Interaction Design and Children
Abstract
Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children’s abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children’s cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research. To understand children’s developmental needs it is important to be aware of the factors that affect children’s intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children’s cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children’s hands this survey also reviews literature on children’s fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children’s development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children’s physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children’s technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age “plagues” children are in danger of facing in the near future.
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A political PD process has many similarities with more conventional PD approaches such as cooperative inquiry [12, 17] in which children are engaged as design partners.
“As the case study illustrates, a political PD process has many similarities with more conventional PD approaches such as cooperative inquiry [12, 17] in which children are engaged as design partners.”
From Child as Protagonist (2017) · cites this paper as [17]
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- Authors
- Hourcade, J. P.
- Affiliations
- University of Iowa (US)
- Corresponding author
- Hourcade, Juan Pablo
- ORCID
- Hourcade, Juan Pablo
- Venue
- Foundations and Trends® in Human–Computer Interaction
- Publisher
- Emerald
- Published
- 2008-04-28
- Volume
- 1
- Issue
- 4
- Pages
- 277-392
- ISSN
- 1551-3955 (ISSN-L)
- 1551-3963
- OpenAlex
- W2613832844
- Cited by
- 285
- References
- 0
- Citations by year
- 2026: 14 · 2025: 11 · 2024: 11 · 2023: 14 · 2022: 7 · 2021: 16 · 2020: 18 · 2019: 27 · 2018: 18 · 2017: 14 · 2016: 20 · 2015: 22 · 2014: 16 · 2013: 16 · 2012: 19
- FWCI
- 50.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Foundations and Trends® in Human–Computer Interaction (publishedVersion)
- ACM International Conference on Interaction Design and Children (IDC)
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
- Physical Sciences › Computer Science › Human-Computer Interaction › Usability and User Interface Design
- Keywords
- interaction design for children, child cognitive development, children's motor development, fine motor development, design principles, constructivism, sociocultural theory, cooperative inquiry, direct manipulation, input devices, creativity and problem solving, communication and collaboration, simulation, children with special needs, mobile computing, tangible computing, ubiquitous computing, healthy lifestyle
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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