Sobel Kiley, DAS Maitraye, Behbakht Sara, Kientz Julie A
University of Washington, Seattle, WA, USA.
Northeastern University, Boston, MA, USA.
ACM Trans Comput Hum Interact. 2024;31:3-41. doi: 10.1145/3674506.
Enabling opportunities for young children with disabilities to co-engage in learning activities alongside their non-disabled peers is essential for promoting equity in early childhood education. We investigate how collaborative technology can be designed to support young neurodivergent and neurotypical children in playing together. By integrating theories and methods from design, HCI, and the learning sciences, we iteratively designed, developed, and evaluated a novel tablet application called Incloodle-Classroom (Incloodle in short), that takes into account the needs of neurodiverse groups of children and the adults who support them during play. We deployed Incloodle in a kindergarten classroom of 15 neurodivergent and 16 neurotypical children over a 10-week period. Using interaction analysis, we present rich empirical understandings of how children interacted with each other, with adults, and with Incloodle. In doing so, we contribute new theoretical underpinnings to collaborative and accessible technology design, extending joint media engagement to encompass inclusivity and equity.
为残疾幼儿提供与非残疾同伴共同参与学习活动的机会，对于促进幼儿教育公平至关重要。我们研究如何设计协作技术，以支持神经发育异常和神经发育正常的幼儿一起玩耍。通过整合设计、人机交互和学习科学的理论与方法，我们迭代设计、开发并评估了一款名为Incloodle-Classroom（简称Incloodle）的新型平板电脑应用程序，该应用程序考虑了神经发育多样的儿童群体以及在玩耍期间支持他们的成年人的需求。我们在一个有15名神经发育异常儿童和16名神经发育正常儿童的幼儿园教室中，在10周的时间里部署了Incloodle。通过交互分析，我们对儿童之间、儿童与成人以及儿童与Incloodle之间的互动方式进行了丰富的实证研究。在此过程中，我们为协作性和无障碍技术设计提供了新的理论基础，将联合媒体参与扩展到包容性和平等性。
