Workshops and Courses

The IDC 2018 committee has selected two courses and six workshops on a broad range of topics. Both novices and experienced researchers and practitioners in the field of Child-Computer Interaction are invited to participate.

Workshops and courses take place on the 19th of June, one day prior to the main conference. Please note that workshop and course participants have to register for both the workshop or course and the main conference. For an overview of the workshops and courses, and the requirements to participate, see the information below.



Courses allow IDC attendees to extend their knowledge beyond their current area of expertise. Courses help people to 1) explore new methods, techniques, and practices, 2) acquire new skills to develop meaningful technology for children, and 3) become inspired to pursue new ideas.

Courses are different to Workshops. Courses are expert instructors, typically with established reputations, teaching people new to a topic. Workshops are meetings of experts exploring new knowledge. To attend a course, participants need to register for both the course and the main conference, but no position paper has to be submitted to the course organizers.

Selected courses for IDC 2018



C1: Design Guidelines for Location-based Mobile Games for Learning

  • Organizers: Nikolaos Avouris, Christos Sintoris and Nikoleta Yiannoutsou
  • When? June 19 from 9:00 to 12:15

This half-day course will introduce the participants to location-based games and to the challenges relating to designing them. The course is presented by researchers who have been involved in designing and studying human interaction with location-based games for many years. The topics that will be covered include (a) key concepts and definitions (b) examples of location-based games, (c) technologies used, e.g. positioning technologies, (d) location-based games for learning, (e) designing location-based games, with an emphasis on designing for children, (f) hands-on experience: the design of a game.

Typical course participants include interaction designers, game designers and developers, practitioners and researchers, who are intrigued by location-based games and wish to extend their knowledge and understanding about this new domain, especially with respect to learning. A basic understanding of location-based games and cursory knowledge about the technologies involved are the only prerequisites required to follow this course.

By the end of the course attendees will be able, given a design challenge related to a location-based game, to reason on key concepts of location-based games and how they relate to each-other (e.g. the players, the space, gameplay elements etc.), and to create and evaluate draft designs.

C2: Doing Research with Children: A Child-Computer Interaction Perspective

  • Organizers: Janet C. Read and Shuli Gilutz
  • When? June 19 from 15:30 – 17:30

Doing research with children is both fun and hard. The fun is that children are typically enthusiastic and willing as participants and contributors, the hard is that they don’t behave like grown up participants, they need adjustments making to standard practices and they need special consideration according to their age and ability to reason. This course brings to attendees wisdom and insights form over 20 years of working with children in research, design and evaluation studies.  It highlights the practical aspects of planning research, doing research and writing up research whilst also challenging attendees to think very carefully about why the research is being done and about how it can be bets communicated to the children. Versions of this course have been previously held at the ACM CHI conference, at Interact and at CHI UXID.

The course instructors have experience of doing research with children in industrial and academic settings and have between them published over 200 articles on child-computer interaction. The course is ideal for those new to Interaction Design and Children and also to those who have been in the field for some time.  It is suited to academic and industrial researchers as well as those more concerned with design activities with children.



Workshops provide a forum for in-depth discussions, resource exchange and networking related to specific topics within IDC. Because focused interaction among participants is important, participants should have informed positions based on prior experience, as expressed in their position papers. Workshops are not miniature paper presentation sessions, but focus on community building and communal knowledge creation.

Workshops are different to Courses. Workshops are meetings of experts exploring new knowledge. Courses are expert instructors, typically with established reputations, teaching people new to a topic. To attend a course, participants have to register for both the workshop and the main conference. In addition, they have to submit a position paper to the workshop organisers. For more information about the specific requirements, see the workshop descriptions below.

Selected workshops for IDC 2018

Important dates:

  • Participant submissions due: April 15 (tentative)
  • Participants notified of acceptance: April 27 (tentative)
  • Workshop day: June 19



WS1: Intermediate-Level Knowledge in Child-Computer Interaction

  • Title: Intermediate-Level Knowledge in Child-Computer Interaction
  • Organizers: Wolmet Barendregt, Peter Börjesson, Olof Torgersson, Asimina Vasalou, Tilde Bekker, Eva Eriksson
  • Website
  • Full day workshop
  • Call for Participation:

In this workshop, we invite researchers to jointly explore how the Child-Computer Interaction (CCI) field can establish intermediate-level knowledge, being a kind of design knowledge that resides in the realm between the design of particular artifacts and theories. In this full day workshop we want to invite (1) researchers and designers who position themselves as producing intermediate-level knowledge (2) people in the field of design research who have not necessarily thought about their work as producing intermediate level knowledge. Together we will discuss the pros and cons of different kinds of intermediate-level knowledge and how we can promote the creation of these kinds of knowledge in the CCI field.

