Relevant bibliographies by topics / Designing for play

Academic literature on the topic 'Designing for play'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Designing for play.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Designing for play"

1

Woodyer, Tara. "Designing for Play." Space and Polity 17, no. 2 (August 2013): 257–60. http://dx.doi.org/10.1080/13562576.2013.781353.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Back, Jon, Elena Márquez Segura, and Annika Waern. "Designing for Transformative Play." ACM Transactions on Computer-Human Interaction 24, no. 3 (July 22, 2017): 1–28. http://dx.doi.org/10.1145/3057921.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yamada-Rice, Dylan. "Designing play for dark times." Contemporary Issues in Early Childhood 18, no. 2 (June 2017): 196–212. http://dx.doi.org/10.1177/1463949117714081.

Full text
Abstract:
This article reports on a knowledge-exchange network project that had the core aim of informing the development of a video game for hospitalized children. In order to do this, it brought together hospital play specialists, academics and representatives from the digital games industry to co-produce knowledge that could be used in the future production of such a product. The project came about in relation to having identified a lack of research about and actual physical-digital games designed specifically for children living in adverse (‘dark’) times. This is despite the fact that there is a substantial body of research that has shown how play is beneficial for helping children make sense of what is happening to them, and thus results in better mental, emotional and physical well-being. The article describes a selection of the knowledge-exchange presentations and activities that were used throughout the project. Specifically, these activities used art-and-design-based methods as a means of knowing through making. The methods are discussed in relation to how they generated knowledge that responded to the objectives of the project. These were, firstly, to allow children to express emotions about their illness and/or being in hospital; secondly, to offer information on the hospital experience; and, finally, to develop a design that could cross physical and digital platforms with a space for open-ended child-directed play. As the overarching intention of the project was to generate knowledge across the stakeholders, the project ended by materializing the core findings from the project into a paper prototype of a game on which a hypothetical digital-physical version could be based.
APA, Harvard, Vancouver, ISO, and other styles
4

Davis, Hilary, Frank Vetere, Martin Gibbs, and Peter Francis. "Come play with me: designing technologies for intergenerational play." Universal Access in the Information Society 11, no. 1 (June 12, 2011): 17–29. http://dx.doi.org/10.1007/s10209-011-0230-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wortham, Sue C., and Marshal R. Wortham. "Designing Creative Play Environments Infant/Toddler Development and Play." Childhood Education 65, no. 5 (August 1989): 295–99. http://dx.doi.org/10.1080/00094056.1989.10522456.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ahmadi, Samad, Stephen Jacobs, Jon-Paul Dyson, and Andrew Phelps. "Designing for Play: IGIC 2012 [Conference Reports]." IEEE Consumer Electronics Magazine 2, no. 1 (January 2013): 55–58. http://dx.doi.org/10.1109/mce.2012.2226991.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Williams-Pierce, Caro. "Designing for mathematical play: failure and feedback." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 589–610. http://dx.doi.org/10.1108/ils-03-2019-0027.

Full text
Abstract:
Purpose The purpose of this paper is to explore three different types of digital environments for mathematics learning that may support mathematical play and the failure and feedback mechanics present in each. Design/methodology/approach Interaction analysis and the lenses of failure, feedback and mathematical play are used to analyze the mathematical interactions afforded by three different digital environments. Findings Each digital environment supports or restrains the potential for mathematical play through mathematical representations, failure and feedback. Originality/value The primary contribution of this paper is to highlight different ways in which digital failure and feedback designs can influence the emergent experience of mathematical play.
APA, Harvard, Vancouver, ISO, and other styles
8

Stenis, Jenny Foster. "Book Review: The Power of Play: Designing Early Learning Spaces." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 68. http://dx.doi.org/10.5860/rusq.55n1.68b.

Full text
Abstract:
The Power of Play: Designing Early Learning Spaces is a discussion of how libraries are reinventing space to offer “play and learn opportunities” (xiii) to families. Predicated on the idea that play and interaction with caregivers enhances literacy learning, this book is designed as a hands-on guide in developing a library plan to implement early literacy play spaces in libraries of all sizes and budgets.
APA, Harvard, Vancouver, ISO, and other styles
9

Crowther, Phil, Chiara Orefice, and Colin Beard. "At work and play." International Journal of Entrepreneurship and Innovation 19, no. 2 (May 2018): 90–99. http://dx.doi.org/10.1177/1465750318767109.

