Co-design strategies with children in full-body interaction for situated non-formal learning experiences

Resumen

This dissertation focuses on better achieving co-design of Full-Body interactive learning experiences with children and experts (teachers, museum curators, pedagogues, etc.). Hence, on the one hand, it has studies how to better design Full-Body Interaction for children in public spaces and, on the other, how to achieve a better involvement of co-designers during the design process to have their voice and vision in the final experiences. The study focuses specifically on learning experiences for public space. These non-formal learning contexts (such as museums, cultural heritage sites and theatres) are characterized by the relation of people’s behaviour in shared experiences and their interactions with socio-cultural contents that are meaningful for society. Previous research has pointed towards the benefits of the specific properties of Full-Body Interaction for shared experience in public spaces. However, methods to design with and for the body in this research area are still unexplored. To address this challenge, this thesis presents the design and analysis of three Full-Body interactive experiences. The main goal is to research techniques that promote children’s embodied awareness and focus on their expertise in movement, playfulness and socialization. This thesis proposes a set of Embodied Design Thinking qualities to understand the benefits and limitations of design techniques for Full-Body Interaction with children. On the other hand, the findings of this research lead to the definition of a preliminary Full-Body Interaction co-design method (FUBImethod). This method entails a set of clearly defined steps to help interaction designers in guiding intergenerational teams with children to understand and foster the role of the body in a Full-Body Interaction experience. This method summarizes the main outcomes of this research and represents a guideline for design and evaluation strategies in this research context. BIBLIOGRAPHY - Ackermann, E.K., 2007. Experiences of Artifacts: People’s Appropriations / Object’s Affordances, in: Larochelle, M. (Ed.), Ernst von Glasersfeld, Key Works on Radical Constructivism. Sense Publishers, Rotterdam, Netherlands, pp. 249–259. - Ackermann, E.K., 2004. Constructing Knowledge and Transforming the World, in: Tokoro, M., Steels, L. (Eds.), A Learning Zone of One’s Own: Sharing Representations and Flow in Collaborative Learning Environments. IOS Press, Amsterdam, Netherlands, pp. 15–37. - Ackermann, E.K., 1996. Perspective-taking and object construction: two keys to learning. Constr. Pract. Des. Thinking, Learn. a Digit. World 25–37. - Alaoui, S.F., Bevilacqua, F., Jacquemin, C., 2015. Interactive Visuals as Metaphors for Dance Movement Qualities. ACM Trans. Interact. Intell. 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