Accepted Workshops and Courses


IDC workshops and courses, following the new conference format, will run online.


Workshops will run on Thursday and Friday, 18 and 19 of June respectively. Workshops in their online version will run for a minimum of 3 hours and a maximum of 7 hours. They are expected to have 15 to 20 participants with a minimum of 8 participants (organizers not included). 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.

Quick Facts

  • Participant submissions due: (on or before) 6 April 2020 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST
  • Participants notified of acceptance: (on or before) 20 April 2020 8 May 2020 TBC
  • Camera-Ready Deadline (for workshop organizers): 5 May 2020 15 May 2020 23:59 PST
  • Workshop days: 18 and 19 June 2020

W1: 4th KidRec Workshop – “What does good look like?”: From Design, Research, and Practice to Policy

  •  Organizers: Monica Landoni, Jerry Fails, Theo Huibers, Natalia Kucirkova, Emiliana Murgia, Maria Pera
  • Website:
  • Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Data about people are constantly collected and stored to help understand patterns which can then be leveraged by information retrieval systems (IRS), such as search engines or recommender systems, to identify and rank resources that respond to diverse users’ needs. As a significant group of technology users, children’s data are also collected for IRS. In the 4th edition of our proposed workshop, we seek to continue to build professional community connected to children’s IRS and expand on the framework identified in the 3rd KidRec that outlines how to evaluate good IRS. This time, we are particularly interested in exploring how design, research, and practice perspectives can cohesively define policy in this area.

W2: Technology-mediated personalized learning for younger learners: concepts, methods and practice

Abstract: Children differ in various aspects such as prior knowledge, learning pace, socio-economic status, interests etc. It has been argued that when we take these differences into account when we develop learning environments, children will benefit from it in terms of learning outcomes, learning experience, and attitudes towards particular subjects. The emergence of digital technologies has accelerated the movement to create personalised learning environments. Although technology-mediated personalised learning is promising, several challenges remain such as how personalised learning should be conceptualized, which methods should be used to establish the effects and how this movement impacts education and especially children and teachers. This workshop aims to bring together researchers and practitioners who have done work in this field to facilitate in-depth discussions, resource exchange and networking on technology-mediated personalised learning.

W3: From Design to Difference: Increasing impact of IDC Research

Abstract: This workshop aims to identify and generate critical pathways to more sustainable impact, that maximizes the value of IDC research in children’s everyday lives. Whilst the importance of collaboration between research and practice has been well established, and notably embedded into IDC research, the most effective strategies to maximize subsequent sustainable impact are yet to be fully explored and realized. To achieve this, we need a clearer understanding of the audiences that will benefit from IDC research, and how best to reach them beyond current forms of knowledge exchange, infrastructuring, and industry links, to not only ensure sustainability, but also to foster the growth of impact. This workshop will bring together IDC community members together with practitioners and industry to identify and develop ways to sustainably maximize the impact of their work, to make a difference in children’s lives, as we look ahead to design for the future.

W4: Smart Toys, Smart Tangibles, Robots and other Smart Things for Children

Abstract: Embedding electronics and enabling digital responses to everyday objects is already a widespread reality. The term smart toys, tangibles and robots cover a range of play products that can present different levels of network, processing and reasoning capabilities. Such interfaces have also become capable of collecting and processing data in real-time. While quality aspects and intelligent features are more relevant than ever, many relying on data-driven methods and artificial intelligence (AI), this also raises important privacy issues and concerns. Additionally, the design of meaningful play and learning experiences that go beyond data collection remains a challenging task. This workshop aims to explore challenges and related opportunities to feed interaction design of smart toys, tangibles, robots and other smart things for children that may shape the lines for future work in the field. It aims at bringing together researchers, non-academicians and, practitioners from relevant disciplines to discuss potentials and limitations of using various smart technologies for children, to define required methodologies, and to envision alternative future scenarios that fully unleash the potential that the new generation of AI-powered smart tangibles and related devices may bring.