Full text
Abstract:
There is inadequate literature examining, and illustrating, the integration of play and business events and how this facilitates entrepreneurial opportunities. Business events are distinct from the patterns of ordinary life and increasingly offer participants an ‘invitation to play’, encouraging socialization and trust. This article examines the role of play in the design of business events and how this can enable entrepreneurial outcomes. Through examination of diverse, but related, literature and three contrasting, empirically based, case studies, this article illustrates how event creators take an increasingly entrepreneurial approach. These cases range from a charity event with participants sleeping with the homeless on a city’s streets, a major flooring manufacturer designing events to outsource innovation and an imaginative event activity termed ‘coffee and papers’. Designing events that fuse, rather than polarize, play and work enables business event settings, and activities, which trigger entrepreneurial outcomes. This article adds to the embryonic literature and concludes by identifying four principles that underlie the effectual facilitation of play in a business event setting.
APA, Harvard, Vancouver, ISO, and other styles
10

Carlisle, R. "Space for active play, designing play spaces for older children (8–12 years)." Journal of Science and Medicine in Sport 15 (December 2012): S265. http://dx.doi.org/10.1016/j.jsams.2012.11.642.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Designing for play"

1

Merryfield, Jessica L. "Let's play Designing spaces for cognitive development /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1148070735.

Full text
Abstract:
Thesis (Master of Architecture)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewedJuly 17, 2006). Includes abstract. Keywords: children's design, architecture, cognitive development. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
2

Zimmerman, Kristin Michelle. "Designing and prototyping networked collaborative play structures." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98745.

Full text
Abstract:
Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 42).
Much of children's play time has shifted from outdoor activities to human-screen interactions on smart devices. While the digital world offers many creative play outlets that would be impossible in the physical world, the physical world has a wealth of hands-on learning and cooperative play opportunities that should not be overlooked. Networked Playscapes is a project which merges electronics with physical play to re-imagine playgrounds in a way that appeals to 21st century children. There are many new forms these play structures could take; this thesis will focus on bringing one of these concepts to life. The concept for the play structure is one that no kid can easily resist: bubble wrap. A pair of large, reinflatable bubble wrap systems was designed and a proof-of-concept prototype was constructed. Each system consists of a series of "bubbles" that will pop when pressed. The systems will network over the internet so that popping a bubble in one location pops it in the other. This simple, playful interaction, completed from two geographically and culturally disparate locations, encourages collaboration and competition between both those interacting side by side and those interacting through telepresence.
by Kristin Michelle Zimmerman.
S.B.
APA, Harvard, Vancouver, ISO, and other styles
3

MERRYFIELD, JESSICA L. "LET'S PLAY: DESIGNING SPACES FOR COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148070735.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mansor, Evi. "Designing tabletop environments for preschool children's fantasy play." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/designing-tabletop-environments-for-preschool-childrens-fantasy-play(4afb9c05-fda2-460b-96bc-6d950cf06957).html.

Full text
Abstract:
Fantasy play is when children explore and travel through time and space, to interpret experiences into stories and to act them out. Children love this kind of play and it is really important for developing skills which will be used later in life. Today, computers are increasingly present in children's lives, and the development of technology over recent decades has changed the way children play. This thesis explores the possibility of young children (aged 3-4) enacting their fantasy play in a virtual environment. Three different games were designed and implemented on a Mitsubishi DiamondTouch (DT) multi-touch interactive tabletop. Three evaluation studies were conducted and the performance of the children's fantasy play was examined. In each study, children were recruited from a local preschool class. The first study was designed to compare fantasy play in physical and virtual settings. Children from the preschool class in a state primary school were invited to play with both a real tree house and its virtual implementation on a Mitsubishi DiamondTouch (DT) multi-touch interactive tabletop. Overall, the children played quietly and alone. The results evinced several problems in the interaction with the tabletop as children struggled to drag the objects displayed on the table surface. Therefore, the study did not provide conclusive evidence of a distinction in fantasy in physical and virtual environments. The second study was concentrated on testing solutions for the interaction difficulties evinced in the first study. A new application named The Magic House was developed and implemented on a Mitsubishi DT multi-touch interactive tabletop and tested twice with the preschool children. The results showed that most of the interaction problems from Study 1 were eliminated; evidence of more fantasy play was captured, and children played more confidently in the second evaluation session. The third study was designed to investigate and to compare children's fantasy play in physical and virtual settings. A new physical setting and the virtual implementation on the Mitsubishi DT multi-touch interactive tabletop of materials named The Farm were designed and examined with a group of preschool children. The results revealed that high occurrence of fantasy play was observed in the virtual setting and several similarities and dissimilarities between the two settings was also highlighted. Overall, this thesis produced knowledge on how the application on the multi-touch interactive tabletop environment was designed and evaluated with preschool children. The thesis results demonstrate that appropriate interaction design of virtual environments could stimulate preschool children's fantasy play and the tabletop can be operated by children as young as three. This thesis also specified requirements for designing and facilitating tabletop environments for preschool children's fantasy play.
APA, Harvard, Vancouver, ISO, and other styles
5

