[ 12] Resnick, M. “Technologies for Lifelong Kindergarten.” Educational Technology Research and Development 46 no. 4 (1998).

of their experiences suggests new possibilities for learning, identity development, and social awareness [ 4, 12]. To watch a child placing a new piece of furniture in a virtual room is to experience the ultimate in control.

s 4O COLLECT Children collect rocks, shells, stuffed animals, pictures, and stickers; the list is endless

[ 13]. This desire to collect by children has not been lost on the creators of Webkinz. Pokeman, and NeoPets. Not only can you buy a stuffed animal for Webkinz, you can choose from any number of physical objects (including trading cards, charms, mouse pads, and lip gloss) that offer secret surprises.

s 4HE NEED FOR hGREENv DESIGN Online environments need to always be growing and changing to keep kids coming back. This is the case with the objects as well. Without change and additions, children may feel that the site is stagnating, not as “cool,” and edging toward boring. The viral buzz about a site or toy can come only when users feel there is continual activity and maintenance of these resources.

Designers Know…
s ,IMITS ON HOW MUCH TIME KIDS CAN BE IN A SPECIFIC
activity. We need to leave kids wanting more. This
is a design decision that permeates many interac-
tions on today’s online communities for children.
If you choose to play some games, you may get
only one chance at it a day. The more important or
precious an online interaction can feel, the more
children will be drawn to it.

s ,IMITS TO WHAT CHILDREN CAN SAY ONLINE Thanks to government regulations, limiting what children can say within online chats or email can keep children safe from online bullies, predators, and scams. It can also keep designers of such sites out of court litigation.

There is still much to be learned from children and their online interactions and technologies. Can adult online communities benefit from the lessons of children? After 20 years in making new technologies for children, I’ve learned that children will make us work very, very hard: They may, ultimately, prove to be our toughest user group to please.

[ 13] Martin, S., M. Brady, and R. Williams. “Effects of Toys on the Social Behavior of Preschool Children in Integrated and Nonintegrated Groups: Investigation of a setting event.” Journal of Early Intervention, 15 (1991):153-161.

ABOUT THE AUTHOR Allison Druin is the director of the Human-Computer Interaction Lab (HCIL) and an associate professor in the College of Information Studies at the University of Maryland. For more than two decades, Druin has led interdisciplinary teams of adults and children to develop new technologies (e.g., digital libraries, mobile storytelling) to support children’s learning. She was the founder of CHIkids, a CHI conference program, which led to the development of her team’s co-design methods with children, Cooperative Inquiry.

DOI 10.1145/1353782.1353792

May + June 2008

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