LEE- Mimari Tasarımda Bilişim-Doktora

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http://hdl.handle.net/11527/19396

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  • Öge
    Designing digitally-enhanced environments for children's play with everyday objects
    (Graduate School, 2021-09-30) Kay, İpek ; Özkar, Mine ; 523122009 ; Architectural Design Computing
    Over the past years, several digitally-enhanced play environments have been developed. Today, digital technology is dispersed in the everyday settings children live, learn, and play in. In this thesis, the first aim is to contribute to design studies for children's playscape by developing a blended environment for children, particularly by stimulating their physical activity and narration. A second aim is to offer design guidelines for enhancing children's play and bodily movements in other contexts and enabling children to articulate spatial narrations. The third goal is to develop spatial interaction forms that enhance children's narration and bodily movement digitally enhanced environments. This goal requires understanding children's narrative play within actions, objects, and people to make new directions for future studies. In this context, creating possibilities for stimulating children's physical movements and actions while interacting with the digital environment and other children is essential. This aspect of embodiment refers to interaction with an environment through children's bodies and senses to enhance their awareness of their surroundings. Regarding an overview of related work in human-computer interaction, this study opens up a discussion on the intermediary capacities of objects. While identifying different interaction forms that children have with objects and position blended environments within this classification, this study offers a repertoire of roles children take on in the play. Concentrating on narration-heavy pretend play expands children's spatial experience in digitally-enhanced environments to encompass active engagement with objects. I proposed a framework with categories of interaction and a repertoire of roles that embody an unifying approach to designing an environment that sustains the values of bodily and sensorial experiences in children's playscapes. A formulation of the essential qualities for spatially may enable narration in play. Firstly, I categorized the different forms of interaction observed in relevant examples of digitally-enhanced narrative environments for children. The criteria were the distinction of physical and metaphysical scales of the interaction. These categories are the basis for exploring spatial features necessary for children's imaginative play in their everyday environments. Secondly, I depicted the narrating behaviors of children in playscapes based on patterns of full-body engagements with object/space in developmental psychology literature and recent human-computer interaction (HCI) research. The various forms of interaction yield to playscapes' digital and physical potential features. Thirdly, I established four basic design principles for digitally-enhanced playscapes that encompass the categories of interaction and the repertoire of roles towards promoting children's bodily interactions with everyday objects. These key features frame ways to introduce spatial narrative into playscapes by addressing the potential of digitally-enhanced environments for children's narrative worlds during pretend play. I present a framework for designing children's playscapes to co-construct narratives, engage in active exploration, and reflect on narrative experiences. Developing design principles have two main benefits as part of this research. The first is that these guidelines help other designers design digitally-enhanced playscapes for children's physical activity. The second benefit concerns the research process, and it orients the researcher. While establishing design principles, the second level in which design activity occurs focuses on creating spatial scenarios for children's narrations. These scenarios are developed as conceptual designs and prototypes as an integral part of the research. Working with prototypes helped emerge new ideas, so it becomes an exploration device throughout this study. And lastly, through the prototype, the interaction patterns were explored and evaluated whether the prototype sustains children's bodily and sensorial experiences. A novel digitally-enhanced physical environment was developed, called Monnom. It provides body-object interaction, only requires a webcam. Its algorithm recognizes physical objects within view and drives the interaction with a digital canvas. With Monnom, while children play with objects in their physical space, their stories simultaneously take shape in the digital environment. It may support children's understanding of the causal links by spatial experiences. The prototype has been assessed with children in a museum and a school. Throughout the evaluation, the aim was to understand whether tangible interaction supports physicality and forms of embodied experience. The Observational System for Spatial Narration of Children was developed to understand how children's interactions with Monnom affect their physical activity and peer communication. The thesis argues that blended environments which combine digital and physical media may contribute to the versatility of such spatial activity by focusing on supporting children's use of body movement and senses in narrative play.