill Attewell, Carol Savill-Smith, Rebecca Douch, Guy Parker
Mobile Learning (MoLENET) Program

Summary
"In recent years there have been amazing advances in consumer technology. The Mobile Learning Network (MoLeNET) initiative has enabled colleges and schools to harness some of this technology in order to modernise aspects of teaching, learning and training. The result has been improvements in learner engagement, retention, achievement and satisfaction. This publication draws on the experiences of the 11,253 learners and 2261 teachers involved in the 2nd year of MoLeNET. It also reports the findings of research which sought evidence of the impact of introducing handheld and wireless technologies for learning. This evidence has been collected and analysed by LSN Technology Enhanced Learning Research Centre researchers and by practitioner researchers trained and supported by LSN. The handheld technologies used by MoLeNET 2 learners included mobile phones, MP3/MP4 players (e.g. iPods), iPod Touch, netbooks, gaming devices (i.e. Nintendo DS and Sony PSP) and various tiny cameras and specialist scientific technologies. 


Positive reactions from practitioners include one teacher commenting that the introduction of mobile technology has had more impact on their teaching than anything else in the last 10 years adding 'there is no doubt that mobile technology has a place in the classroom'. Another reported that 'learners in outreach centres or work-based environments felt better supported' and a senior manager told researchers 'it has transformed teaching and learning in some areas. It's opened up a world of new possibilities'."

Jill Attwell is the Research Manager and Carol Savill-Smith is the Development Officer at the Research Centre for Technology Enhanced Learning  Both have been involved in research about mobile learning for many years. Below are a few links to some of their previous work:

The use of computer and video games for learning – a review of the literature for the m-learning project.  Carol Savill-Smith, Alice Mitchell, published in September 2004

Learning with Mobile Devices   Papers from the MLEARN 2003 conference, Carol Savill-Smith Jill Attewell, published in May 2004

The use of palmtop computers for learning – a review of the literature for the m-learning project.  Carol Savill-Smith, Phillip Kent, published in August 2003

Computer games and simulations for adult learning – case studies from practice, Carol Savill-Smith,  Sara de Freitas and Jill Attewell, published in December 2006.


SOMEWHAT RELATED
Universities and Libraries Move to the Mobile Web  
Alan W. Aldrich, Educause

Tahirih Bushey's Autism Games Blog

Tahirih Bushey is a speech and language therapist who works with children who have autism. She describes herself as a "collector and recorder of good games for children with ASD". She blogs at Autism Games and also has maintains the Autism Games website.

The video clip below is one of a series about the Stage Play Games acting class for young people with autism:


Be sure to read Tahirih's post, "Why Games".

You can follow Tahirih on Twitter.

Cognitive-Behavioral Intervention for Children and Teens: The Challenge Software Program

Brad Chapin is a psychologist and director of community based services for a mental health center.

Brad developed the subscription-based online Challenge Software Program to teach children and teens how to problem-solve and moderate their thinking processes. Students who have significant mental health problems do not always have the coping strategies they need to prevent things from becoming extremely out of hand, as in the case of violent fights, school shootings, or suicide.

Links to information, including video tutorials, about Challenge Software:
What it does
How it works (This is important to view, as it describes the assessment process, the scenarios, and the games.)
Pricing and Features
Endorsements
Supporting Research
News and Events
Contact

The program provides a scenario approach to assessing the child or teen's problem solving skills and coping strategies, using video scenarios and an easy-to-use assessment interface.

Brad maintains a blog that complements the Challenge Software Program. Here are links to a couple of his posts:

Teaching Cognitive-Behavioral Strategies to Small Groups of Children

School Violence and Cognitive-Behavioral Intervention

Brad Chapin is a member of Classroom 2.0, the social network for those interested in Web 2.0 and collaborative technologies in education.

Cross-Post: Henry Jenkins, Games and Learning, Media Literacy & Quest to Learn School in NYC

Henry Jenkins will be moving from MIT to USC Annenburg School of Communication and the Cinematic Arts School. He'll be teaching courses such as "Transmedia Storytelling" and "New Media Literacies".

