Demonstration of a reading coach that listens
Proceedings of the 8th annual ACM symposium on User interface and software technology
Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling
Personal and Ubiquitous Computing
Human-computer interaction for kids
The human-computer interaction handbook
Analysis of emotion recognition using facial expressions, speech and multimodal information
Proceedings of the 6th international conference on Multimodal interfaces
Boredom, engagement and anxiety as indicators for adaptation to difficulty in games
Proceedings of the 12th international conference on Entertainment and media in the ubiquitous era
Capturing entertainment through heart rate dynamics in the playware playground
ICEC'06 Proceedings of the 5th international conference on Entertainment Computing
A Study in Efficiency and Modality Usage in Multimodal Form Filling Systems
IEEE Transactions on Audio, Speech, and Language Processing
Proceedings of the 2nd Workshop on Child, Computer and Interaction
A review of ASR technologies for children's speech
Proceedings of the 2nd Workshop on Child, Computer and Interaction
Designing augmented reality tangible interfaces for kindergarten children
Proceedings of the 2011 international conference on Virtual and mixed reality: new trends - Volume Part I
Design of tangible games for children undergoing occupational and physical therapy
ICEC'12 Proceedings of the 11th international conference on Entertainment Computing
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We investigate how fantasy, curiosity and challenge contribute to the user experience in multimodal dialogue computer games for preschool children. For this purpose, an on-line multimodal platform has been designed, implemented and used as a starting point to develop web-based speech-enabled applications for children. Five task oriented games suitable for preschoolers have been implemented with varying levels of fantasy and curiosity elements, as well as, variable difficulty levels. Nine preschool children, ages 4-6, were asked to play these games in three sessions; in each session only one of the fantasy, curiosity or challenge factor was evaluated. Both objective and subjective criteria were used to evaluate the factors and applications. Results show that fantasy and curiosity are correlated with children's entertainment, while the level of difficulty seems to depend on each child's individual preferences and capabilities. In addition, high speech usage and high curiosity levels in the application correlate well with task completion, showing that preschoolers become more engaged when multimodal interfaces are speech enabled and contain curiosity elements.