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## [**Designing** for fun: how can we **design user interfaces** to be more fun?](http://cgis.cs.umd.edu/~ben/Fun-p48-shneiderman.pdf)
## [What **children** can teach us: Developing digital libraries for **children** with **children**](https://www.journals.uchicago.edu/doi/abs/10.1086/428691)
## [**Designing** for or **designing** with? Informant **design** for interactive learning environments](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.476.7769&rep=rep1&type=pdf)
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## [**Design** principles for **children's** technology](http://www.hci.usask.ca/publications/2005/HCI_TR_2005_02_Design.pdf)
Abstract
-design principles used in adult interfaces cant be applied to children's products, because needs, skills, and expectations are different of each group
-design principles for children not collected in one place
-this paper is a catalogue of design principles for children's tech for use of designers
-children are an important user group for software and tech
-user group is unique: goals for computers education or entertainment based, not productivity; they have a wide range of skills and abilities; and their experience with computers begins early and continues through their lives
-children not mini adults, design principles need to meet children's own needs and goals
-education/entertainment: user motivation and engagment important as task efficiency, value only attained is users spend time with product and keeps attention
-designers must concentrate on mechanics of interfaces but also engaging features
-need to take into account intended audience, look @ child's stage of development for reasonable expectations in terms of interactions
-product must be adapted to particular needs of users, includes modes of communication, inpute methods, tasks, and apperance
-children are rarely involved in developement of products for kids, not there are more design guidlines for children
-but the design principles are difficult to find
-disciplines child design crosses over: human -computer interaction, education, and psychology (rephrase)
-designers do not question their assumptions when creating new product for children
-info from disparate sources must be brought together
-paper takes 1st step into solving problem, it collect organizes design principles and insights, gathered from several sourcs, into an initial catalogue of design principles for children's technology.
Organization of Catalogue
-children's development categorized in 3 main areas (cognitive, physical, and social/emotional)
1) cognitive- development address menatal and intellectual growth of child
2) physical- development deals with development of fine and gross motor skills + coordination (+ = as well as)
3) social/emotional- development closely tied: social dev involves formatoin of relationship with others; emotional dev refers to child's ability to understand, regulate, and express their own feelings + capacity for empathy and compassion
-to meet children's needs and expectations, children's tech must take into account and support these development areas
-below design principles recognize diff levels of cognitive development thru diff literacy level, diff levels of task guidance, and through tailoring to diff stages of mental dev and imagination (??? what does this mean)
-physical dev is reflected by types of input techniques that can be used and in use of tangible interfaces
-support for diff emotional and social dev is seen in diff opportunities to form relationships w/ others and w/ computer
-some design principles fall under multiple categories as they address several need, but are placed in category best suited for their main purpose
A catalogue of design principles
-following sections describe design principles that came from research in HCI, education, and psychology.
-while many design principles (dp) can be adapted to meet needs of children from diff age groups, most cases r done with specific age range