W5: Chasing Play Potentials in Food Culture: Embracing Children’s Perspectives

  • Organizers: Yoram Chisik,Ferran Altarriba Bertran,Marie-Monique Schaper,Elena Márquez Segura,Laia Turmo Vidal, Danielle Wilde
  • Website:
  • Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Abstract: In this workshop, we will explore how food related culture and traditions can guide the design of playful technologies and experiences. Using food as an accessible starting point, we aim to bring together a diverse set of participants in order to share and make creative use of playful traditions and food stuffs through hands-on prototyping, play and discussion. At the end of the day we expect to further advance our methodological inquiry with insights on how children’s natural affinity to play can be leveraged in co-design explorations aimed at chasing play potentials in foods and food related practices as well as expand the repository of play-food potentials we have been curating for the past months. Overall the workshop will contribute to enriching the set of tools available for designers interested in play and technologies for everyday use, in and beyond the food domain.

W6: Emergent, Situated and Prospective Ethics for Child-Computer Interaction Research

  • Organizers: Alissa Antle, Chris Frauenberger, Monica Landoni, Jerry Fails, Marina Jirotka, Helene Webb
  • Website:
  • Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Abstract: The increasing presence of interactive technologies in children’s lives poses critical ethical questions for researchers and designers. Discourse specific to these intersecting topics is nascent, but is spread across communities and largely developed retrospectively. This workshop brings together those interested in ethical issues arising when researching, designing, and deploying technologies for children. The focus is on exploring approaches that are emergent and situated, arising during research or after deployment. Workshop activities will include: exploring ethical themes emerging in HCI research for children; synthesizing and adapting current applicable ethical guidance; identifying gaps; and developing preliminary methods and guidance to address these gaps. Outcomes will extend current best practices in ethics in ways that promote children’s protection, empowerment and wellbeing.

W7: Creating Opportunities for Children’s Critical Reflections on AI, Robotics and Other Intelligent Technologies

Abstract: The increasing presence of robotics, automated systems, and AI in everyday life is carrying important ethical and social implications for both those who design and develop them as well as for the users. Addressing these complex issues requires active collaboration between multiple stakeholders, including children. Nonetheless, even if emergent technologies are becoming increasingly present in education, most technology-mediated educational projects for children tend to focus on the development of technical skills, leaving little room for critical reflection. This tendency runs the risk of missing opportunities to truly empower children as critical users, (future) responsible designers and skilled stakeholders in the dialogue around ethical concerns on technology. Starting from this perspective, the workshop aims at tracing research lines and opening questions around strategies, methods, tools, and perspectives to support children in developing an ethical and critical sensitivity in the use, design, and development of emergent technologies

W8: Evaluation of Emerging Educational Technologies in the Classroom

  • Organizers: Ahmed Kharrufa, Serdar Abaci, Emeline Brulé, Petr Slovak, Megan Venn-Wycherley
  • Website:
  • Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Abstract: This workshop will bring together practitioners and researchers from the fields of HCI and the learning sciences to discuss the challenges associated with the evaluation of emerging educational technologies in the classroom. In alignment with the conference’s “designing for the future” theme, the aim of this workshop is to stimulate a discussion with the educational technology research community around the best practices and challenges of evaluation of such emerging educational technologies in the classroom as well as the challenges associated with moving beyond targeting numeracy and literacy to aim for the development of 21st century skills.

W9: Researchers’ Toolbox for the Future: Designing the future of technology with and for children

  • Organizers: Marianne Kinnula; Netta Iivari, Sirrku Kotilainen; Jussi Okkonen; Sumita Sharma
  • Website:
  • Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Abstract: Within Child Computer Interaction (CCI), there is an emphasis on empowering children through co-design and co-creation of technology that shapes their learning, inside and outside the classroom, their wellbeing and lifestyles, and everyday experiences. However, the focus has primarily been on now or the near future, with limited work on designing children’s future technological life worlds.

This workshop takes a strategic approach towards “designing for the future”, this year’s conference theme, by reflecting on the past, discussing current trends, and exploring the future. We will further build on critical and/or future-oriented methods such as critical design, speculative design, design fictions, and others. Together with researchers in CCI, in this workshop we will compile a methodological toolbox for the future of IDC; one that enables us to inquire, design, and critically examine children’s technological futures together with them.