Artemis, Maria. "The play of multiple contexts : designing a city park." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/23470.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Karpinska, Justyna. "Designing tangible play objects for toddlers’ open-ended play using multimodal feedback and multisensory stimuli." Thesis, Södertörns högskola, Medieteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32952.

Full text
Abstract:
Designing tangible objects for children’s development andlearning has been a common theme in the HCI community.However, studies involving designing of tangibles fortoddlers’ hedonic interaction and play experiences havebeen few. This paper explores how toddlers (between oneand three years old) behave when interacting with tangibleplay objects in the context of open-ended play. The aim ofthis study was to explore how the integration ofmultisensory stimuli and multimodal feedback in tangibleobjects can affect toddlers’ play, behaviors and engagementin the context of open-ended play. Furthermore, two playobjects called Sound Cubes were developed and used in aninteraction study conducted at a preschool in Stockholm.The results presented in this paper suggest that the openendedplay objects provided toddlers with opportunity formultiple manipulations that lead to interesting interactions.Moreover, multimodal feedback and multisensory stimulicreated a positive affect on toddlers’ engagement in play.
APA, Harvard, Vancouver, ISO, and other styles
7

Back, Jon. "Designing Public Play : Playful Engagement, Constructed Activity, and Player Experience." Doctoral thesis, Uppsala universitet, Människa-datorinteraktion, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-268060.

Full text
Abstract:
This thesis sets out to explore why people engage in, and how to design for, play in a public setting. It does this by separating design for play from design of games, describing play as a socially and mentally understood activity, and a playful approach to engaging in that activity. It emphasises that while play is voluntary, design can help shape the players’ mode of engagement. The thesis uses a qualitative and inductive approach to research, with an understanding of knowledge as being constructed in the individual. The research is grounded in human computer interaction and interaction design, and closely related to game studies and design science. The research question concerns how design can influence the player activity in order to create a desired player experience in public, by harnessing playful engagement. It’s foundation is a theory of play which describes play as a framed, or hedged-off, activity with a fragile border; where knowledge and feelings can leak both in and out of the activity, and affect the play as well as what is around it. The theory of enjoyment of play is discussed, and the problem of treating this as ‘fun’ is addressed, concluding in a presentation of how playful engagement can be harnessed through design. The theory is applied in five design cases: I’m Your Body, a locative storytelling app; Codename Heroes, a pervasive game of personal empowerment; Passing On, a slow-paced game about communication; Busking Studies, which involves observing street performers and their shows; and DigiFys, an architectural design exploration of playgrounds and play paths. Finally, three concepts, or design tools, are presented, which address: 1) a structure for understanding a design through three layers, constructs designed by the designer, inspiring play activity with the player, leading to experience; 2) an approach to designing invitations to play; and finally 3), a four faceted structure for understanding play engagement when players engage in non intended ways.
APA, Harvard, Vancouver, ISO, and other styles
8

Márquez, Segura Elena. "Embodied Core Mechanics : Designing for movement-based co-located play." Doctoral thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-284601.

