On the evocative power and play value of a wearable movement-to-sound interaction accessory in the free-play of schoolchildren

Wearable Sounds: journal paper accepted

logo_worthplay Worthplay
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Athletic Stadium 3D visualization of Bilbao Athletic Club Stadium
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metis2 Metis: Meeting teachers co-design needs by means of Integrated Learning Environments
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Intelligent graph generation tool produced through a collaboration between Bestiario & GTI Bestiario and GTI collaboration produces a tool for intelligent graph generation
Collaborative composition of non-linear interactive storytelling
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GTI participates in ICALT, 2014


Jonathan Chacón-Pérez, a PhD student of GTI took part in 14th IEEE International Conference on Advanced Learning Technologies (http://conferences.computer.org/icalt/2014/ ) which was held in Athens, Greece from 7th – 10th of July, 2014. Jonathan presented an architecture for supporting the managing and re-use of learning design patterns, which was the result of a collaborative work with Eloy Villasclaras from the Open University and Valerie Emin from the Insitut français de l’Education, ENS-Lyon.

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Abstract : Previous research has shown that pedagogical patterns can inspire and support practitioners in the design of learning activities, including non-trivial Computer-Supported Collaborative Learning (CSCL) activities. This potential has led to a number of LD tooling initiatives supporting patterns: from pattern repositories to authoring tools that present the patterns as editable templates. However, these repositories and authoring tools are isolated and the patterns available in one tool are not easily transferable to another tool. In this paper, we propose a software architecture based on a pattern ontology focused on the specific case of Computer-Supported Collaborative Learning (CSCL). Its objective is to support the dynamic management of patterns and enable its interoperable provision between tools. As proofs of concept, the paper demonstrates by means of using scenarios the relevance or the problem and the first implementations of the architecture.

Chacón-Pérez, J., Hernández-Leo, D., Emin, V. & Villasclaras, E.; An Ontology-Based Architecture for the Management and Interoperability of Patterns in Collaborative Learning Design Tools, In: Proceedings of The 14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014, Athens, Greece, July 2014, pp. 267-269




Tertúlies Actives 3.0 in FIRAGRAN 2014

On the 5th, 6th, 7th and 8th of June, the GTI participated in the 16th Edition of FIRAGRAN 2014. FIRAGRAN organised numerous and different types of activities, all of which targeted at older people, ranging from showcases of healthy and leisure activities (e.g. dancing and handcrafting) to conferences and seminars. It was very well attended (c. 100,000 visitors) and covered by over 30 different media.

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The GTI showcased Tertúlies Actives 3.0, an app to stimulate sharing knowledge in leisurely and physically active ways ( www.tertuliesactives.org ). This app is grounded in ethnographical and co-design studies, conducted in the WorthPlay project on digital games for active ageing with the participation of Àgora, a lifelong learning community in the district of La Verneda-St. Martí (Barcelona). We made lots of contacts with different associations related to older people, and many participants in the event showed interest in taking part in an activity using Tertúlies Actives 3.0.

Wearable Sounds: journal paper accepted


The paper “On the evocative power and play value of a wearable movement-to-sound interaction accessory in the free-play of schoolchildren” by Andrea Rosales, Sergio Sayago, Juan Pablo Carrascal, and Josep Blat, has been accepted for publication in the special issue of  Playful Interactions and Serious Games  in the Journal of Ambient Intelligence and Smart Environments (IF=1.298, Q2). This  journal paper is part of the PhD dissertation, which is near to completion, of the first author, and the result of her investigation into strategies  to encourage free-play amongst school-aged children using digital technologies.

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Abstract: This paper discusses the evocative power and play value of the Wearable Sounds Kit (WSK), a movement-to-sound interaction accessory. Whilst movement-to-sound interaction is attracting growing research attention in HCI, very little of it has been conducted in the context of free-play with children. This paper presents a participatory design study of the WSK with 20 school-aged children (7-12 years old) in a free-play scenario, and an evaluation of the WSK in a playground at Ars Electronica Festival with over 70 school-aged children. The evaluation addressed three research questions: can school-aged children incorporate the WSK into their free-play? What free-play patterns are encouraged by the WSK? Which design features of the WSK influence the free-play experience? By conducting qualitative and quantitative data gathering methods and analyses, which include first-hand observations and video-coding, this paper shows that school-aged children can effectively incorporate the WSK into their free-play, and that the accessory encourages different types of free-play. The results also show differences in the free-play mediated by the accessory depending on the age group and sex of the player, and these differences reinforce the play value of the WSK. Some implications for designing technologically-oriented playful toys are also discussed.

The GTI accredited as a “recognized research group”

The list of Catalan research groups receiving the SGR group recognition (2014-2016) has been just published. The GTI is recognized as a SGR group, with the positive assessment of the established criteria for recognition. Congratulations to all the GTI members!

QuesTInSitu: The Game @ MNAC

80 high schools students have used today Questinsitu: The Game to visit the MNAC museum (National Art Museum in Catalonia)!


The game has been designed by the teacher Cristina Novoa from Salesians/SantBoi High School. To design the game the teacher has applied technologies proposed and developed by the GTI that enable the definition of educational games and the enactment of geolocated learning activities (extension of the QuesTInSitu system).


The work has been partially funded by the Spanish Ministry of Economy and Competitiveness (EEE Research Project, TIN2011-28308-C03-03)