W10: Planning the World’s Most Inclusive PD Project

Abstract: Inclusivity is central to Participatory Design (PD) practice, but despite significant efforts in IDC and beyond, it is still hard to achieve during PD, because of a series of barriers (e.g. access to users, language). Such barriers increase especially when it comes to ensuring and supporting the participation of children with varying or complex needs, or when prospective participants are geographically distributed. This workshop aims to create the basis of a distributed PD (DPD) protocol to provide practical advice in overcoming the challenges of ensuring inclusivity for children with varying or complex needs around the world. The protocol will build on the participants’ prior experience and on a live PD design session with children and adults, and be guided by discussions around approaches to address a specific design problem while maximising inclusivity across geographical boundaries and research contexts. It is intended to become a springboard for the world’s most inclusive Distributed PD project.

W11: Teaching the Next Generation of Child-Computer Interaction Researchers and Designers

  • Organizers: Maarten Van Mechelen, Shuli Gilutz, Juan Pablo Hourcade, Gökçe Elif Baykal, Mathieu Gielen, Eva Eriksson, Greg Walsh, Janet Read, Ole Sejer Iversen
  • Website:
    Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Abstract: Despite the Child-Computer Interaction (CCI) community’s rapid growth in the past two decades, there has traditionally been less focus on developing a curriculum to teach CCI to students. This entails a risk for a gap between the accumulation of knowledge and the transfer of this knowledge to new generations of researchers and designers. Building on previous workshops organized at IDC 2011 and 2014, the goal of this workshop is to gauge the current state of teaching CCI to undergraduate, graduate and doctoral students. More specifically, the workshop aims to re-evaluate previous lessons learned, stimulate reflection on best practices, facilitate an exchange of knowledge, and provide a forum for international collaboration. The envisioned outcome is a blueprint for a CCI curriculum that can be taught anywhere in the world.

W12: What we Learn When Designing with Marginalised Children

  • Organizers: Seray Ibrahim, Émeline Brulé, Laura Benton, Anthony J. Hornof, Erin Beneteau, Oussama Metatla, Nikoleta Yiannoutsou, Katta Spiel
  • Website:
  • Due Date: 13 April 2020 1 May 2020 23:59 PST 10 May 2020 23:59 PST

Abstract: Designing with marginalised children often produces detailed insights about their lives and communities. Whilst it is possible to extract methodological and artefact-centred knowledge from existing design cases, it can be difficult to utilise and build on some of the more complex and multifaceted issues that these generate, for instance, how researcher decisions inform design outcomes. In this workshop, we invite researchers to reflect on the insights design case studies with marginalised children offer to the larger Children-Computer Interaction (CCI) community. Our goals are to reflect on what kinds of insights are generated; what we as design researchers and practitioners would have wanted to know prior to undertaking such work, and; to identify ways of communicating these insights.


IDC courses, following the new conference format, will run online.

What is a Course?

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. Participants will include professionals, practitioners, students and researchers.

Courses in their online version will run for a minimum of 3 hours and a maximum of 7 hours. Courses can be designed for novices, experts, or audiences with general interest – the expected audience should be very clear in the proposal. 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.

Quick Facts

  • Camera-Ready Course Description & (optional) Course URLs: 24 April 2020  15 May, 2020 23:59 PST
  • Course day: 21 June 2020 18 and 19 of June 2020

C1: Child Development and Interaction Design

This course will cover child development frameworks from the “classics” that have had a significant impact on interaction design, such as Piaget, Vygotsky, and Papert, to more recent ideas, such as dynamic systems approaches. The materials presented will include concepts such as embodiment, emergence, and plasticity. Hourcade will examine how these frameworks can inform the design, implementation, and evaluation of  technologies for children with the goal of promoting healthy development.

Course organizer: Juan Pablo Hourcade

C2: Multi-Modal Gesture Elicitation Methodology for Children

This course will prepare students to conduct gesture and multi-modality elicitation studies. The course will have multiple parts: Introduction, Objective, and Motivation (30 minutes), Gestures (60 minutes), Gesture Taxonomies (30minutes), Elicitation Techniques and Current Practices (60minutes), Hands-on Elicitation Study (45 minutes), Agreement Analysis (85 minutes), Writing an Elicitation Paper(45 minutes), and Challenges, Solutions, and The Future of Elicitation (45 minutes).

Course organisers: Francisco Raul Ortega, Adam Sinclair Williams, Jason S Garcia