12 Jun

Games Learning Society 9.0 – June 12 – 14, 2013


Games Learning Society 9.0 was my first games and learning conference I had ever gone to. And I can say that it did not disappoint. I love the emphasis on both learning, evaluation, and design.

Check out our poster:

Qualitative methods for studying learning through gameplay at museums and science centers
Sarah Chu, Jason Yip, Jason Haas, Christine Roman

Abstract: Due to the lack of research on games and learning in museums, there exists few established methods and strategies to best capture learning through gameplay in public informal learning environments. This makes research of this kind doubly complex given numerous other variables already to consider, particularly in acknowledging that learners at museums range broadly in age, gender, race and ethnicity, ability, and socio-economic status, along with their motivations for visiting in the first place. For our study at the Saint Louis Science Center, we observed player interaction with three games for learning science. In preparing for and conducting this study, we encountered several challenges unique to doing research in a public setting. We will draw from our experience running this study to highlight effective research methods for studying how people learn through gameplay in public informal learning environments.

[Abstract – PDF]

[Poster – PDF]



15 Apr

Interaction Design and Children 2013 – New York City, NY


I am excited to go to my first Interaction Design and Children Conference in New York City, NY. Since my work focuses on children designing technologies and learning environments, this is the place to be. I will be presenting four papers I either lead or co-authored.

Full paper

Yip, J.C., Clegg, T., Bonsignore, E., Gelderblom, H., Rhodes, E., & Druin, A. (in press). Brownies or Bags-of-Stuff? Domain expertise in Cooperative Inquiry with children. In Proceedings of the 12th International Conference on Interaction Design and Children (IDC ’13).
[PDF – Full paper]


Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full partnership between researchers and children. One important challenge designers face in creating learning technologies is that these technologies are often situated in specific activities and contexts. While children involved in these activities may have subject expertise (e.g., science inquiry process), they may not have design expertise (e.g., design aesthetics, usability). In contrast, children with design expertise may be familiar with how to design with researchers, but may not have subject expertise. Little is known about the distinction between child design and subject experts in Cooperative Inquiry. In this paper, we examine two cases – involving children with design expertise and those with subject expertise – to better understand the design process for both groups of children. The data from this study suggests that similarities do exist between the two cases, but that design and subject knowledge does play a significant role in how children co-design learning technologies.

Short paper

Yip, J.C., Foss, E., Bonsignore, E., Guha, M.L., Norooz, L., Rhodes, E., McNally, B., Papadatos, P., Golub, E., & Druin, A. (2013). Children initiating and leading Cooperative Inquiry sessions. In Proceedings of the 12th International Conference on Interaction Design and Children (IDC ’13).
[PDF – Short paper]


Cooperative Inquiry is a Participatory Design method that involves children (typically 7-11 years old) as full partners with adults in the design of technologies intended for use by children. For many years, child designers have worked together with adults in Cooperative Inquiry approaches. However, in the past children have not typically initiated the design problems tackled by the intergenerational team, nor have they acted in leadership roles by conducting design sessions– until now. In this paper, we detail three case studies of Cooperative Inquiry in which children led the process of design, from initial problem formulation through one iteration of design review and elaboration. We frame our analysis from three perspectives on the design process: behaviors exhibited by child leaders and their fellow co-designers; supports required for child leaders; and views expressed by child leaders and their co-design cohort about the sessions that they led.

Short paper

Ahn, J., Gubbels, M., Yip, J.C., Bonsignore, E., & Clegg, T.L. (2013). Using social media and learning analytics to understand how children engage in scientific inquiry. In Proceedings of the 12th International Conference on Interaction Design and Children (IDC ’13).
[PDF – Short Paper]


Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children’s learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.

Demo paper

Ahn, J., Yip, J.C., & Gubbels, M. (in press). SINQ: Designing social media to foster everyday scientific inquiry for children. Demo paper in Proceedings of the 12th International Conference on Interaction Design and Children (IDC ’13).
[PDF – Demo paper]


In this paper, we describe a mobile, social media app called SINQ that was the product of a 15-month co-design process with a child design team. The goal of SINQ is to utilize social media design features in ways that help children conceptualize Scientific INQuiry practices through intuitive sharing of media and ideas from their everyday lives. We describe how SINQ builds from prior work in software for science learning and mobile technology for children. We also highlight how SINQ is a distinct evolution of technology for scientific inquiry learning. We argue that by taking seriously, the affordances of social media applications, new opportunities and design challenges arise for interaction design for learning technologies.

