TY - GEN
T1 - Try your best
T2 - 2020 Interaction Design and Children Conference, IDC 2020
AU - Du, Yao
AU - Sheng, Li
AU - Tekinbas, Katie Salen
N1 - Funding Information:
This project is supported by a Spencer Foundation grant (#201900085) awarded to the second author. We thank all the participants for their support, and students and staff from the Language Learning and Bilingualism lab at the University of Delaware for their insightful comments on previous versions of this document.
Publisher Copyright:
© 2020 ACM.
PY - 2020/6/21
Y1 - 2020/6/21
N2 - The world is becoming increasingly multilingual. In the U.S., despite rapid growth in linguistic diversity, there is a complete lack of multilingual language assessment tools and a severe shortage of multilingual clinicians to detect language impairments among children who speak minority languages. To develop accessible child language assessment tools, we designed MECO-LAB, a web-based bilingual Mandarin-English assessment that uses parents as one of the potential groups of test administrators. We analyzed 16 videos of child-parent dyads and found that with minimal instructions, the majority (11 out of 16) of parents were capable of administering MECO-LAB to their children. We identified 296 interference and 381 support behaviors from parents that are influenced by linguistic, cognitive, emotional, and technical factors that researchers should consider when designing online language assessments. We proposed design recommendations for supporting child-parent interactions in similar applications that enable parents to administer online bilingual language assessments to their children.
AB - The world is becoming increasingly multilingual. In the U.S., despite rapid growth in linguistic diversity, there is a complete lack of multilingual language assessment tools and a severe shortage of multilingual clinicians to detect language impairments among children who speak minority languages. To develop accessible child language assessment tools, we designed MECO-LAB, a web-based bilingual Mandarin-English assessment that uses parents as one of the potential groups of test administrators. We analyzed 16 videos of child-parent dyads and found that with minimal instructions, the majority (11 out of 16) of parents were capable of administering MECO-LAB to their children. We identified 296 interference and 381 support behaviors from parents that are influenced by linguistic, cognitive, emotional, and technical factors that researchers should consider when designing online language assessments. We proposed design recommendations for supporting child-parent interactions in similar applications that enable parents to administer online bilingual language assessments to their children.
KW - empirical studies in HCI
KW - parent child interaction
KW - user studies
KW - web-based language assessment
UR - http://www.scopus.com/inward/record.url?scp=85087402057&partnerID=8YFLogxK
U2 - 10.1145/3392063.3394441
DO - 10.1145/3392063.3394441
M3 - Conference article published in proceeding or book
AN - SCOPUS:85087402057
T3 - Proceedings of the Interaction Design and Children Conference, IDC 2020
SP - 409
EP - 420
BT - Proceedings of the Interaction Design and Children Conference, IDC 2020
PB - Association for Computing Machinery, Inc
Y2 - 21 June 2020 through 24 June 2020
ER -