Kids, families, & conversational agents

Paper session

会議の名前
CHI 2020
Parenting with Alexa: Exploring the Introduction of Smart Speakers on Family Dynamics
要旨

Smart speakers have become pervasive in family homes, creating the potential for these devices to influence parent-child dynamics and parenting behaviors. We investigate the impact of introducing a smart speaker to 10 families with children, over four weeks. We use pre- and post- deployment interviews with the whole family and in-home audio capture of parent-child interactions with the smart speaker for our analysis. Despite the smart speaker causing occasional conflict in the home, we observed that parents lever-aged the smart speaker to further parenting goals. We found three forms of influence the smart speaker has on family dynamics: 1) fostering communication, 2) disrupting access, and 3) augmenting parenting. All of these influences arise from a communally accessible, stand-alone voice interface which democratizes family access to technology. We discuss design implications in furthering parenting practices and behaviors as the capabilities of the technology continue to improve.

キーワード
voice interfaces
smart speakers
parenting
parental mediation
child development
families
著者
Erin Beneteau
University of Washington, Seattle, WA, USA
Ashley Boone
University of Washington, Seattle, WA, USA
Yuxing Wu
Indiana University Bloomington, Bloomington, IN, USA
Julie A. Kientz
University of Washington, Seattle, WA, USA
Jason Yip
University of Washinton, Seattle, WA, USA
Alexis Hiniker
University of Washington, Seattle, WA, USA
DOI

10.1145/3313831.3376344

論文URL

https://doi.org/10.1145/3313831.3376344

Conversational Technologies for In-home Learning: Using Co-Design to Understand Children's and Parents' Perspectives
要旨

Today, Conversational Agents (CA) are deeply integrated into the daily lives of millions of families, which has led children to extensively interact with such devices. Studies have suggested that the social nature of CA makes them a good learning companion for children. Therefore, to understand children's preferences for the use of CAs for the purpose of in-home learning, we conducted three participatory design sessions. In order to identify parents' requirements in this regard, we also included them in the third session. We found that children expect such devices to possess a personality and an advanced level of intelligence, and support multiple content domains and learning modes and human-like conversations. Parents desire such devices to include them in their children's learning activities, foster social engagement, and to allow them to monitor their children's use. This understanding will inform the design of future CAs for the purpose of in-home learning.

キーワード
conversational agents
participatory design
children
parents
home
learning
learning companion
co-design
learning technology
cooperative inquiry
著者
Radhika Garg
Syracuse University, Syracuse, NY, USA
Subhasree Sengupta
Syracuse University, Syracuse, NY, USA
DOI

10.1145/3313831.3376631

論文URL

https://doi.org/10.1145/3313831.3376631

Pedagogical Agents for Fostering Question-Asking Skills in Children
要旨

Question asking is an important tool for constructing academic knowledge, and a self-reinforcing driver of curiosity. However, research has found that question asking is infrequent in the classroom and children's questions are often superficial, lacking deep reasoning. In this work, we developed a pedagogical agent that encourages children to ask divergent-thinking questions, a more complex form of questions that is associated with curiosity. We conducted a study with 95 fifth grade students, who interacted with an agent that encourages either convergent-thinking or divergent-thinking questions. Results showed that both interventions increased the number of divergent-thinking questions and the fluency of question asking, while they did not significantly alter children's perception of curiosity despite their high intrinsic motivation scores. In addition, children's curiosity trait has a mediating effect on question asking under the divergent-thinking agent, suggesting that question-asking interventions must be personalized to each student based on their tendency to be curious.

キーワード
pedagogical agents
question-asking
educational application
divergent vs convergent thinking
epistemic curiosity
著者
Mehdi Alaimi
University of Bordeaux, Bordeaux, France
Edith Law
University of Waterloo, Waterloo, ON, Canada
Kevin Daniel Pantasdo
University of Waterloo, Waterloo, ON, Canada
Pierre-Yves Oudeyer
Inria Bordeaux, Taelnce, France
Hélène Sauzeon
Inria Bordeaux, Talence, France
DOI

10.1145/3313831.3376776

論文URL

https://doi.org/10.1145/3313831.3376776

Towards A Design For Life: Redesigning For Reminiscence With Looked After Children
要旨

For 'looked-after' and adopted children, physical objects are often the only remaining link to their pasts; a portal to stories of former families, homes, and events. The act of reminiscence, known as 'life story work', can help children to process their pasts and overcome trauma. This paper describes the user-centred redesign of Trove, a digital and physical memory box for storing and curating stories about precious objects.We describe our redesign process, synthesising the insights from – previous Trove evaluations with looked-after and adopted children, and three re-design workshops with 4 looked-after children at a therapeutic residential school. Our findings advocate for prioritisation of Trove's digital and physical security, the sustainability of its companionship, and the provision of multimedia storytelling to encourage the construction of identity narratives. Inspired by this, we present and discuss the redeveloped Trove, before analysing our participatory design approach with these complex and under-represented groups.

キーワード
Children
Participatory Design
Life Story Work
Memory Boxes
Reminiscence
Storytelling
Social Care
著者
Stuart Gray
University of Bristol, Bristol, United Kingdom
Rachel Hahn
University of Bristol, Bristol, United Kingdom
Kirsten Cater
University of Bristol, Bristol, United Kingdom
Debbie Watson
University of Bristol, Bristol, United Kingdom
Keir Williams
University of Bristol, Bristol, United Kingdom
Tom Metcalfe
Telephone Avenue, Bristol, United Kingdom
Chloe Meineck
Studio Meineck, Bristol, United Kingdom
DOI

10.1145/3313831.3376824

論文URL

https://doi.org/10.1145/3313831.3376824

Toward the Design of Enjoyable Games for Children with Fetal Alcohol Spectrum Disorder
要旨

Fetal Alcohol Spectrum Disorder (FASD) is a heterogeneous and complex set of disorders caused by prenatal alcohol exposure, estimated to affect 2-5% of the North American population. Deficits associated with FASD affect social skill development and executive function, including emotional regulation and impulse control. These deficits can increase the difficulty of playing digital games. While considerable research has been performed in understanding how to design games for people with neurodevelopmental disorders in general, there is little data on how to design engaging games for children with FASD. We conducted a ten-week in-school gaming trial with eleven elementary-aged children with diagnosed or suspected FASD. Participants enjoyed playing together and responded well to the in-game reward system, while some game elements caused unexpected frustration. Based on our observations, we advise that games for FASD be designed to have low cost of failure, avoid retracting options, account for taking breaks when needed, show progression in rewards, and enable cooperative play.

キーワード
Fetal Alcohol Spectrum Disorder
FASD
Executive Function
Game Design
Social Play
著者
Adrian L. Jessup Schneider
Queen's University, Kingston, ON, Canada
Kathy Keiver
University of the Fraser Valley, Abbotsford, BC, Canada
Alison Pritchard Orr
University of the Fraser Valley, Chilliwack, BC, Canada
James N. Reynolds
Queen's University, Kingston, ON, Canada
Neven Golubovich
Queen's University, Kingston, ON, Canada
T.C. Nicholas Graham
Queen's University, Kingston, ON, Canada
DOI

10.1145/3313831.3376480

論文URL

https://doi.org/10.1145/3313831.3376480