Full text
Abstract:
Movement-based interactive systems for play came into the spotlight over a decade ago, and were met with enthusiasm by the general public as well as the Human-Computer Interaction research community. Yet a decade of research and practice has not fully addressed the challenge of designing for the moving body and play. This thesis argues that often, the role of the technology to sustain the play activity, and to drive the design process, has been over-emphasized, and has resulted in limited design possibilities. This thesis explores an alternative design approach to address the problem through combining the design of the technology with designing aspects of the social and spatial context where the play activity takes place. The work is grounded in an embodied perspective of experience, action, and design. Methodologically, it belongs to the Research through Design tradition (RtD). A core concept and a characterization of design practices are presented as key contributions. The concept of embodied core mechanics is introduced to frame desirable and repeatable movement-based play actions, paying attention to the way these are supported by design resources including rules, physical and digital artifacts, and the physical and spatial arrangement of players and artifacts. The concept was developed during the two main design cases: the Oriboo case, targeting dance games for children, and the PhySeEar case, targeting rehabilitative therapy for the elderly. It was further substantiated in subsequent external design collaborations. To support the design process, this thesis presents embodied sketching: a set of ideation design practices that leverage the embodied experience and enable designers to scrutinize the desired embodied experience early in the design process. Three forms of embodied sketching are presented: embodied sketching for bodystorming, co-designing with users, and sensitizing designers. Through reframing the design task as one of designing and studying embodied core mechanics, this thesis establishes an alternative approach to design for movement-based play in which significant aspects of the embodied play experience, lead, drive, and shape the design process and the design of the technology.
APA, Harvard, Vancouver, ISO, and other styles
9

Back, Jon. "Designing Activity and Creating Experience : On People’s Play in Public places." Licentiate thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95143.

Full text
Abstract:
This thesis deals with the design of play in public places; this can mean both pervasive games and other freer play activities. In these activities (as well as in many other game activities) the same game can spur many different ways to play it, and the same activity can be experienced differently by different players, and even differently on different occasions for the same player. An activity such as playing must be observed as a whole. The surrounding cul- ture, player preconceptions and the emergent mood within the group will affect the experience. By analysing previous frameworks, and using own design examples, a three level design framework is developed, functioning as a lens towards understanding the design of playful activities. The framework focuses on the player perspective, offering game design as an invitation and encouragement to engage in certain activities. The framework distinguishes between design at three levels: Designed construct (e.g. artefacts and rules) Activity Experiences But it remains to be understood why people engage in the activities that lead to playful experiences. What encourages playful engagement? And why do people want to play one game, and not another? This question can be split into two parts: Engagement: starting to be interested in the activity Commitment: actually caring for the experience This issue is identified in the thesis, and examples show how convoluted this problem is, in particular in pervasive game settings. Challenges are pre- sented for future work.
Mobile Life Centre
Playspaces
APA, Harvard, Vancouver, ISO, and other styles
10

Marshall, Kevin. "Designing technology to promote play between parents and their infant children." Thesis, University of Newcastle upon Tyne, 2018. http://hdl.handle.net/10443/4155.

Full text
Abstract:
Parents' interaction and engagement with young children is fundamental to their healthy development. Children whose parents interact and communicate more frequently exhibit greater school readiness, better language ability, higher grades, and the ability to make friends, guarding against negative outcomes across the lifespan, such as reduced employment prospects and lower mental health. While HCI research has recently begun to address important challenges in parent-child communication, these have focused predominantly on understanding how parents use technology while parenting. However, designing technologybased interventions to support communication practices in parenting young children is largely under-explored. The research presented in this thesis investigates how technology can promote positive interaction between parents and their infant children, specifically those younger than three years old. This time of childhood is fundamental to healthy development as children progressively construct their understanding and knowledge of the world through their coordination of physical interaction with objects and their sensory experiences during this time. Play is especially crucial in this regard, being the primary method of communication between parent and child. Using three case studies, the thesis describes how I worked collaboratively with play specialists and parents to gain a rich understanding of parents' current play practices with their children, the challenges they face when seeking to engage with their children, and the barriers to this engagement; my approach to engaging parents in to a co-creative process to build an online resource to support their needs around play; and how the design of the technology builds on how parents currently play with their children, the frenetic nature of being a parent, and the need to leverage opportunities to play as they arise rather than pre-planned play experiences. This research makes four contributions. It argues for parent-infant play to be a potentially important and viable area of research in the nascent HCI literature on parenthood. It provides a rich and detailed account of how parents' play with their children, highlighting novel uses of technology among numerous examples of communicative play. However, it also illustrates that many parents find it difficult to play with their children. Finally, it provides rich insights in to the complexities and challenges of conducting design research with parents of infant children and the importance of engaging organisations in such long-term design engagements.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Designing for play"

