Learn More
Learner-centred design (LCD) is a nebulous concept. It can range from attempts to design with the needs of the learner at the forefront, to involving the learner at various stages of the design process, sometimes throughout the whole process. In addition, learner-centred design involving children implies additional issues which do not present themselves(More)
In this paper we describe the development of a tool to support the contributions of children with Autism Spectrum Conditions (ASC) in a design critique activity. The work is part of the ECHOES project in which we have included children with ASC in a participatory design process to create a technologically enhanced learning environment. We first discuss the(More)
Heuristic evaluation promises to be a low-cost usability evaluation method, but is fraught with problems of subjective interpretation, and a proliferation of competing and contradictory heuristic lists. This is particularly true in the field of games research where no rigorous comparative validation has yet been published. In order to validate the available(More)
Teaching basic computational concepts and skills to school children is currently a curricular focus in many countries. Running parallel to this trend are advances in programming environments and teaching methods which aim to make computer science more accessible, and more motivating. In this paper, we describe the design and evaluation of Flip, a(More)
The effects of games on learning and skill development are being examined by a number of researchers [1], although with the notable exception of Kafai [3], much research places children in the role of game <i>consumers</i>. In line with a constructionist approach [4], we believe that allowing children to design and implement their own games will lead to(More)
Recent research into the educational applications of computer games has focused on the skills which children can develop while playing games. Various benefits of computer game playing have been recorded, such as increased motivation; development of problem solving and discussion skills; and improvement in aspects of story writing. While encouraging children(More)
This paper looks at the particular role which diagrammatic representations, and external representations more generally, play within an educational context. In particular, it considers the way in which the demands on diagrammatic representational systems in educational settings differ with respect to other settings (e.g. professional): in some instances,(More)