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Investigating the effect of digitally augmented toys on young children's social pretend play

机译：调查数字增强玩具对幼儿社交装扮游戏的影响

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This paper takes an interaction design approach to explore how children perceive augmented toys, assign symbolic meaning, and perform pretence socially in technology-mediated playing. We developed a system with three kinds of toys—each with distinct abstract appearances and audiovisual augmentation—based on several design decisions. An observational user study with thirty-two young children aged 3-7 years revealed that children utilized digital augmentation as a facilitator of pretending behaviour with the possibility for subjective interpretation while substituting an object for another. Digital augmentation was not only a social cue for children to respond by gathering together and negotiating socially for mutual pretence —it was also a hindrance by amplifying conflicts in a shared space. Our study empirically clarifies children's cognition and behaviour in an interactive system for pretend play and provides broader insight for the design of an interface enriching symbolic interpretation and social interaction.
机译：本文采用一种交互设计方法来探索儿童如何感知增强玩具，分配象征意义以及如何在技术介导的游戏中表现社交。我们基于多项设计决策，开发了一种包含三种玩具的系统，每种玩具具有独特的抽象外观和视听增强效果。一项对32名3-7岁的幼儿进行的观察性用户研究表明，这些孩子利用数字增强作为假装行为的促进者，有可能在将一个对象替换为另一个对象时进行主观解释。数字增强不仅是儿童通过聚集在一起并进行社交谈判以相互伪装做出回应的社会暗示，而且还是在共享空间中扩大冲突的障碍。我们的研究从经验上澄清了儿童在假装游戏互动系统中的认知和行为，并为设计丰富符号解释和社交互动的界面提供了更广泛的见识。

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