2019
Ihamäki, Pirita; Heljakka, Katriina
The Internet of Art as a Site for Learning and Fun: Playful Experiences Through Augmented Geocaching Proceedings Article
In: Koivisto, Jonna; Hamari, Juho (Ed.): Proceedings of the 3rd International GamiFIN Conference, pp. 205-216, RWTH Aachen, 2019, ISSN: 1613-0073.
Abstract | Links | Tags: Augmented reality application, Gamification, Geocaching, Internet of art, Internet of things, Sigrid-Secrets
@inproceedings{Ihamäki2019,
title = {The Internet of Art as a Site for Learning and Fun: Playful Experiences Through Augmented Geocaching},
author = {Pirita Ihamäki and Katriina Heljakka},
editor = {Jonna Koivisto and Juho Hamari},
url = {http://ceur-ws.org/Vol-2359/paper18.pdf},
issn = {1613-0073},
year = {2019},
date = {2019-04-08},
booktitle = {Proceedings of the 3rd International GamiFIN Conference},
pages = {205-216},
publisher = {RWTH Aachen},
abstract = {The Internet of Art as in public and connected art installations gives birth to interactivity and participation, which in turn, introduce new challenges, not only to the production of artworks, but also in how to involve the participants and how to evaluate the results of target experiences, such as social connectedness, context, playfulness, and gamification. This case study presents an example of interactive and participatory forms of the Internet of Art. We have used a multimethod approach including qualitative research methods to understand preschool-aged children’s experiences who used the Sigrid-Secrets Augmented Reality application in playing the game of geocaching and finding physical artworks prior to the geocache. We have observed two groups of preschoolers play-testing, analysed the videotaped documentation of the testing, and followed the children drawing their memorable experiences of the geocaching trail. By using the Playful Experiences (PLEX) framework, we have evaluated the preschoolers’ memorable experiences of playing. Our findings demonstrate how augmented techniques can be used to transform the physical surroundings in order to create a hybrid game-world suited for learning and fun. In this game-world the player can become immersed in the flow of playful experiences, and engage with edutaining exercises while being simultaneously connected to both to the Internet of Art and to the physical dimensions of the real world environment.},
keywords = {Augmented reality application, Gamification, Geocaching, Internet of art, Internet of things, Sigrid-Secrets},
pubstate = {published},
tppubtype = {inproceedings}
}
The Internet of Art as in public and connected art installations gives birth to interactivity and participation, which in turn, introduce new challenges, not only to the production of artworks, but also in how to involve the participants and how to evaluate the results of target experiences, such as social connectedness, context, playfulness, and gamification. This case study presents an example of interactive and participatory forms of the Internet of Art. We have used a multimethod approach including qualitative research methods to understand preschool-aged children’s experiences who used the Sigrid-Secrets Augmented Reality application in playing the game of geocaching and finding physical artworks prior to the geocache. We have observed two groups of preschoolers play-testing, analysed the videotaped documentation of the testing, and followed the children drawing their memorable experiences of the geocaching trail. By using the Playful Experiences (PLEX) framework, we have evaluated the preschoolers’ memorable experiences of playing. Our findings demonstrate how augmented techniques can be used to transform the physical surroundings in order to create a hybrid game-world suited for learning and fun. In this game-world the player can become immersed in the flow of playful experiences, and engage with edutaining exercises while being simultaneously connected to both to the Internet of Art and to the physical dimensions of the real world environment.
2018
Ihamäki, Pirita; Heljakka, Katriina
The Internet of Toys, Connectedness and Character-based Play in Early Education Proceedings Article
In: Proceedings of the Future Technologies Conference (FTC) 2018, pp. 1079–1096, 2018, ISSN: 21945357.
Abstract | Links | Tags: Internet of things, Internet of toys, Toy-based learning, Toyification
@inproceedings{Ihamäki2018d,
title = {The Internet of Toys, Connectedness and Character-based Play in Early Education},
author = {Pirita Ihamäki and Katriina Heljakka},
doi = {10.1007/978-3-030-02686-8_80},
issn = {21945357},
year = {2018},
date = {2018-10-18},
urldate = {2019-01-01},
booktitle = {Proceedings of the Future Technologies Conference (FTC) 2018},
pages = {1079–1096},
abstract = {The concept of the Internet of Things defines the idea of the Internet – a global, interconnected network of computers connected to everyday objects, products, and other objects in the surrounding environments. Again, at the heart of the concept of the Internet of Toys lies the idea of playthings that are capable of information processing and communicating with children, with other connected toys and their environment, and even autonomous decision taking. This study aims to understand smart and connected toys potentialities in the context of toy-based learning. We have conducted a study with 20 preschool-aged children from ages 5 to 6 years by using a group interview and playtests with three Internet of Toys' playthings. Our main conclusions are that although these toys as ‘edutainment' cater for opportunities for toy-based learning, one of the key factors for preschoolers is the creative play patterns that they come up with these character toys. This imaginative form of play may even overshadow the toys educational potential unless they are used in the context of guided play.},
keywords = {Internet of things, Internet of toys, Toy-based learning, Toyification},
pubstate = {published},
tppubtype = {inproceedings}
}
The concept of the Internet of Things defines the idea of the Internet – a global, interconnected network of computers connected to everyday objects, products, and other objects in the surrounding environments. Again, at the heart of the concept of the Internet of Toys lies the idea of playthings that are capable of information processing and communicating with children, with other connected toys and their environment, and even autonomous decision taking. This study aims to understand smart and connected toys potentialities in the context of toy-based learning. We have conducted a study with 20 preschool-aged children from ages 5 to 6 years by using a group interview and playtests with three Internet of Toys' playthings. Our main conclusions are that although these toys as ‘edutainment' cater for opportunities for toy-based learning, one of the key factors for preschoolers is the creative play patterns that they come up with these character toys. This imaginative form of play may even overshadow the toys educational potential unless they are used in the context of guided play.