Many SIGCSE attendees are committed to inclusive teaching practices and creating an inclusive culture within their classrooms; yet, advocating for and sustaining these initiatives may require having difficult conversations with our colleagues and students. Understandably, many faculty are unsure about how to talk about sensitive topics such as race and gender with their colleagues and students. Research suggests that practicing some of these difficult conversations is essential to achieve the goals of inclusive teaching and culture. In our well attended session at SIGCSE in 2018, attendees learned strategies for responding to bias in academic settings. This was facilitated by playing two rounds of a research-based game developed by the NSF project CSTeachingTips.org (#1339404). This session will extend the work begun last year by helping attendees to replicate this activity with their colleagues. In this special session, attendees will first play the game to practice those strategies in small groups and will then receive facilitation tips and guidance for conducting this activity on their own. All attendees will receive a printed copy of the game and a link to download and print more copies.
The emergence of commercial virtual reality devices has reinvigorated the need for research in realistic audio for virtual environments. Realistic virtual audio is often realized through the use of head-related transfer functions (HRTFs) that are costly to measure and individualistic to each listener, thus making their use unscalable. Subjective selection allows a listener to pick their own HRTF from a database of premeasured HRTFs. While this is a more scalable option further research is needed to examine listeners’ consistency in choosing their own HRTFs. The present study extends the current subjective selection research by quantifying the reliability of subjectively selected HRTFs by 12 participants over time in a non-eliminating perceptual discrimination task.
The goal of this paper is to bridge the gap between existing frameworks for the design of culturally relevant educational technology. Models and guidelines that provide potential frameworks for designing culturally authentic learning environment are explained and transposed into one comprehensive design framework, understanding that integrating culture into the design of educational technology promotes learning and a more authentic user experience. This framework establishes principles that promote a holistic approach to design.
Interface designers have been studying how to construct graphical user interfaces (GUIs) for a number of years, however adults are often the main focus of these studies. Children constitute a unique user group, making it necessary to design software specifically for them. For this study, several interface design frameworks were combined to synthesize a framework for designing educational software for children. Two types of learning, relationships and categories, are the focus of the present study because of their importance in early-child learning as well as standardized testing. For this study the educational game Melo’s World was created as an experimental platform. The experiments assessed the performance differences found when including or excluding subsets of interface design features, specifically aesthetic and behavioral features. Software that contains aesthetic, but lack behavioral features, was found to have the greatest positive impact on a child’s learning of thematic relationships.