1

Designing for play. 2nd ed. Burlington, VT: Ashgate, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

White, Matthew M. Learn to play: Designing tutorials for video games. Boca Raton: CRC Press, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Marisa, Conner, and Bradberry James, eds. The power of play: Designing early learning spaces. Chicago: ALA Editions, an imprint of the American Library Association, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Herr, Judy. Designing creative materials for young children. San Diego: Harcourt Brace Jovanovich, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Key, Richard. Outdoor living: Designing a garden for relaxation, entertaining and play. London: Conran Octopus, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

service), ScienceDirect (Online, ed. Casual Game Design: Designing Play for the Gamer in ALL of Us. Burlington: Elsevier, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Berg, Rice Valerie J., ed. Ergonomics for children: Designing products and places for toddlers to teens. Boca Raton, Fla: CRC, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Designing quilts is easy!: Play with blocks & color to create quilts you love. Lafayette, CA: C&T Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kollinger, Wayne. Designing quilts is easy!: Play with blocks & color to create quilts you love. Lafayette, CA: C&T Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kollinger, Wayne. Designing quilts is easy!: Play with blocks & color to create quilts you love. Lafayette, CA: C&T Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Designing for play"

1

Kiely, Damon. "Designing." In Play Directing, 47–65. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003016922-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Castella, Krystina. "Play." In Designing for Kids, 273–322. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315266015-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Holt, R. J., A. M. Moore, and A. E. Beckett. "Together Through Play: Facilitating Inclusive Play Through Participatory Design." In Inclusive Designing, 245–55. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05095-9_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Heinrich, Paul. "Designing Role-Play." In When role-play comes alive, 75–88. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5969-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Brooks, Eva. "Designing as Play." In Digital Learning and Collaborative Practices, 4–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003108573-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Challis, Ben. "Designing for Musical Play." In Studies in Computational Intelligence, 197–218. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-45432-5_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Young, Fiona, and Genevieve Murray. "Designing for Serious Play." In International Perspectives on Early Childhood Education and Development, 163–79. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2643-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Grace, Lindsay. "Designing for Communities of Play." In Doing Things with Games, 161–78. First edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429429880-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mitchell, Alex, and Kevin McGee. "Designing Storytelling Games That Encourage Narrative Play." In Interactive Storytelling, 98–108. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10643-9_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jiang, Bin, Weihong Wang, Jiyu Wei, Yunpeng Zhong, and Yongjian Zhao. "Designing of Scene for Role-Play Game." In Lecture Notes in Electrical Engineering, 1165–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3250-4_149.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Designing for play"

1

Depping, Ansgar E., Colby Johanson, and Regan L. Mandryk. "Designing for Friendship." In CHI PLAY '18: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242671.3242702.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ketcheson, Mallory, Zi Ye, and T. C. Nicholas Graham. "Designing for Exertion." In CHI PLAY '15: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2793107.2793122.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mueller, Florian, Sophie Stellmach, Saul Greenberg, Andreas Dippon, Susanne Boll, Jayden Garner, Rohit Khot, Amani Naseem, and David Altimira. "Proxemics play." In DIS '14: Designing Interactive Systems Conference 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2598510.2598532.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dylan, Thomas, Abigail Durrant, Gavin Wood, Sena Çerçi, Denise Downey, Jonny Scott, John Vines, and Shaun Lawson. "Play Poles." In DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3322276.3323693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Grønbæk, Jens Emil, Christine Linding, Anders Kromann, Thomas Fly Hylddal Jensen, and Marianne Graves Petersen. "Proxemics Play." In DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3301019.3323886.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Richards, Chad, Craig W. Thompson, and Nicholas Graham. "Beyond designing for motivation." In CHI PLAY '14: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2658537.2658683.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sargeant, Betty, Justin Dwyer, and Florian 'Floyd' Mueller. "Designing for Virtual Touch." In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383668.3419936.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mueller, Florian 'Floyd', Martin Gibbs, Frank Vetere, Stefan Agamanolis, and Darren Edge. "Designing mediated combat play." In the 8th International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2540930.2540937.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kazachenko, N. A., and N. I. Fedotova. "DESIGNING SOUVENIR PLAY CARDS." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2020. http://dx.doi.org/10.22250/iss.2020.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wood, Gavin, Jon Back, Jaz Hee-jeong Choi, Thomas Dylan, and Marti Louw. "Designing for Outdoor Play." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3299026.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Designing for play"

1

Dar, Anandini, and Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.044.

