StoryRooms - United States

Organisers say that children can hear a story like "The Three Little Pigs" in different ways: someone may read to them, they may read themselves, they may see it performed on stage, or they may watch it as a cartoon. The project strategy is based on the premise that children can then actively tell these stories in many ways. StoryRooms are physically interactive spaces that are designed to accommodate storytelling activities on the part of kids that are more natural, concrete, and direct than might be possible through screen-based text or graphics.

The technical aspect of the project work reflects 4 areas: 1) technologies that interact with physical spaces, 2) programming spaces for novice users, 3) technology for learners, and 4) participatory design methods and processes. To carry out this work, 7 children, ages 7 to 11, joined with researchers twice a week to form an intergenerational, interdisciplinary design team.

Specifically, the design process began when the children acted out a story room without technology. Then the children split into 3 groups. The stage group thought about what sensors, props, actuators, and output they might need. The software group thought about how to programme the room. The story group thought about the stories they might need to tell. Each group brainstormed and made low-tech prototypes, then discussed their prototypes with their peers. Next, the team made an interactive version of the Dr. Seuss story "The Sneetches", creating sensors, props, and different kinds of output for the mid-tech prototype. Then they invited parents and friends to try out the StoryRoom.

Currently, organisers are exploring what tools can support the creation of different types of room-sized stories. At this point they see the need for 3 different types of tools: funware (idea cards that can be used to brainstorm story ideas), low-tech hardware (including tools to create props, such as glue), high-tech hardware (sensors and actuators that make interesting things happen in a StoryRoom), and software (e.g., children can programme a mouth-shaped speaker to say whatever they want). Organisers envision the kit as engendering physically active learning experiences for classroom exploration and as a part of child-centered and child-created entertainment in homes and public spaces.

Early Childhood Development, Children, Technology, Learning.

Organisers say that children create worlds out of everyday objects such as boxes, tables, and stuffed animals. This constructive process is how children make sense of and refine their mental models of the world - or how they learn. Organisers wonder if teachers or adults should interfere with this creative process by introducing technology. They point out that technology can be expensive, fragile, difficult to use, and environmentally unfriendly. On the other hand, they say, tools such as sensors enable children to "add magic to their stories. Technology can make traditional play experiences repeatable and shareable in the same space as well as across geographically distant locations."