Overview of Contents

The book is divided in five sections. The first section (Chapter 1) provides an introduction to the field of child-computer interaction, and describes the ten pillars of child-computer interaction.

The second section provides background on children's development and the risks and opportunities associated with technologies. Chapter 2 covers child development and discusses the best-known theories and concepts from developmental psychology and how they apply to child-computer interaction. Chapter 3 discusses the risks that technology may bring children and how to avoid them.

The following section provides more background on basic concepts from human-computer interaction and how they apply to child-computer interaction. Chapter 4 defines usability for children, including a discussion of user experience and usability goals. Chapter 5 provides an overview of usability principles and heuristics by revisiting guidelines for adults from a child's perspective. Chapter 6 is an introduction to design and evaluation methods that includes a review of lifecycle models, an overview of methods based on children's roles, followed by more detailed examples of activities that can be conducted at each step of the design process.

The next section is a literature review of research in child-computer interaction, organized by topic. Chapter 7 presents research on creativity and problem solving, including programming, storytelling technologies, and "maker movement" enabling technologies. Chapter 8 includes research on collaboration and communication, including a discussion of technologies to support face-to-face activities, as well as those designed to support remote communication. Chapter 9 is about accessing media and includes research on search engines, digital libraries, and interacting with digital content. Chapter 10's topic is learning, including a review of research on interactive technologies designed for children to learn science, mathematics, reading, writing, and other topics. It also includes a discussion of overall strategies for the design of learning applications and the challenges of bringing computers to schools. Chapter 11 covers research on technologies to promote health, and to help neurodiverse children, children with disabilities, and marginalized children. These include technologies to promote healthy lifestyles, assist children with specific health conditions (e.g., diabetes), and support children with disabilities (e.g., children with motor impairments).

The last section of the book consists only of Chapter 12, which is a look at the future of child-computer interaction. It includes a discussion of possible risks ahead, remedies for these risks, as well as research challenges for the child-computer interaction community to grow as a field and make a stronger, more positive impact on society.

Table of Contents


Chapter 1- Introduction

Chapter 2- Child Development

Chapter 3- Safety Issues

Chapter 4- Usability and Children

Chapter 5- Design Guidelines

Chapter 6- Design and Evaluation Methods

Chapter 7- Creativity and Problem Solving

Chapter 8- Collaboration and Communication

Chapter 9- Accessing Media

Chapter 10- Learning

Chapter 11- Health, Disability, and Marginalization

Chapter 12- Looking Ahead

Appendix A- Development of Specific Processes, Skills, and Abilities

Appendix B- Specific Design Guidelines

Copyright © 2022 - Juan Pablo Hourcade