Full text
Abstract:
Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
APA, Harvard, Vancouver, ISO, and other styles
2

Meehl, Nichole. Designing Black Watch: How Being a Military Spouse Shaped My Creation of the Set Design for a Play about War. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.299.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Roske, Molly R., Linda A. Joyce, Linda M. Nagel, Lara K. Peterson, Courtney L. Peterson, and Megan Matonis. The Rio Grande National Forest Climate Change Plan Revision Workshop: Designing a science-management collaborative process to address 2012 planning rule climate change concerns at the forest plan scale. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2019. http://dx.doi.org/10.2737/rmrs-rn-84.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Roske, Molly R., Linda A. Joyce, Linda M. Nagel, Lara K. Peterson, Courtney L. Peterson, and Megan Matonis. The Rio Grande National Forest Climate Change Plan Revision Workshop: Designing a science-management collaborative process to address 2012 planning rule climate change concerns at the forest plan scale. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2019. http://dx.doi.org/10.2737/rmrs-rn-84.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gandini, Camilla, Andrea Monje Silva, and Pablo Guerrero. Gender and Transport in Haiti: Gender Diagnostic and Gender Action Plan. Edited by Amanda Beaujon Marin. Inter-American Development Bank, February 2021. http://dx.doi.org/10.18235/0003069.

Full text
Abstract:
This technical note encompasses Haiti's gender assessment, evaluates the success of gender specific actions implemented between 2011-2017, and presents a Gender and Transport Action Plan (GAP). The GAPs main aim is to guide investments in Haiti's transport sector in conceptualizing and designing gender-sensitive transport projects. By proposing specific gender actions and outcomes, the GAP establishes a clear path to integrate a gender dimension into operations design, implementation and, monitoring and evaluation. The GAP presents an overall plan to support the development of Haitian women. However, it focuses in the needs of women as transport services users and devotes specific attention to two female sub-groups, comprised by Haitian women engaged in informal trade of local and regional products. These women are known as Madan Sara (MS), and local female mango producers and traders (MPT). The decision of focusing on MS is related to their vital role in the Haitian local labor market and the peculiarity of their work, which has specific transport needs. Understanding and addressing these female groups transport constrains could strategically improve the outcomes of upcoming transport investments and bring more benefits to its beneficiaries.
APA, Harvard, Vancouver, ISO, and other styles
6

Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.

Full text
Abstract:
Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
APA, Harvard, Vancouver, ISO, and other styles
7

García-Mantilla, Daniel. PLAC Network Best Practices Series: Target-Income Design of Incentives, Benchmark Portfolios and Performance Metrics for Pension Funds. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003599.

Full text
Abstract:
In defined contribution systems, at the end of the accumulation phase the assets in the retirement account are exchanged for a pension. The conversion rate from assets to retirement income (which depends on the level of interest rates) is very volatile, and its variations constitute the main investment risk facing pension fund affiliates. In this sense, performance metrics, management fees and benchmark portfolios that focus on assets (and asset returns) and ignore the variations in the conversion rate, embed several problems: i. they send wrong signals to regulators, fund managers and workers, ii. they provide wrong incentives to pension fund management companies, and iii. they leave pension fund affiliates exposed to their largest risk factor, even during the last few years preceding their retirement date. We find that regulatory incentives with these fundamental problems are ubiquitous in the region. The document presents a series of best practices, and delivers a practical set of tools to assist regulators and supervisors in designing a framework that improves security and sufficiency of retirement income, and provides relevant and timely information to pension fund affiliates. The framework achieves that by fostering an integration of the accumulation and the payout phases, and an alignment of the regulatory incentives for pension fund management companies with the retirement income objectives of pension fund affiliates. Using historical data from Colombia as a case study, the document illustrates and quantifies the improvements in terms of pension benefits and retirement income security that the proposed framework could bring.
APA, Harvard, Vancouver, ISO, and other styles
8

Arora, Sanjana, Hulda Mjöll Gunnarsdottir, and Kristin Sørung Scharffscher. Gendered dimensions of the COVID-19 Pandemic. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.255.

