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Which clippings match 'Kid-oriented Experiences' keyword pg.1 of 1
04 MARCH 2015

SandyStation: an augmented reality sandbox

"Jedná se unikátní projekt dvou studentů, Petra Altmana a Roberta Ecksteina z fakulty aplikovaných vÄ›d Západočeské univerzity v Plzni, kteÅ™í jej prezentují pod názvem SandyStation. Jde zÅ™ejmÄ› o vůbec první pískovištÄ› na svÄ›tÄ›, u kterého můžete upravovat zdrojový kód, pÅ™ehrávat firmware a pÅ™edevším maximálnÄ› propustit uzdu své fantazii :–).

SandyStation efektivním způsobem využívá senzorů Kinectu, který je umístÄ›ný ve výšce zhruba 2 metrů nad boxem s obyčejným pískem a používá se ke sledování hloubky na snímané ploše. Pokud na pískovišti udÄ›láte tÅ™eba bábovku nebo vyhloubíte díru, Kinect tuto informaci zpracuje a pÅ™edá unikátnímu programu, jež objekty rozpozná a následnÄ› pošle potÅ™ebná data projektoru a vykreslí obraz do prostoru pískovištÄ›. To vše se dÄ›je téměř okamžitÄ› v reakci na činnost, kterou uživatel na pískovišti vykoná."

And as translated from Czech to English using Google Translate: "This is a unique project of two students, Peter Altman and Robert Eckstein from the Faculty of Applied Sciences, University of West Bohemia, who present it under the name SandyStation. This is probably the first ever sand in the world, where you can edit the source code, firmware and play primarily lay off up to your imagination :–).

SandyStation effective use of the Kinect sensor, which is situated at a height of about 2 metres above the box with ordinary sand and is used to monitor the depth on the scanned surface. If the sandbox you do need a cake or drilling our hole, Kinect processes this information and passes a unique programme that recognizes objects and then sends the necessary data projector and paint a picture of the space sandbox. It all happens almost instantly in response to the action that the user performs the sandbox."

(JiÅ™í Hrma, 28 November 2011)

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TAGS

2011applied sciences • AR Interactive Sandbox • augmented reality • colourful landscapes • contour linesCzech Republicdigital media experiencesexploratory learning experienceexplore and interactinteractive environmentsinteractive projection • interactive sandbox • kid-oriented experiences • Kinect 3D • Kinect sensor • object-based discoveryobject-based learningoverhead projector works • Peter Altman • Robert Eckstein • sand • sandbox • SandyStation • scientific visualisationtactile interactivetopographytoy • University of West Bohemia • video processing framework • video trackingvirtual modelvisual representations of scientific conceptsvolcano • Vrui VR • Xbox Kinect

CONTRIBUTOR

Simon Perkins
17 NOVEMBER 2014

Mapping the geography of childhood playscapes

"In 1972, the British–born geography student Roger Hart settled on an unusual project for his dissertation. He moved to a rural New England town and, for two years, tracked the movements of 86 children in the local elementary school, to create what he called a 'geography of children,' including actual maps that would show where and how far the children typically roamed away from home. Usually research on children is conducted by interviewing parents, but Hart decided he would go straight to the source. The principal of the school lent him a room, which became known as 'Roger's room,' and he slowly got to know the children. Hart asked them questions about where they went each day and how they felt about those places, but mostly he just wandered around with them. Even now, as a father and a settled academic, Hart has a dreamy, puckish air. Children were comfortable with him and loved to share their moments of pride, their secrets. Often they took him to places adults had never seen before–playhouses or forts the kids had made just for themselves.

Hart's methodology was novel, but he didn't think he was recording anything radical. Many of his observations must have seemed mundane at the time. For example: 'I was struck by the large amount of time children spend modifying the landscape in order to make places for themselves and for their play.' But reading his dissertation today feels like coming upon a lost civilization, a child culture with its own ways of playing and thinking and feeling that seems utterly foreign now. The children spent immense amounts of time on their own, creating imaginary landscapes their parents sometimes knew nothing about. The parents played no role in their coming together–'it is through cycling around that the older boys chance to fall into games with each other,' Hart observed. The forts they built were not praised and cooed over by their parents, because their parents almost never saw them.

Through his maps, Hart discovered broad patterns: between second and third grade, for instance, the children's 'free range'–the distance they were allowed to travel away from home without checking in first–tended to expand significantly, because they were permitted to ride bikes alone to a friend's house or to a ball field. By fifth grade, the boys especially gained a 'dramatic new freedom' and could go pretty much wherever they wanted without checking in at all. (The girls were more restricted because they often helped their mothers with chores or errands, or stayed behind to look after younger siblings.) To the children, each little addition to their free range–being allowed to cross a paved road, or go to the center of town–was a sign of growing up. The kids took special pride, Hart noted, in 'knowing how to get places,' and in finding shortcuts that adults wouldn't normally use."

(Hanna Rosin, April 2014, The Atlantic)

Roger Hart (1979). "Children's Experience of Place", Irvington.

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TAGS

1972 • ad-hoc geographies • alone but not lonely • being allowed • childhood agency • creating imaginary landscapes • dissertation project • elementary school • environmental psychology • environments for children • fifth grade • free range playgrowing upHanna Rosin • how children learn • how children play • kid-oriented experienceslearning by doing • making places • modifying landscape • New England • observation (data collection) • open spacesopen-ended play spaces • overprotection • patterns of usepersonal autonomypersonal freedompersonal responsibility • places for children • play fort • playhouses • playscapes • riding bikes • risk-taking • Roger Hart • route mapscriptible spaces • second grade • smooth phenomenal spacesocial constructionismsocial geographysocial researchspaces for childrenthird gradeurban mapping

CONTRIBUTOR

Simon Perkins
31 OCTOBER 2013

Squidsoup's Living Timeline at Amsterdam's Cinekid Festival

"We are delighted to be part of this year's Cinekid Festival (see http://www.cinekid.nl/ for more info) in Amsterdam, the Netherlands. In among a host of awesome content and highly engaging interactive kid–oriented experiences, we have installed our Living Timeline project. It feels great to give the piece its first international audience, and to be in this cool exhibition."

(Squidsoup)

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CONTRIBUTOR

Simon Perkins
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