extended-abstract

Designing Interactive Speakers to Support Pre-schoolers for Music Education

Author:

Leyi OuyangAuthors Info & Claims

IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference

Pages 764 - 765

https://doi.org/10.1145/3585088.3593924

Published: 19 June 2023 Publication History

Get Access

Abstract

In recent years, research has investigated the potential of voice-based interfaces and voice command devices in supporting young children's early education and development. This thesis aims to explore the potential of currently available interactive speakers that respond to voice commands in engaging and supporting early music education for young children aged 3 to 5 years old. In the first stage of this project, it was found that interactive speakers have the potential to support young children's active play and early music education. Despite these findings, there are multiple factors that lead to communication breakdowns due to the design of the current interactive speakers. As a result, suggestions for future ideations of interactive speakers for children will be made in this thesis.

References

[1]

Linda K. Bunker. 1991. The Role of Play and Motor Skill Development in Building Children's Self-Confidence and Self-Esteem. The Elementary school journal 91, 5: 467–471. https://doi.org/10.1086/461669

Crossref

Google Scholar

[2]

Ron Butzlaff. 2000. Can Music Be Used to Teach Reading? The Journal of aesthetic education 34, 3/4: 167–178. https://doi.org/10.2307/3333642

Crossref

Google Scholar

[3]

Department of Education and Training. 2009. Belonging, Being & Becoming - The Early Years Learning Framework for Australia. Retrieved from https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia

Google Scholar

[4]

Allison Druin. 1999. Cooperative inquiry: developing new technologies for children with children. In (CHI ’99), 592–599. https://doi.org/10.1145/302979.303166

Digital Library

Google Scholar

[5]

Susan Hallam. 2010. The power of music: Its impact on the intellectual, social and personal development of children and young people. International journal of music education 28, 3: 269–289. https://doi.org/10.1177/0255761410370658

Crossref

Google Scholar

[6]

Erika Hoff. 2013. Language Development. Cengage Learning.

Google Scholar

[7]

Armin Kohlrausch and Steven van de Par. 2005. Audio—Visual Interaction in the Context of Multi-Media Applications. In Communication Acoustics, Jens Blauert (ed.). Springer, Berlin, Heidelberg, 109–138. https://doi.org/10.1007/3-540-27437-5_5

Crossref

Google Scholar

[8]

Hossein Mobahi and Karrie G. Karahalios. 2005. HCI Applications for aiding children with mental disorders. XRDS: Crossroads, The ACM Magazine for Students 12, 2: 3. https://doi.org/10.1145/1144375.1144378

Digital Library

Google Scholar

[9]

Per Östblad, Henrik Engström, Jenny Brusk, Per Backlund, and Ulf Wilhelmsson. 2014. Inclusive game design: audio interface in a graphical adventure game. In (AM ’14), 1–8. https://doi.org/10.1145/2636879.2636909

Digital Library

Google Scholar

[10]

Jamie M. Ostrov, Douglas A. Gentile, and Adam D. Mullins. 2013. Evaluating the effect of educational media exposure on aggression in early childhood. Journal of applied developmental psychology 34, 1: 38–44. https://doi.org/10.1016/j.appdev.2012.09.005

Crossref

Google Scholar

[11]

Katie Overy. 2003. Dyslexia and Music. Annals of the New York Academy of Sciences 999, 1: 497–505. https://doi.org/10.1196/annals.1284.060

Crossref

Google Scholar

[12]

Ying Xu, Dakuo Wang, Penelope Collins, Hyelim Lee, and Mark Warschauer. 2021. Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner. Computers and education 161: 104059-. https://doi.org/10.1016/j.compedu.2020.104059

Crossref

Google Scholar

Cited By

View all

Liu YLiu ZGao TChen YCai MZhang HKostakos VKay JHoang T(2024)NoteBlock: Prototype Design of Music Learning Experience for Blind and Low Vision Children in Preschool AgesCompanion of the 2024 on ACM International Joint Conference on Pervasive and Ubiquitous Computing10.1145/3675094.3677584(56-60)Online publication date: 5-Oct-2024
https://dl.acm.org/doi/10.1145/3675094.3677584

Index Terms

Designing Interactive Speakers to Support Pre-schoolers for Music Education
1. Human-centered computing
  1. Human computer interaction (HCI)
    1. HCI design and evaluation methods

Recommendations

Designing Tangible Interactions with Children for Pre-school Music Education
OzCHI '20: Proceedings of the 32nd Australian Conference on Human-Computer Interaction

This paper describes the design and evaluation of two tangible interaction designs with children aged from three to five years in a pre-school setting. Our aim was to support early music education, especially rhythm, pitch, dynamic and expression ...
Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study

In recent years, the teaching of programming and development of fundamental programming concepts at the preschool age has attracted the interest of the educational and scientific community. International research has highlighted that teaching ...
The Role of Parenting Styles and Parents’ Involvement in Young Children’s Videogames Use
HCI in Games
Abstract
With growing numbers of younger children engaging in videogame use, and children using videogames at an increasingly younger age, parents’ responses are becoming increasingly complex. The sample in the present study were 699 parent–preschooler ...

Comments

Information & Contributors

Information

Published In

IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference

June 2023

824 pages

ISBN:9798400701313

DOI:10.1145/3585088

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 19 June 2023

Check for updates

Author Tags

Qualifiers

Extended-abstract
Research
Refereed limited

Funding Sources

Queensland University of Technology
Australian Research Council Centre of Excellence for the Digital Child

Conference

IDC '23

Sponsor:

SIGCHI

IDC '23: Interaction Design and Children

June 19 - 23, 2023

IL, Chicago, USA

Acceptance Rates

Overall Acceptance Rate 172 of 578 submissions, 30%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

1
Total Citations
View Citations
55
Total Downloads

Downloads (Last 12 months)32
Downloads (Last 6 weeks)5

Reflects downloads up to 22 Dec 2024

Other Metrics

View Author Metrics

Citations

Cited By

View all

Liu YLiu ZGao TChen YCai MZhang HKostakos VKay JHoang T(2024)NoteBlock: Prototype Design of Music Learning Experience for Blind and Low Vision Children in Preschool AgesCompanion of the 2024 on ACM International Joint Conference on Pervasive and Ubiquitous Computing10.1145/3675094.3677584(56-60)Online publication date: 5-Oct-2024
https://dl.acm.org/doi/10.1145/3675094.3677584

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

HTML Format

View this article in HTML Format.

HTML Format

Abstract

References

Cited By

Index Terms

Recommendations

Designing Tangible Interactions with Children for Pre-school Music Education

Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study

The Role of Parenting Styles and Parents’ Involvement in Young Children’s Videogames Use

Comments

Information

Published In

Sponsors

Publisher

Publication History

Check for updates

Author Tags

Qualifiers

Funding Sources

Conference

Acceptance Rates

Contributors

Other Metrics

Bibliometrics

Article Metrics

Other Metrics

Citations

Cited By

Login options

Full Access

View options

PDF

eReader

HTML Format

Figures

Other

Share

Share this Publication link

Share on social media

Affiliations