Abstract
In recent years, playful and pedagogical technologies have had a strong diffusion, giving space to new interaction scenarios. In fact, there are numerous mixed reality experiences that integrate the robotics, digital, and multimedia dimensions, giving rise to an intuitive and engaging language for school-age children. This study documents successful methodological approaches in the field of activities that use technological tools of different nature to communicate, in an informative way, “laws and scientific phenomena” to children. Some of these activities, already conducted in analog form, are made more engaging through the contribution of interaction technologies. This paper documents case studies in which priority is given to the participation of the child in a group rather than the individual, low-cost feasibility and easy management of the activity over time. The common denominator of these project activities is the participation of different knowledge (pedagogy, computer science, mechatronics and design) as well as the collaboration of teachers, who normally live the experience with children. In this framework, the discipline of design provides its contribution in the role of director of disciplinary experts mediating between the objectives of an interactive experience with a strong playful and emotional impact and the transmission of knowledge. All the experiences examined document a scientific approach that uses tests that measure the satisfaction of the various users involved, children and teachers, at a cognitive level, in terms of functionality and activity management.
Presenters
Claudio GermakProfessor, Polytechnic of Turin Lorenza Abbate
Phd Student, Department of Architecture and Design, Polytechnic of Turin
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Edutainment; Play; Mixed-Reality; Interdisciplinarity; Human-Centered Design