In order to be admitted to the workshop, the participant should write a 2-4 page position paper following the SIGCHI Extended Abstracts template. This position paper should either cover an example of the participant’s own approach to developing intermediate-level knowledge in the field, or describe a form of intermediate-level knowledge that the participant has identified as particularly useful for their work from a generative perspective, meaning that it has lead to new design ideas and possibilities. Please refer to the workshop website for more information.


WS2: International and Interdisciplinary Perspectives on Children & Recommender Systems (KidRec)

  • Title: International and Interdisciplinary Perspectives on Children & Recommender Systems (KidRec)
  • Organizers: Jerry Alan Fails, Sole Pera, Natalia Kucirkova, Franca Garzotto
  • Website:
  • Full day workshop
  • Call for Participation:

With increasingly large amounts of educational content online, recommender systems (RS) for children are becoming particularly important When focused on this young audience, it is not sufficient for recommenders to identify items that match children’s preferences and interests. Instead, it is imperative that they also consider children’s needs from multiple perspectives: educational, developmental, and motivational, to name a few. Considering these particular needs opens a rich set of questions to answer:

  • What are the benefits of child-specific recommendations?
  • What role do age, developmental stage, socio-economic status, curricular standards play in RS for children?
  • What are the goals of RS for children: persuade, educate, guide, and support their learning, motivation to learn or something else entirely?
  • What are the ethical and privacy challenges associated with RS for children?

The goal of this interactive, full-day workshop is to share and discuss research and projects that reach beyond classic recommender techniques. We invite submissions related to recommender systems for children including papers concerned with: educational technology for children; recommender algorithms for children; recommendation explanations; privacy of children’s data; transparency; expert-in-the-Loop (e.g., teacher, parent); child-centered content domains (e.g., leisure, education); user profiling; personalization; gamification; mediation, to name a few.

We invite short papers (4-6 pages) discussing novel work in progress and position papers (2-4 pages) focusing on open challenges in promising research directions as well as speculative or innovative work in progress. All papers will be peer-reviewed, and at the time of submission, must not be under review in any other conference, workshop or journal. For further information, see the workshop website.


WS3: Sustaining Girls’ Participation in STEM, Gaming and Making

Update: This workshop has been merged with WS5 on STEAM Learning in Formal and Informal Settings.

  • Title: Sustaining Girls’ Participation in STEM, Gaming and Making
  • Organizers: Eva-Sophie Katterfeldt, Nadine Dittert, Heidi Schelhowe, Yasmin B. Kafai, Letizia Jaccheri, Javier Gomez Escribano
  • Website:
  • Full day workshop
  • Call for Participation:

This workshop brings together researchers, educators, designers and practitioners in IDC to explore how we can shape and create (learning) environments and tools to sustainably engage girls of diverse backgrounds and all ages in STEM, gaming and making. Participants will share their experience with relevant initiatives, identify challenges and discuss empirical outcomes and novel designs to build up and strengthen the international community of interest in gender and inclusivity in IDC related to the following questions:

  • How can we sustain participation of girls of diverse backgrounds in STEM, gaming and making?
  • How can we better involve the children’s social environment (parents, teachers, peers, etc.)?
  • How can we raise awareness for intersectionality of gender with other dimensions such as race and class among researchers and designers of digital tools and toys for children?

We invite participants to submit position papers (2-4 pages in SIGCHI Extended Abstract Format) that report on their research, experience, (local) initiatives and/or designs for supporting gender and inclusivity in STEM, gaming and/or making. Submissions will be reviewed by workshop organizers and selected based on their contribution and how they fit to the workshop’s theme and goals. We encourage participants to report on non-successful initiatives and research we can learn from. Accepted submissions and practical information will be available at the workshop website.


