Program
Full Program
Keynote
Co-organized with "la Caixa" Foundation and held at CosmoCaixa Science Museum
"The Magic of Interactive Experiences for Children: The Walt Disney Imagineering Approach"
Dr. Mark Mine, Director of the Creative Technology Group, Walt Disney Imagineering
Bio
Currently in his 12th year with Walt Disney Imagineering, Mark Mine is the Director of the Creative Technology Group. The fundamental mission of the Creative Technology Group is to help Imagineering’s creative and engineering teams build better theme park rides and attractions through new ways to design, evaluate, and present innovative concepts and ideas. This includes the development and integration of real-time and pre-rendered computer graphics technologies and techniques into the blue sky design process.
Mine began his Disney career in 1997 in the Virtual Reality Studio, as a programmer/designer for interactive attractions in the DisneyQuest virtual theme park project. Since then, he has worked on attractions such as Mission: SPACE, Finding Nemo Submarine Voyage and Toy Story Mania!
Prior to Disney, Mine worked as an engineer for the Jet Propulsion Laboratory on projects such as the Voyager Spacecraft. Mine has a bachelor’s degree in Aerospace Engineering from the University of Michigan, a Master’s degree in Electrical Engineering from the University of Southern California, and a Master’s degree and Ph.D. in Computer Science from the University of North Carolina.
Abstract
Ever since Walt Disney first opened the doors to Disneyland in 1955, Imagineers have been using (and misusing) state-of-the-art technology to immerse their guests in magical worlds. Combined with richly detailed environments, imaginative characters, and compelling stories, these tools have enabled visitors to Disney theme parks to dance with ghosts, sail with pirates, and fly to the furthest reaches of both inner and outer space.
The theme park world of today, however, is vastly different from the theme park world of 1955; audiences are more diverse, guests more sophisticated, and children growing up faster than ever before. The competition is likewise greater than ever before; consumers have an increasingly broad array of rich and compelling entertainment options to choose from, many conveniently located in the local theater, shopping mall, and more than ever in the home. To succeed in this ever-changing marketplace, Imagineers must continue to innovate and push the boundaries of engineering, design, and magic. Our worlds must be richer, our characters more interactive, and our storytelling more fluid, customizable, and reactive.
In this talk, Mark will describe the new techniques and technology Imagineers are using to light, animate, and augment Disney theme parks. He will describe the tools being used to bring the world of Disney animated features to life in ways never before possible. He will relate how Imagineers are using advanced sensing technology and better awareness of their guests to create smart reactive environments and new forms of entertainment. He will present advances in Animatronic characters that make them more responsive, aware, and engaging. He will discuss the challenge of designing for audiences with diverse backgrounds, skill sets, and ages. He will show how all of these efforts are bound together by the goal of creating fantastic worlds of magic and imagination for Disney guests around the world.
Full papers
Mobile system to motivate teenagers’ physical activity Collective digital storytelling at school as a whole-class interaction Mobile collaboration: Collaboratively reading and creating children’s stories on mobile devices The Augmented Knights Castle and social interaction in children with autism How do you play with a robotic toy animal? Video Play: Playful interactions in video conferencing for long-distance families with young children Let robots do the talking User interfaces for tangible characters: Children connecting remotely through toy perspectives Paper-based multimedia interaction as learning tool for disabled children Us Hunters. Interactive communication for young cavemen Bridging the gap between children and tabletop designers Considering content, context, engagement and management in designing with children Detecting and modeling play behavior using sensor-embedded rock-climbing equipment Assessment of the involuntary motion of children with motor impairments to increase the accessibility of an inertial interface Lo-Fi prototyping to design interactive-tabletop applications for children Noising Around: Investigations in mobile learning Understanding UX preferences. Theoretical and practical reflection on laddering for UX evaluations with young children Learning Environmental Factors through Playful Interaction |
Short Papers (Posters)
Zydeco: Using mobile and web technologies to support seamless inquiry between museum and school contexts |
Panel
| Full Title: A Manifesto for Interaction Design and Children
Chair: Janet C Read Interaction design is a relatively new field that takes its inspiration and methods from many research areas including human computer interaction, industrial and product design, media design, software engineering, architecture, craft studies, sociology and psychology. As a result of this mixture of approaches, interaction design suffers from, and is also enhanced by, variations in interpretation and uncertainties about the relative values of the products that are developed under its auspices. Interaction design for children is a discipline that also has to take account of the specific needs of children across different ages and in varying contexts. Designers have to also take account of additional stakeholders (generally adults) when designing for children who may typically be gatekeepers or providers of technology products. The interaction design for children (IDC) community has a pivotal role in the definition of what comprises good interaction design for children. In accepting papers for publication, in promoting demonstrations of technologies and in acknowledging experts and innovators in the field, the IDC community has a responsibility to behave in the best interests of both the researchers it supports and, more importantly, the children it champions This responsibility brings with it challenges. It is often the case that a single research contribution fails to meet the needs of researchers and children equally. Work that is technologically innovative may be poorly situated in context, work that is very child centred may offer nothing new to the research platform, work that is complex and interactive may be badly designed. Whilst a product might be highly interactive in a novel way, if that same product was considered to be too expensive for 99% of the world’s children, or if the product was designed for an environment where it was patently unsuitable, should that work be brought to the table? In short, the IDC community faces difficult choices when endorsing interaction design work. |
Demos
PIPLEX – tangible experience in an Augmented Reality video game TRAZO: A tool to acquire handwriting skills using Tablet-PC devices TeddIR: Tangible information retrieval for children Oriental Well-being Design The BEAM: A digitally enhanced balance beam for mathematics education Musical Box – draw It yourself Playing with toys on a tabletop active surface Tangible manipulatives and digital content: The transparent link that benefits young deaf children Quadratic: Manipulating algebraic expressions on an interactive tabletop Singing Fingers: Fingerpainting with sound DERMALAND The World is Canvas: A coloring application for children based on physical interaction vSked: An Interactive Visual Schedule System for use in Classrooms for Children with Autism |
Workshops
The following four workshops have been selected for IDC2010. They are now opening their Call for Participation. Please follow their links for the instrcutions on how to participate in them:
| Full Title: Digital Technologies and Marginalized Youth
Organizers: Short Description: |
| Full Title: Interactive Storytelling for Children
Organizers: Short Description:
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Doctoral Consortium
Hacker's Mentality: Integrating games and hacking to build IT fluency among middle school students Exploring the value of audience collaboration and game design in immersive virtual learning environments Improving children's self-report in user-centered evaluations Collective creation of games using free play technologies Gifts for intertwining with modern nature Using data to promote healthy behavior in children |
