The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
Communications of the ACM - Special issue on computer augmented environments: back to the real world
Communications of the ACM
KidSim: programming agents without a programming language
Communications of the ACM
Usability and children's software: a user-centered design methodology
Journal of Computing in Childhood Education
Making programming easier for children
interactions
KidPad: a design collaboration between children, technologists, and educators
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Designing storytelling technologies to encouraging collaboration between young children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Communications of the ACM
Classroom collaboration in the design of tangible interfaces for storytelling
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Physical programming: designing tools for children to create physical interactive environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
A review of research methods in children's technology design
Proceedings of the 2005 conference on Interaction design and children
Cartoons beyond clipart: A computer tool for storyboarding and storywriting
Computers & Education
Sharing stories "in the wild": a mobile storytelling case study
CHI '11 Extended Abstracts on Human Factors in Computing Systems
Sharing Stories “in the Wild”: A Mobile Storytelling Case Study Using StoryKit
ACM Transactions on Computer-Human Interaction (TOCHI) - Special Issue of “The Turn to The Wild”
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Schools are increasingly integrating character education to facilitate improved moral thinking and pro social behavior among students. An effective method for delivering character education is problem solving moral and social situations represented visually as animated vignettes. However, schools are rarely able to use animated vignettes since existing tools do not allow them to be easily created and having them created externally is overly expensive. In this paper, we describe the design, use, and evaluation of a computational tool that enables students to construct their own animated vignettes. By building, sharing, and responding to vignettes, students become engaged in problem solving moral and social situations. Evaluations showed that users are able to build meaningful vignettes, our tool is easy to learn and fun to use, and our tool's multimedia features are often used and well-liked. Educators can download and use our tool while researchers can draw upon our design rationale and lessons learned when building similar tools.