WS4: The Near Future of Children’s Robotics

  • Title: The Near Future of Children’s Robotics
  • Organizers: Vicky Charisi, Alyssa M. Alcorn, James Kennedy, Wafa Johal, Paul Baxter, Chronis Kynigos
  • Website:
  • Full day workshop
  • Call for Participation:

This full-day workshop aims to bring together researchers from all disciplinary backgrounds who are working on child-robot interaction (CRI), in order to reflect on the current state of this young field and to consider its 3-5 year “near future” outlook. Robotics is a multidisciplinary and highly innovative field. Recently, multiple and often minimally connected sub-communities of child-robot interaction have started to emerge, variously focusing on the design issues, engineering, and applications of robotic platforms and toolkits. We invite submissions addressing any of the following topics:

    • Reflections on recent or in-progress work and how it illuminates one or more current or near-future challenges for CRI as a field.
    • Exploration of a specific theory, methodology, or practice in current CRI research and its perceived potential (or shortcomings) as a tool to meet future challenges in this area.
    • Is there (or can there be) a unified field of ‘child-robot interaction’ across disciplines? What does that mean for future work that includes both children and robots?

Submissions about research should include a brief overview of the project(s) and comment specifically on the disciplinary perspective(s) represented (e.g., a team with education and engineering perspectives). Submissions on theories or methodologies should also briefly describe these.

Submission should be 2-4 pages in SIGCHI extended abstract format. All accepted position papers will be compiled into workshop proceedings, archived on arXiv. For more information, please refer to the workshop website.


WS5: STEAM Learning in Formal and Informal Settings via Craft and Maker Projects

Update: This workshop has been merged with WS3 on sustain girl’s participation in STEM, Gaming and Making.

  • Title: STEAM Learning in Formal and Informal Settings via Craft and Maker Projects
  • Organizers: Ken Kahn, Calkin Suero Montero, Christian Voigt, Andrea Alessandrini
  • Website:
  • Full day workshop
  • Call for Participation:

This workshop will be a great opportunity for anyone interested in how crafts, 3D printing, 3D design, electronics, microcontrollers, robotics, visual programming, and AI can be used in creative ways by learners. In addition to hearing about and seeing demonstrations of the work by twelve partners of the European eCraft2Learn project ( there will be participant presentations and an audience-driven panel discussion. The second half of the workshop will consist of hands-on tasks. These tasks will be based upon activities piloted with children. Raspberry Pis, Arduinos, sensors, and craft material will be provided. Please bring your laptop. This will be followed by maker or physical computing activities that selected workshop participants would like to share. The workshop will focus upon pedagogic, cultural, and social issues in addition to the technical challenges of introducing Maker technology into schools and informal settings.

We encourage submissions about research, experiences in the field, and work-in-progress that involves STEAM and the Maker Movement. Papers must be formatted according to ACM Extended Abstract Template and must not exceed 2-4 pages. Authors are encouraged to present their work as videos, demos or hands-on activities. Possible presentation topics include:

    • Maker movement in schools
    • Physical computing
    • STEAM in the context of formal and informal learning
    • AI programming by children
    • Learning analytics
    • 3D printing and design in education
    • Craft-based projects
    • Raspberry Pi and Arduino programming


WS6: Rethinking Children’s Co-creation Processes beyond the Design of TUIs

Given the enormous potential of tangible interfaces for involving children in co-creation practices, this workshop aims at analysing and reflecting on the possibilities afforded by TUIs to support co-creation processes not only during the design phase of the technology but extending the creative process into the ‘use time’. We invite researchers working on tangible interfaces, child-computer interaction, and interaction designers to join us at IDC 2018 to critically reflect on these aspects.

We solicit participants to submit a paper in SIGCHI extended abstract format (2-4 pages) describing their interest on co-creation and their experience in aspects related to co-creation in the context of tangible interfaces for children (e.g. co-design, creativity in building and playing with tangibles). We encourage participants to submit work in the form of demos or videos, whenever possible, accompanied by a description and its relationship with co-creation according to their view. The workshop will consist of presentations to discuss issues and challenges related to co-creation with tangibles followed by a hands-on session combining backgrounds in working groups.

Submissions must be submitted via the online form available at the workshop website, and will be evaluated based on their relevance and originality for the workshop.