22 Feb

Tenth International Conference on Computer Supported Collaborative Learning, Madison, WI.


I’m very excited to have five submissions to the Tenth International Conference on Computer Supported Collaborative Learning (CSCL 2013) in Madison, WI. I’m co-author on a full paper, a short paper, a symposium, and two workshop papers for Human-Computer Interaction and the Learning Sciences. This is my first time going to CSCL, so I’m looking forward to knowing more about this community and how they attempt to design learning technologies to help collaboration in learning.

Full paper

Clegg, T., Yip, J., Ahn, J., Bonsignore, E., Gubbels, M., Lewittes, B., & Rhodes, E.  (2013). When face-to-face fails: Opportunities for social media to foster collaborative learning. In Proceedings of the Tenth International Conference on Computer Supported Collaborative Learning, Madison, WI.
[PDF – Full paper]

Abstract: Productive collaboration is an integral component of socially constructed perspectives of learning. Yet effective collaboration is quite challenging and not without its own risks. Collaboration, both distributed and face-to-face, must be nurtured; technologies can support or undermine its positive growth in learning communities. In this paper, we present an exploratory investigation of the types of social interactions that are both productive and non-productive in face-to-face informal science learning contexts. We include an analysis of the ways in which social media technologies can be designed to support more collaborative interactions.

Short paper

Ryan, S., Yip, J.C., Stieff, M. & Druin, A. (2013). Cooperative inquiry as communities of practice. In Proceedings of the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Short paper]

Abstract: Many researchers in the learning sciences collaborate with teachers in work circles to develop curricula. However, we argue that students have been overlooked as participants in the design process. In this paper, we demonstrate how direct student involvement in the design of curricular interventions and educational technologies not only produces meaningful and creative designs, but also allows students to question their own assumptions about learning and to develop a deeper understanding of content. We adhered to the perspective of participatory design, that is, students were treated as partners in the design process. In doing so, students were encultured into a community of practice with the shared goal of developing and improving a large-scale chemistry curriculum. Using a set of exit interviews, we describe the perceived experiences of four student partners regarding participation. We outline three major themes (learning outcomes, community and philanthropic outlet) and their implications for future design research.


Bonsignore, E., Ahn, J., Clegg, T.L., Guha, M.L., Hourcade, J.P., Yip, J.C. & Druin, A. (2013) Embedding participatory design into designs for learning: An untapped interdisciplinary resource? In Proceedings of the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Symposium full paper] 

Abstract: Given the rapid evolution of social networks and online communities, interest in participatory cultures—online and offline social spaces with low barriers to entry and support for creating and sharing knowledge—is increasing. Design-based research (DBR) that invites children to share in the process of designing the technologies that support their learning is a natural extension of this participatory cultures movement. In this symposium, we establish a rationale for using Participatory Design (PD) techniques that can inform and enrich the process of designing technologies that support collaborative learning. We provide empirical examples from our own research of the ways in which PD can be incorporated into learner centered technology designs. Our experiences demonstrate that PD is not only a key contributor in the design of learning technologies themselves, it can also be valuable resource that sheds light on the learning processes of the children who use them.Work

Workshop – Human-Computer Interaction and the Learning Sciences

Yip, J.C., Bonsignore, E., Ahn, J., Clegg, T.L., & Guha, M.L. (2013) Building ScienceKit through Cooperative Inquiry. Workshop paper for the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Workshop paper]

Abstract: This paper outlines the design process we followed with ScienceKit, a mobile application that supports learners’ engagement in scientific inquiry. Our system, ScienceKit is evolving through a Cooperative Inquiry (CI) approach in which children (7-11 years old) and adults contribute as equal partners in all iterations of design. We integrate research and practices in the Learning Sciences and HCI to develop several key combinations of design elements that craft a balance of 1) social engagement with personal narrative; 2) diverse points of entry into the scientific inquiry process with collaborative, community views, and 3) scaffolds that support inquiry tasks such as scientific measurement with the freedom of playful, personally meaningful memory capture. The HCI and Learning Sciences workshop format is an ideal venue in which to share our new and emerging understandings at the intersection of participatory design and learning.

