Playful Supervised Smart Spaces (P3S): A framework for designing, implementing and deploying multisensory play experiences for children with special needs.
G. Agosta, W. Fornaciari, F. Garzotto, M. Gelsomini, et al.
In Proc. 2015 IEEE EUROMICRO Digital System Design Conference, Funchal (Portugal)
June 2015
Blending robots and full-body interaction with large screens for children with intellectual disability.
Andrea Bonarini, Francesco Clasadonte, Franca Garzotto, and Mirko Gelsomini.
In Proc. 14th ACM International Conference on Interaction Design and Children (IDC ’15)
June 2015
Integrating Virtual Worlds and Mobile Robots in game based treatment for autistic children.
Franca Garzotto, Mirko Gelsomini
Book Chapter in “Virtual Reality Enhanced Robotic Systems for Disability Rehabilitation” – Editor: Srikanta Patnaik (SOA University, India) and Priti Das (S.C.B. Medical College, India) ISSN: 2327-9354
June 2015
Designing motion-based activities to engage students with autism in classroom settings.
Arpita Bhattacharya, Mirko Gelsomini, Patricia Pérez-Fuster, Gregory D. Abowd, and Agata Rozga.
In Proc. 14th ACM International Conference on Interaction Design and Children (IDC ’15, Boston, USA).
June 2014
Designing and Evaluating Touchless Playful Interaction for ASD Children.
Laura Bartoli, Franca Garzotto, Mirko Gelsomini, Luigi Oliveto, Matteo Valoriani.
In Proc. 13th ACM International Conference on Interaction Design and Children (IDC ’14, Aarhus, Denmark)
May 2014
Motion-based Touchless Interaction for ASD Children, a case study.
Franca Garzotto, Mirko Gelsomini, Luigi Oliveto, Matteo Valoriani
ACM International Proc. of Advanced Visual Interfaces (AVI ’14, Como, Italy)
May 2014
Integrating Human-Robot and Motion-Based Touchless Interaction for Children with Intellectual Disability.
Andrea Bonarini, Franca Garzotto, Mirko Gelsomini, Matteo Valoriani
ACM International Proc. of Advanced Visual Interfaces (AVI ’14, Como, Italy)
April 2014
Combining Touchless Interfaces, Robots, and Storytelling for ASD Children.
Andrea Bonarini, Franca Garzotto, Mirko Gelsomini, Luigi Oliveto, Matteo Valoriani
ACM International Proc. of Human Factors in Computing Systems (CHI ’14)
Workshop: “Supporting Children with Complex Communication Needs”
Proceedings of the 10th International Conference on Interaction Design and Children, pp. 52–61, ACM, Ann Arbor, Michigan, 2011, ISBN: 978-1-4503-0751-2.
@inproceedings{Garzotto:2011:OTE:1999030.1999037,
title = {An Open-ended Tangible Environment for Disabled Children's Learning},
author = {Garzotto, Franca and Gonella, Roberto},
url = {http://doi.acm.org/10.1145/1999030.1999037},
doi = {10.1145/1999030.1999037},
isbn = {978-1-4503-0751-2},
year = {2011},
date = {2011-01-01},
booktitle = {Proceedings of the 10th International Conference on Interaction Design and Children},
pages = {52--61},
publisher = {ACM},
address = {Ann Arbor, Michigan},
series = {IDC '11},
abstract = {In the domain of disabled children learning, requirements are heterogeneous and ever changing, because of these learners' peculiar characteristics and the nature of their educational needs. Technology for this complex problem space should be highly flexible, evolvable, and easy modifiable to address the developmental, emotional, and cognitive level of each single child. The paper describes an open-ended environment that supports the creation and customization of tangible learning experiences for disable children learning and meets the above requirements. The toolkit implements an End User Development paradigm and a Meta-Design approach, as educators, teachers and therapists, can use it autonomously, without depending on skilled programmers. In its current version, the system is a model-based and pattern-based web application framework, and has been iteratively designed, prototyped, and evaluated along a period of three years in partnership with therapists and teachers at a local primary school.},
keywords = {application framework, design pattern, disabled children, end-user development, learning, meta-design, model, tangibles},
pubstate = {published},
tppubtype = {inproceedings}
}
In the domain of disabled children learning, requirements are heterogeneous and ever changing, because of these learners' peculiar characteristics and the nature of their educational needs. Technology for this complex problem space should be highly flexible, evolvable, and easy modifiable to address the developmental, emotional, and cognitive level of each single child. The paper describes an open-ended environment that supports the creation and customization of tangible learning experiences for disable children learning and meets the above requirements. The toolkit implements an End User Development paradigm and a Meta-Design approach, as educators, teachers and therapists, can use it autonomously, without depending on skilled programmers. In its current version, the system is a model-based and pattern-based web application framework, and has been iteratively designed, prototyped, and evaluated along a period of three years in partnership with therapists and teachers at a local primary school.
