ANALYZING WITH EMBODIED INTERACTION
The use of EN (Figure 1) could be analyzed specifically using Embodied Interaction. The EN technique is a derivative of the Embodied Interaction to the extent of physical and social interaction context. The whole body is involved in the design process. In fact, it could be said that the work with children is more than their verbalizations. Thus, their behavior and representation of knowledge is expressed in different ways. EN applies “the use of design performance”, in which children are understood in the mid of a complex setting and the quality of the experience is acquired as a whole. In this context, some aspects presented in this theory are highlighted:
1.Social Computing: This means the application of social methods, such as ethnographic approach, to recognize patterns in the accomplishment of some activity with a purpose. It could be perceived at the EN, in the use of situated creativity in familiar settings. The ideas that children came up with are produced mainly due to the exploration of their environment. Thus, not only is what they did discovered but also what children experienced during their explorations.
2.Tangible Computing: In order to address a broader range of tactical and physical skills, that principle deals with the idea that several inherent skills could be “captured” by interacting with the physical objects. In this sense in EN, children remembered and replayed the embodied experiences with objects, places and movements.
3.Embodiment – This concept is more related to participation in daily activities than physical reality. In this sense, performing perception is used as an everyday experience. In other words, instead of presenting a supposition to children, it is represe...
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...Interaction and Experience-Centered can be seen permeating whole original EN technique. This happens due to the fact that both theories apply concepts such as Ethnography and Embodiment.
The scenarios provided in this works exemplify the EN technique findings. These findings reinforce previous studies showing that co-design with children, can lead to insightful ideas. I described an interaction which children co-design a new computer game to help young children deal with risk at the school environment. Therefore it is provided a path to use the understanding of Embodied Interaction and Experience-Centered theories in a design practice.
Works Cited
Elisa Giaccardi, Pedro Paredes, Paloma Díaz, and Diego Alvarado. 2012. Embodied narratives: a performative co-design technique. In the Procedings Designing Interactive Systems (DIS '12). ACM, New York, NY, USA, 1-10.
Gibson, J. J. (1977). The theory of affordances. In R. E. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67–82). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
As children begin to develop and grows, they all are curiosity and learning about the world around them that need to develop their thinking and learning more that included toys. Toys helps children to used their imagines and learning skills to play and imagines as heroes from the stories and children television show which Jean Piaget believe that toys can help and enhance the children’s cognitive development that is defined as the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Piaget also stated that there are four stages in his cognitive development theory which are the Sensorimotor Stage-Birth through about 2 years where children will learn about
Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging.
Visual learning and decision making are being promoted through art education because students are exposed to different forms of art every day. Technology forces students to take in more visual information through cues or pictures (Lynch). Dr. Kerry Freeman, Head of Art and Design at Northern Illinois University, stated that, “Parents need to be aware that children learn a lot more from graphic sources now than in the past…Children need ...
It develops to include the discovery of potential uses during the creation of products (SCSA, 2014). This is linked to EYLF outcome four of children being involved learners as children are problem solving, using an inquiry method and provoking their imagination to provide a solution to an interactive activity (DEEWR, 2009).
Life is a quest for meaning, and it is in the nature of children to have the temptation and the desire to explore, to learn, to engage, and to interact with their surroundings in order to make sense of the world around them (Edwards, Gandini, & Foreman, 2012). As they are born, children use various ways such as playing, storytelling, and drawing or scribbling to explore, to experience, and to communicate with others and the world around them (Walsh, 2010). Within different contexts, they are exposed to a diverse array of literacy practices such as texts, symbols, gestures, images, or drawings (Kim & Kim, 2016). One of the very earliest modes of literacy that evolves within the individual as a means of communication is scribbling, the intentional and meaningful marks drawn by children (Larson & Marsh, 2013).
They actually expect a very high level of craft and aesthetic (Mitchell, 2010). Designing for children’s theatre is about more than bright colours (Allen, 2005) as children are overwhelmed and bombarded with colourful, whimsical images on a daily basis through books, television and advertising actually making them experts on visual storytelling (Wiencek, 2009). This makes them more aware of what they like, and don’t like making it harder for the designer to capture their imaginations. Also, children in the modern age have so many exciting technologies available to them, that design and story needs to be more captivating to make them sit and pay attention. (Wiencek,
Dialogue & Reflection: Infants were engaged in functional play as they listen to the sound of the lid when it hits the bottom (Lew, 2012). Infants were also engaged in solitary play as they play with the toys uninvolved with other infants (Lew, 2012). It seems that children were interested in opening boxes and see what is inside it. It appears that children demonstrated their fine motor skills and eye- hand coordination when they opened the boxes and tried closing it. Infants are already experiencing math in their daily lives. They practice this as they associate touch, smell and voice with their parents and educators (Lockwood, 2013). Infants learn mathematical connections through learning experiences. In my Curriculum Design class, I learned that by playing with a box, children can learn object permanence when we hide a toy inside it (Lockwood, 2013). Children will be aware of their spatial sense as they hold onto the container or the chocolate tin and notice its shape (Lockwood, 2013). According to Berk (2012), as infants learn how to move on their own their opportunities ...
As of late, school educational program in the United States have moved intensely toward regular center subjects of perusing and math, however shouldn't something be said about expressions of the human experience? Albeit some may view workmanship instruction as an extravagance, straightforward imaginative exercises are a portion of the building pieces of kid improvement. Figuring out how to make and acknowledge visual feel might be more vital than any other time in recent memory to the improvement of the up and coming era of kids as they grow up.
Hegeman, J. (2008). The Thinking Behind Design. Master Thesis submitted to the school of design, Carngie Mellon University. Retrieved from: http://jamin.org/portfolio/thesis-paper/thinking-behind-design.pdf.
Piaget would believe that technology could benefit children in different stages of cognitive development. In the sensorimotor stage, children can use visually and auditorily stimulating technology and applications to provide the child with sensory input. In the preoperational stage, technology could be used to exercise the child’s representational thought processing because using games on technology involves them being able to understand that if they are playing a game on an ipad that there might also be a physical version of the
Piaget described this stage to be where the infant is making sense of the world and during this stage the infant's knowledge is limited. This is where the main senses come into play, such as touch, taste, smell etc. At this stage sport to an infant is a sensory experience, with the use of a ball for example for exploration. Object permanence was highlighted by Piaget as one of the most important accomplishments of the sensorimotor stage. Object permanence is an infant's understanding that objects exists even if the object can not be heard or seen. For example with the game Hide and Seek, a younger infant will simply believe that the person hiding has completely vanished and will be shocked once that person is visible again whereas an older infant who understands object per...
Wilson, Arthur L. The Promise of Situated Cognition. New Directions for Adults and Continuing Education, No. 57, Spring, 1993
Within this essay I will be writing about interaction design I will cover my chosen subject in detail via the extensive research I have gathered. I will define and analyse interaction design using key examples of this design practise both histor ical and contemporary.
In order for the child to create art, they have to use their creativity. Creativity is defined as, “the process of doing, or bringing something new and imaginative into being.” Creativity allows them to ...