Bonsignore, E., Yip, J.C., Ahn, J., Clegg, T.L., & Guha, M.L. (2013). Designing for learners, with learners: Toward a theory of Cooperative Inquiry in the design of learning technologies. Workshop paper for the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Workshop paper]

Abstract: In this paper, we establish a rationale for integrating traditionally HCI-oriented Participatory Design techniques with Learner-Centered Design principles from the Learning Sciences (LS). Our focus is on a specific Participatory Design approach known as Cooperative Inquiry, in which children (typically 7-11 years old) and adults work together as full partners to design technologies intended for use by children. In our experience as members of an interdisciplinary HCI/LS research team, we have found parallels between CI practices in HCI and learner-centered, design-based research paradigms in LS. These commonalities offer pockets of opportunity for advancing a more integrated and mutually generative relationship between our two disciplines. We also touch upon opportunities and challenges that researchers in HCI and LS may face in crafting a complementary research agenda to develop learning interaction design (LID) theories that actively involve learners in the process of designing the technologies they themselves will use.

08 Feb

ACM SIGCHI Conference on Human Factors in Computing Systems (CHI2013)


From April 27 to May 2, 2013, I will be attending CHI 2013 in Paris, France.

I’m very excited to go to my first CHI 2013 in which I co-authored a full paper. This is also my first experience in Paris.

The full reference to the paper is:

Walsh, G., Foss, E., Yip, J. & Druin, A. (in press). FACIT PD: A framework for analysis and creation of intergenerational techniques for participatory design. In Proceedings of the 31st International Conference on Human Factors in Computing Systems (CHI 2013). New York, NY: ACM.

Check out our brief video:

The abstract to our paper is below:

In this paper, we present a framework that describes commonly used design techniques for Participatory Design with children. Although there are many currently used techniques for designing with children, researchers working in differing contexts and in a changing technological landscape find themselves facing difficult design situations. The FACIT PD framework presented in this paper can aid  in choosing existing design techniques or in developing new techniques regardless of the stage in the design cycle, the technology being developed, or philosophical approach to design method. The framework consists of eight dimensions, concerning the design partners, the design goal, and the design technique. The partner dimensions are partner experience and need for accommodation. The design goal dimensions are design space and maturity of design. The technique dimensions include: cost, portability, technology and physical interaction. Three cases will be presented which describe new techniques developed using the framework and two cases will describe existing techniques.

I worked together with Greg Walsh, Ph.D., Elizabeth Foss, and my adviser, Allison Druin, Ph.D. I hope that our work can help many design researchers and human-computer interaction researchers develop new techniques for working with children in designing technologies.

30 Jan

iConference 2013


I have the great privilege of working with June Ahn, Ph.D., Michael Gubbels, and Jinyoung Kim on Science INQuiry – SINQ. We developed a social media tool that helps to scaffold and distribute science inquiry processes for children. As part of our work, we are presenting our prototype at the iConference 2013 at the University of North Texas in Fort Worth, Texas. Our track is the Social Media Expo, sponsored by Microsoft Research’s FUSE Lab.

The official link to our work is here.

The abstract to our paper is below:

In this paper we describe SINQ, a prototype mobile social media (SM) application that utilizes social participation to guide learners through an everyday Scientific INQuiry process. The paper outlines the motivation for SINQ based on learning theories of scientific inquiry, the challenges associated with scientific inquiry learning within everyday settings, the design of SINQ to promote science inquiry, and the implications for design and learning with social media that we learned from this development experience.

Also, check out our video and poster for SINQ.


18 May

HCIL Symposium

One of the best parts of working at the Human-Computer Interaction Lab is the Annual Symposium.

“The Human-Computer Interaction Lab’s 29th Annual Symposium will be held May 22- 23. This year’s symposium will consider the future of social media, networks, medical informatics, information visualization, interaction design, designing for children and youth, games, HCI design methods and more. Learn through talks, hands-on tutorials, workshops, demos and posters. Full-time students receive an 80 percent discount on the cost of registration. Registration is required.”

In my time here at the HCIL, I have seen how great partnerships can develop, not just between academics, but between the industry, non-profit, and community members with researchers. The Symposium has great speakers, poster sessions, and tutorials for anyone interested in human-computer interaction. I’ll be presenting our work on Kitchen Chemistry on Wednesday, May 23. Check out our poster!

01 May

TCETC 2012

The next conference I will be attending is the Teachers College Educational Technology Conference 2012. Take a read at the my extended abstract on Cooperative Inquiry.

Yip, J.C., Clegg, T.L., Druin, A., Guha, M.L., Golub, E., Bonsignore, E., Foss, E., & Walsh, G. (2012, May). Cooperative inquiry for designing technologies for life-relevant learning. Proceedings of the Teachers College Educational Technology Conference 2012 (TCETC). New York City, NY.
[PDF – Extended Abstract]