Percorrer por autor "Heljakka, Katriina"

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    Robot dogs, interaction and ludic literacy : exploring smart toy engagements in transgenerational play
    (University of Lusophone Humanities and Technology, 2019) Heljakka, Katriina; Ihamäki, Pirita; CeiED - Interdisciplinary Research Centre for Education and Development
    This article highlights a study focusing on playful human-robotics interaction with an interest in robot dogs, technologically enhanced play, and ludic literacy. In order to find out how players of different ages react to, approach and employ a robot dog (called Golden Pup) in play, we designed an experimental study with 6–7 year old preschool children and 80+ year old seniors. We conducted the study with preschoolers and seniors, who during a playtest session interacted with a toy robot, namely a smart toy dog resembling a golden retriever puppy. Our aim was to find out how the toy robot invites playful interaction with it, facilitates social engagement between generations of players, and opens up conversations around social robotics and adaptive learning on toy-based technologies between players of different ages. Our findings suggest the role and importance of play in media education and show how robotic toys can be used to enhance ludic literacy, when shared as a part of transgenerational play. Este artigo destaca um estudo que se centra na interação lúdica humano-robótica com um interesse em cães robôs, brincadeira tecnologicamente otimizada e literacia lúdica. A fim de descobrir como os jogadores de diferentes idades reagem, abordam e utilizam um cão robô (chamado Golden Pup) na brincadeira, concebemos um estudo experimental com crianças pré-escolares de 6-7 anos de idade e idosos com mais de 80 anos. Realizámos o estudo com crianças pré-escolares e idosos que, durante uma sessão de teste de jogo, interagiram com um robô brinquedo, neste caso, um cão brinquedo inteligente semelhante a um cachorro Golden Retriever. O nosso objetivo era descobrir como o robô brinquedo convida à interação lúdica com o mesmo, facilita o envolvimento social entre gerações de jogadores e abre portas a conversas sobre robótica social e aprendizagem adaptativa em tecnologias baseadas em brinquedos entre jogadores de diferentes idades. Os nossos resultados sugerem o papel da importância da brincadeira na educação para os media e mostram como os brinquedos robóticos podem ser usados para aumentar a literacia lúdica, quando partilhados como parte do jogo transgeracional.
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    See me play! : self-portraiture in pseudo-museums as immersive playscapes for adults
    (Lusofona University, 2023-01-01) Heljakka, Katriina; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    This article analyzes and deconstructs interactive and immersive ‘pseudo-museum’ environments, which seem to be all about making the self-documenting player the main exhibit, or spectacle. The research material collected through a visual autoethno graphic approach consists of photoplays and videos evidencing the author’s visits and adult play in four museums dedicated to selfies during pre-pandemic times (2019-2020), namely the Museum of Ice Cream in San Francisco and New York, Happy Place and The Selfie Museum in Las Vegas. Findings of the autoethnography demonstrate that the play experience based on selfie-taking is both a solitary and social form of play, and to some degree dictated and directed by the exteriors, interiors, rules of engagement and the hosts assisting. Finally, it is argued that self-portraiture in the ‘pseudo-museum’ context is about the creation of ‘playfies’, and making a toy out of oneself.