PegBlocks: a learning aid for the elementary classroom
CHI '02 Extended Abstracts on Human Factors in Computing Systems
Dolltalk: a computational toy to enhance children's creativity
CHI '02 Extended Abstracts on Human Factors in Computing Systems
Conceptualising tangibles to support learning
Proceedings of the 2003 conference on Interaction design and children
Design guidelines for learner-centered handheld tools
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Teaching rhetorical skills with a tangible user interface
Proceedings of the 2004 conference on Interaction design and children: building a community
Story creation in virtual game worlds
Communications of the ACM - Interaction design and children
Beyond record and play: backpacks: tangible modulators for kinetic behavior
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The tangible video editor: collaborative video editing with active tokens
Proceedings of the 1st international conference on Tangible and embedded interaction
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
Jabberstamp: embedding sound and voice in traditional drawings
Proceedings of the 6th international conference on Interaction design and children
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Picture this!: film assembly using toy gestures
UbiComp '08 Proceedings of the 10th international conference on Ubiquitous computing
Play-it-by-eye! collect movies and improvise perspectives with tangible video objects
Artificial Intelligence for Engineering Design, Analysis and Manufacturing
StoryFaces: children exploring emotional expressions in storytelling with video
CHI '11 Extended Abstracts on Human Factors in Computing Systems
Co-narrating a conflict: An interactive tabletop to facilitate attitudinal shifts
ACM Transactions on Computer-Human Interaction (TOCHI)
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This paper presents the theory, design and evaluation of a new type of computer-supported collaborative interface intended to help young children practice certain oral language skills critical for later written literacy acquisition. Based on a theory of "emergent literacy", this paper describes a toy -- TellTale -- designed to let young children create, share and edit oral language in a way similar to how they will eventually create written language. Two user studies were conducted. The first suggests that paired children of different SES use different social and linguistic strategies to establish cohesion and that purely syntactic measures of narrative coherence are not sensitive enough to describe children's collaborative language play. A second pilot study investigated how groups of children used TellTale. Although results are not conclusive, TellTale also seems to be an engaging interface for group authorship.