"...there is a learning ecology now, one that takes place outside of the classroom in the after school world...and right now, schools are cutting themselves out of the learning ecology by blocking games, by blocking YouTube, by putting filters on the computers. They block off ways the students are technologically connected, from the best ways of learning..and they leave those students who are trapped behind the participation gap from having access to the experiences that prepare the technically literate for the future."

"..Good teachers are fighting a valiant battle just to be able to access the materials of YouTube .. the other day we discovered that students could not access online resources about Moby Dick, the great American novel, because it had the word "Dick" in it."

My high school blocks websites about games. TeacherTube is blocked, too!

In the above video, a school that integrates the use of games within the curriculum is mentioned. The school is Quest to Learn, scheduled to open for the 2009-2010 school year. It is known as "New York's school for today's digital kids".

"Quest supports a dynamic curriculum that uses the underlying design principles of games to create highly immersive, game-like learning experiences for students. Games and other forms of digital media also model the complexity and promise of “systems.” Understanding and accounting for this complexity is a fundamental literacy of the 21st century."




Institute of Play (A partner of the Quest to Learn school)
Quest to Learn Press Links
A Win-Win Scenario: "Game School" Aims to Engage and Educate
Eliza Strickland, Wired 8/6/07

Update on Game Accessibility Resources

I posted information about game accessibility resources on the Interactive Multimedia Technology blog:

Update on Accessibility and Interactive Games



The post is full of information, resources, and links from the IGDA Game Accessibility Special Interest Group blog:

.

OLPC: New Design Includes Dual Touch Screen for Collaboration and Digital Books XO

Photo from One Laptop per Child via MIT Technology Review

"Hundred-dollar laptop, revisited: The next-generation version of the One Laptop per Child machine will dispense with keypads. It can be folded flat to make one larger screen (left); here, two children could play a game, each using the touch-screen capability. Or it can be held on its side and used as an electronic book (right)."

I'm impressed with the new design of the OLPCthe dual touch screen, the support of collaboration and sharing between children, and the flexibility it will provide educators and students. It can even be used as an e-Book! This laptop would be welcomed in UDL classrooms.

For detailed information about the new OLPC laptop, which has not yet been released, read David Talbot's article in the MIT Technology Review.

I want one.

Simulations and Games in Education

According to information from th SimSchool Website, "SimSchool Resources offer articles, research reports, links to human resources and multimedia, and other curriculum enhancements for teacher education. The collection is intended to support the growth of knowledge, skills and abilities needed for performance-based teaching and learning."

The Simulation & Games in Education collection has a wide range of articles by key researchers and practitioners in the field.


SimSchool is a digital library website of the Education Reform Networks, funded by the U.S. Department of Education Technology Innovations Challenge Grant and the U.S. Department of Ediucation PT3 Digital Equity Task Force.

Bill MacKenty's Words of Wisdom: Getting Started with Games and Learning

School will be starting in a few weeks, and many educators have been hearing more about the use of interactive video games for learning. As I've mentioned on previous posts, Bill MacKenty is a pioneer in this area. He's an instructional designer at the Hunter College Campus school and is an advocate of the effective use of technology in learning settings. He's been blogging since 2004, if not before.

It is well worth the time to visit Bill's blog on a regular basis or sign up for his blog feed. Here are some quotes from Bill's Games in Education page:

"Technology strengthens, deepens, and broadens our learning...
Are you a classroom teacher? So am I. I'm using games to teach, it works!

YES. Computer games are an incredible learning tool
YES. We can prove kids are learning
YES. We can see kids become excited and engaged about learning
YES. You can do it! "

Bill has some good information on how NOT to go about integrating video games in the classroom in his recent blog post, "10 easy ways to miss the boat".

With the push towards measuring student responsiveness to intervention and utilizing data for educational decision-making, those of use who work with K-12 learners might consider exploring this avenue. Computer/video games are excellent masters of keeping track of all sorts of data. This power can be harnessed to support education in a variety of engaging ways.