Full text
Abstract:
This report forms part of the deliverables produced by the international research project Fighting pandemics with enhanced risk communication: Messages, compliance and vulnerability during the COVID-19 outbreak (PAN-FIGHT), funded by the Norwegian Research Council. It provides an overview of project findings pertaining the gender dimensions of the pandemic, with a particular focus on risk perceptions, compliance and vulnerability. The COVID-19 pandemic has reiterated that the impacts of a crisis are not homogenous. Gender, which encapsulates both biological and socio-cultural ways of being, plays a role in how crises are experienced. This is evidenced by the health, economic as well as societal consequences of the COVID-19 pandemic which have affected women and men, girls and boys differently. Knowledge about gendered implications of the pandemic is thus vital for designing equitable policy responses. This report draws on evidence from former research as well as on findings from an online survey conducted as part of the project’s data collection in 2021. The survey, reaching out to respondents in Norway, Sweden, Germany, Switzerland and the United Kingdom, investigated public risk perceptions, reactions to governmental of risk communication about COVID-19, compliance with governmental restrictions and risk mitigation measures and vulnerability during the pandemic (N=4206).
APA, Harvard, Vancouver, ISO, and other styles
9

Kingston, A. W., A. Mort, C. Deblonde, and O H Ardakani. Hydrogen sulfide (H2S) distribution in the Triassic Montney Formation of the Western Canadian Sedimentary Basin. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/329797.

Full text
Abstract:
The Montney Formation is a highly productive hydrocarbon reservoir with significant reserves of hydrocarbon gases and liquids making it of great economic importance to Canada. However, high concentrations of hydrogen sulfide (H2S) have been encountered during exploration and development that have detrimental effects on environmental, health, and economics of production. H2S is a highly toxic and corrosive gas and therefore it is essential to understand the distribution of H2S within the basin in order to enhance identification of areas with a high risk of encountering elevated H2S concentrations in order to mitigate against potential negative impacts. Gas composition data from Montney wells is routinely collected by operators for submission to provincial regulators and is publicly available. We have combined data from Alberta (AB) and British Columbia (BC) to create a basin-wide database of Montney H2S concentrations. We then used an iterative quality control and quality assurance process to produce a dataset that best represents gas composition in reservoir fluids. This included: 1) designating gas source formation based on directional surveys using a newly developed basin-wide 3D model incorporating AGS's Montney model of Alberta with a model in BC, which removes errors associated with reported formations; 2) removed injection and disposal wells; 3) assessed wells with the 50 highest H2S concentrations to determine if gas composition data is accurate and reflective of reservoir fluid chemistry; and 4) evaluated spatially isolated extreme values to ensure data accuracy and prevent isolated highs from negatively impacting data interpolation. The resulting dataset was then used to calculate statistics for each x, y location to input into the interpolation process. Three interpolations were constructed based on the associated phase classification: H2S in gas, H2S in liquid (C7+), and aqueous H2S. We used Empirical Bayesian Kriging interpolation to generate H2S distribution maps along with a series of model uncertainty maps. These interpolations illustrate that H2S is heterogeneously distributed across the Montney basin. In general, higher concentrations are found in AB compared with BC with the highest concentrations in the Grande Prairie region along with several other isolated region in the southeastern portion of the basin. The interpolations of H2S associated with different phases show broad similarities. Future mapping research will focus on subdividing intra-Montney sub-members plus under- and overlying strata to further our understanding of the role migration plays in H2S distribution within the Montney basin.
APA, Harvard, Vancouver, ISO, and other styles
10

A Sourcebook for Engaging with Civil Society Organizations in Asian Development Bank Operations. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/sgp210506-2.

Full text
Abstract:
With their unique strengths and specialized knowledge of their communities and constituencies, civil society organizations (CSOs) have an essential role to play in creating a more prosperous, inclusive, resilient, and sustainable Asia and the Pacific. This publication provides guidance on how CSOs can be more effectively engaged in Asian Development Bank (ADB) operations to maximize the benefits for its developing member countries. It provides advice, templates, and tips for ADB staff and country officials to use when designing, implementing, and monitoring ADB-financed operations.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Designing for play' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography