10. IDC 2011: Ann Arbor, MI, USA

• Dor Abrahamson, Dragan Trninic:
  Toward an embodied-interaction design framework for mathematical concepts. 1-10
  
• Alissa Nicole Antle, Alyssa Friend Wise, Kristine Nielsen:
  Towards Utopia: designing tangibles for learning. 11-20
  
• Clara Cahill, Alex Kuhn, Shannon Schmoll, Wan-Tzu Lo, Brenna McNally, Chris Quintana:
  Mobile learning in museums: how mobile supports for learning influence student behavior. 21-28
  
• Gene Chipman, Jerry Alan Fails, Allison Druin, Mona Leigh Guha:
  Paper vs. tablet computers: a comparative study using Tangible Flags. 29-36
  
• Audrey Desjardins, Ron Wakkary:
  How children represent sustainability in the home. 37-45
  
• Shalom M. Fisch, Richard Lesh, Elizabeth Motoki, Sandra Crespo, Vincent Melfi:
  Cross-platform learning: children's learning from multiple media. 46-51
  
• Franca Garzotto, Roberto Gonella:
  An open-ended tangible environment for disabled children's learning. 52-61
  
• K. K. Lamberty, Stephen Adams, Jason Biatek, Katherine Froiland, Jay Lapham:
  Using a large display in the periphery to support children learning through design. 62-71
  
• Ben Leduc-Mills, Michael Eisenberg:
  The UCube: a child-friendly device for introductory three-dimensional design. 72-80
  
• Andrew Manches, Sara Price:
  Designing learning representations around physical manipulation: hands and objects. 81-89
  
• Francesco Novellis, Tom Moher:
  How real is 'real enough'?: designing artifacts and procedures for embodied simulations of science practices. 90-98
  
• Hayes Raffle, Rafael Ballagas, Glenda Revelle, Koichi Mori, Hiroshi Horii, Christopher Paretti, Mirjana Spasojevic:
  Pop goes the cell phone: asynchronous messaging for preschoolers. 99-108
  
• Jochen Rick, Paul Marshall, Nicola Yuill:
  Beyond one-size-fits-all: how interactive tabletops support collaborative learning. 109-117
  
• Tiffany Tseng, Coram Bryant, Paulo Blikstein:
  Collaboration through documentation: automated capturing of tangible constructions to support engineering design. 118-126
  
• Danli Wang, Cheng Zhang, Hongan Wang:
  T-Maze: a tangible programming tool for children. 127-135
  
• Svetlana Yarosh, Iulian Radu, Seth Hunter, Eric Rosenbaum:
  Examining values: an analysis of nine years of IDC research. 136-144
  
• Angela Chang, Cynthia Breazeal:
  TinkRBook: shared reading interfaces for storytelling. 145-148
  
• Aaron Curtis, Jaeeun Shim, Eugene Gargas, Adhityan Srinivasan, Ayanna M. Howard:
  Dance dance Pleo: developing a low-cost learning robotic dance therapy aid. 149-152
  
• Timo Göttel:
  Reviewing children's collaboration practices in storytelling environments. 153-156
  
• Kyle J. Harms, Jordana H. Kerr, Caitlin Kelleher:
  Improving learning transfer from stencils-based tutorials. 157-160
  
• Michael S. Horn, Pryce Davis, Aleata K. Hubbard, Danielle Keifert, Zeina Atrash Leong, Izabel C. Olson:
  Learning sustainability: families, learning, and next-generation eco-feedback technology. 161-164
  
• Yingdan Huang, Michael Eisenberg:
  Steps toward child-designed interactive stuffed toys. 165-168
  
• Asmi Joshi, Greg Walsh:
  Twooter: designing a musical expression tool for use in social networks. 169-172
  
• Zeina Atrash Leong, Michael S. Horn:
  Representing equality: a tangible balance beam for early algebra education. 173-176
  
• Robb Lindgren, J. Michael Moshell:
  Supporting children's learning with body-based metaphors in a mixed reality environment. 177-180
  
• Carrie McCrindle, Eva Hornecker, Andreas Lingnau, Jochen Rick:
  The design of t-vote: a tangible tabletop application supporting children's decision making. 181-184
  
• Laura Millen, Sue Cobb, Harshada Patel:
  A method for involving children with autism in design. 185-188
  
• Izabel C. Olson, Michael S. Horn:
  Modeling on the table: agent-based modeling in elementary school with NetTango. 189-192
  
• Firaz Peer, Anne Friedlander, Ali Mazalek, Florian Mueller:
  Evaluating technology that makes physical games for children more engaging. 193-196
  
• Vanessa L. Peters, Nancy Butler Songer:
  Evaluating the usability of an interactive map activity for climate change education. 197-200
  
• Hayes Raffle, Koichi Mori, Rafael Ballagas, Mirjana Spasojevic:
  Pokaboo: a networked toy for distance communication and play. 201-204
  
• Iván Sánchez, Marta Cortés, Jukka Riekki, Mika Oja:
  NFC-based interactive learning environments for children. 205-208
  
• Greg Walsh, Quincy Brown, Allison Druin:
  Social networking as a vehicle to foster cross-cultural awareness. 209-212
  
• Ryan Wistort, Cynthia Breazeal:
  TofuDraw: a mixed-reality choreography tool for authoring robot character performance. 213-216
  
• Svetlana Yarosh, Mark Robert Kwikkers:
  Supporting pretend and narrative play over videochat. 217-220
  
• Yusrita Mohd Yusoff, Ian Ruthven, Monica Landoni:
  The fun semantic differential scales. 221-224
  
• Zain Asgar, Joshua Chan, Chang Liu, Paulo Blikstein:
  LightUp: a low-cost, multi-age toolkit for learning and prototyping electronics. 225-226
  
• Rafael Ballagas, Glenda Revelle, Kyle Buza, Hiroshi Horii, Koichi Mori, Hayes Raffle, Mirjana Spasojevic, Janet Go, Kristin Cook, Emily Reardon, Yun-Ta Tsai, Christopher Paretti:
  Electric Agents: combining television and mobile phones for an educational game. 227-230
  
• Ishac Bertran:
  Pas a Pas: a platform for enabling schools to teach educational content using stop motion animation. 231-233
  
• Paulo Blikstein, Arnan Sipitakiat:
  QWERTY and the art of designing microcontrollers for children. 234-237
  
• Natalie Freed, Jie Qi, Adam Setapen, Cynthia Breazeal, Leah Buechley, Hayes Raffle:
  Sticking together: handcrafting personalized communication interfaces. 238-241
  
• Jason Mickelson, Matthew Canton, Wendy Ju:
  Pattern poses: embodied geometry with tangibles and computer visualization. 242-245
  
• Laura Millen, Tessa Hawkins, Sue Cobb, Massimo Zancanaro, Tony Glover, Patrice L. (Tamar) Weiss, Eynat Gal:
  Collaborative technologies for children with autism. 246-249
  
• Amon Millner, Edward Baafi:
  Modkit: blending and extending approachable platforms for creating computer programs and interactive objects. 250-253
  
• Marcelo Worsley, Michael Johnston, Paulo Blikstein:
  OpenGesture: a low-cost authoring framework for gesture and speech based application development and learning analytics. 254-256
  
• Shuli Gilutz, Tilde Bekker, Shalom Fisch, Paulo Blikstein:
  Teaching interaction design & children within diverse disciplinary curricula. 257-259
  
• Franca Garzotto, Roberto Gonella:
  Children's co-design and inclusive education. 260-263
  
• Marianna Obrist, Christiane Moser, Verena Fuchsberger, Manfred Tscheligi, Panos Markopoulos, Jörg Hofstätter:
  Opportunities and challenges when designing and developing with kids @ school. 264-267
  
• Janet C. Read:
  Creating a child computer interaction curriculum. 268-270
  

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