If you are new to my blog, take the time to do a search about games, education, and interactive multimedia applications. My Interactive Multimedia Technology blog also has a few treasures that you might find useful.

GamaSutra article about children and games

Here are some interesting statistics about children and games from an article in GamaSutra:

"The NPD Group, which also tracks the monthly video game industry sales data in North America, has released findings from an online survey titled Kids & Digital Content, which found that children as young as 2 years old are playing video games and downloading digital content.

The survey, which was completed by U.S. parents, found that children have become increasingly in tune with technology, as children between the ages of 2 and 14 are downloading games and watching downloaded and streaming content over the internet through computers and other personal electronics."

Food for thought!

-Lynn

Convergence: Video Games and Virtual Reality for Special Needs: Autism, ADD, Fetal Alcohol Syndrome, Social Skills...

Why should those of us who work in school settings become more familiar with VR and game applications designed for children and teens with special needs?

The first reason is clear.
Students who have learning, behavior, or social skills difficulties are in our schools for many hours a day, and educators are responsible for effectively planning and implementing evidence-based intervention practices. We know that many students enjoy video games and computers, and are motivated by visual and interactive multimedia learning activities. We know that this is an area of serious research. (See the Teacher's TV website from the UK for a link to a 30 minute video, "The Games Children Play" regarding learning and interactive games.)

The second reason is that we must prepare for the significant increase of children identified as having autism spectrum disorders. Educators need effective tools to reach and teach these students, and students need access to the general curriculum. Traditional word-based instructional methods are not often effective with these students. These students are typically visual learners who have problems in communication, language, and social skills.

The third reason is that innovative use of technology and instructional methods can benefit "at-risk" students and those who have milder disabilities. Many of these students have problems that affect attention, concentration, retrieval, working memory, academic fluency, and so forth.

We know that "at-risk" students and those with mild disabilities have a high risk of dropping out of school. Integrating new technologies and creating new ways to use existing technologies will be a challenge, but worth the effort if more students are to provided the opportunity to successfully prepare for life after high school.

For more informatoin about dropout prevention, see the National Dropout Prevention website.

Comment:
The problem with adapting VR and game applications as interventions within the school environment is that we really don't have a road map to guide us. Something that works in a university lab, a university lab school, home, or clinic may not be as effective if it is not implemented in a well-planned manner in the schools.

What is new?
Dorothy Strickland, the creator of the interactive Do2Learn website, updated people about her work in the field of autism and other disorders at the Virtual Reality,Associated Technologies, and Rehabilitation Symposium in June 2006.
Case Study: Using a Virtual Reality Computer Game to Teach Fire Safety Skills to Children Diagnosed with Fetal Alcohol Syndrome (Strickland)

Dr. Skip Rizzo, a key investigator in The Virtual Classroom, a VR environment that assesses ADHD in children, also participated at the symposium. The Virtual Classroom can be used to help children with social anxiety and has been modified to help students prepare for emergencies. (For more information, see the full article(pdf) and also read "A Classroom of the Mind", by Emily Sohn, in Science News for Kids.)

Sample of topics discussed at the symposium:

Autism
Facing the Challenge of Autism with Virtual Reality...Social Communication Challenges in Children with Autism Spectrum Disorder...Designing Interaction with Visual Stimuli for Low Functioning Children with Autism: Criteria& Strategies to Engage Them...Can we Teach Individuals with Autism Spectrum Conditions to Recodnize Emotions Using Interactive Multimedia?
Education and Gaming
Virtual Environments for Pediatric Populations
Round-table Discussion:
The Art and Science of Using Virtual Environments for Children with Autism, PDD, DCD, etc.
Related: Virtual Environments for Social Skills Training: The Importance of Scaffolding in Practice

Georgia Tech's Autism Research Group is working on innovative applications for people with autism spectrum disorders. The website has several links to resources about autism and technology.


Note:
If your school has an interactive whiteboard or SmartBoard, you have access to a tool that can be adapted to some VR and interactive learning/social skills games for use for group and classroom activities. There is a short summary of the research and benefits of the use of interactive whiteboards on the Waukesha School's website.