A4 Refereed article in a conference publication
Primary School Students Designing for Future Relationship Building in Extended Realities: Encounters with Live Human Holograms
Authors: Goagoses, Naska; Winschiers-Theophilus, Heike; Mendes, Jason; Auala, Selma; Sutinen, Erkki
Editors: D’Andrea, Vincenzo; de Paula, Rogério Abreu; Rodil, Kasper; Lamas, David; Goagoses, Naska; Kambunga, Asnath Paula; Tan, Daniel Yong Wen; Del Gaudio, Chiara; Yasuoka Jensen, Mika; Winschiers-Theophilus, Heike; Zaman, Tariq
Conference name: Participatory Design Conference
Publisher: Association for Computing Machinery
Publication year: 2024
Book title : PDC '24: Proceedings of the Participatory Design Conference 2024: Exploratory Papers and Workshops: Volume 2
Journal name in source: ACM International Conference Proceeding Series
Volume: 2
First page : 13
Last page: 18
ISBN: 979-8-4007-0654-7
DOI: https://doi.org/10.1145/3661455.3669864
Publication's open availability at the time of reporting: No Open Access
Publication channel's open availability : Partially Open Access publication channel
Web address : https://doi.org/10.1145/3661455.3669864
We postulate that early stage developments of emerging technologies, such as hologram technology, should involve active participation of stakeholders in an educational context, to ensure the inclusion of didactic values rather than after the fact adaptations. This paper presents a participatory exploratory study aimed at designing extended reality interactions with 3D-live-streamed human holograms fostering relationship building among school students. The study comprised of two distinct phases, with eight participants attending grades 6 and 7 in a public school. In the technology exposure phase, the students participated in a 10-minute meet-and-greet session paired with students whom they had not previously met, while wearing the Microsoft HoloLens 2. In the subsequent design phase, the students expanded upon interactions within a role-play session. They designed a friendship book, and embodied and shared experiences for future holographic encounters. We maintain that participatory design of early stage emerging technologies with primary school students provides valuable insights to guide future technology developments in education.
Funding information in the publication:
We acknowledge the funding of the project by the Academy of Finland (343364), as well as the support by MTC Namibia for all activities carried out in Namibia. We would like to thank the collaborating students from People’s Primary School as well as the University students for their technical support.
