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What’sUp is aimed at supporting exploratory learning and independence of children living with autism. It provides a way for children with autism better exploit their natural drive for exploration in the process of growing independence by learning without their teacher’s accompany at all times. Interactive learning become a playful, enjoyable experience. Learning distractions becoming learning attractions What’sUp provides a way for teachers at special schools to let children with autism better exploit their natural drive for exploration in the process of growing independence by learning without their teacher interfering at all times. For the teacher What’sUp means a new way of passing information to children without the need of constantly repeating answers and instructions related to the same questions and situations. Pursuing the knowing of the doing - Pause for a moment to play in the next Helping the children to remember their current activity throughout the day. Direct tangible interaction holds a great cognitive learning potential for children with autism. Crafting a user experience that links the exploratory energy and tangible interaction of the child with “magical” experience of the environment “talking back” turned out to be a very powerful learning experience for the children during experience prototyping. Some of them actually had a hard time letting go of the bracelet and started to look for other objects and places with “a story to tell”. Designing for children with autism there was no way around tangible experience prototypes and constantly involving the teachers in playing out scenarios and interpreting the reactions of the child. One of our main inspirations from experience prototyping the concept was to observe the “shift of modes” during the children's interaction. They went from energetic explorations and excited interaction to suddenly pausing and listen to the audio-comment - this pattern would repeat for several times until the child moves on and looks for the next thing to interact with. In terms of technology, we rapidly sketched several technological possibilities. However, we chose low-cost technology such as RFID as our solution to help create beautiful learning experiences on a limited budget.
Citation preview
Yufan WangHao-Ting ChangMartin Tai Lyhne Jensen
CIID 2011
What’s up
WHATUPsIs an assistive deviceaimed at helping mentally challenged children to explore their physical and social environment. It engages their natural drive for tangible exploration to learn and have fun.
Description
Danish Disabillity Sport Information CenterRoskilde
Designable moment 1Focus is not normalizing medical condition
Reframe and repurpose existing abilities
Work on the social challenges
Designable moment 2
SydbyskolenSpecial school in næstved
Inclusive social behavior
SydbyskolenSpecial school in næstved
Designable moment 3 No engaging and easy accessible narrative about the children
Fensmarkskolen Special school in Copenhagen
Designable moment 4Explorative energy is a driver for fun
Explorative energy = fun
Concept Development -Sketch
WEAR A HAND TO CLAP WITHPEOPLE AROUND YOU TO “BREAK
THE ICE” AND PASS INFORMATION
Concept Development - Prototype
User Testing
Hands are the strongest way for them to learn. A natural tool for exploration
Concept Development -Sketch A MOBILE WRISTBAND TOALWAYS REMIND YOU OF YOUR
CURRENT ACTIVITY, NO MATTERWHERE YOU ARE AT THE SCHOOL
Concept Development - Prototype
The Interaction with the watch is not very playful if it is only about checking your current schedule
User Testing The Interaction with the watch is not very playful if it is only about checking your current schedule
Concept Development -Sketch
INTERACTING WITH YOUR DAILYACTIVITIES AS PIECES IN A PUZZLEGAME - TO MAKE IT MORE FUN AND
ENGAGINGTO MANAGE YOU EVERYDAY
Concept Development - Prototype
User Testing
Collecting the puzzle becomes more about the shape and color of the pieces
than the actual activities they represent
1A new opportunity for the childto share it’s experiences and
achievements with people around it,including teachers at the institutions
and the parents at home. 2A tacit optional “icebreaker” for the child to engage in social contact
and interaction with people physically present
around it. 3A playful interactive opportunity forthe child to explore and learn about
the near environment around it in a more independent way where
the energy of new exploration = fun.
Value Proposition
ProductProduct
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TAK!CIID 2011
Hao-Ting Chang [email protected]
Yufan Wang [email protected]
Martin Tai Lyhne Jensen [email protected]
