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Teachers' views on the use of empathic robotic tutors in the classroom., , , , , , , и . RO-MAN, стр. 955-960. IEEE, (2014)In the era of climate change: Exploring research at the intersection of children, emerging technology, and environmental sustainability., , и . IDC, стр. 1023-1025. ACM, (2024)Voice and representation: engaging with the voices of children who have disabilities., и . Interactions, 28 (3): 38-41 (2021)Understanding and fostering children's storytelling during game narrative design., , , и . IDC, стр. 301-304. ACM, (2014)The railway blues: affective interaction for personalised transport experiences., , , , и . MUM, стр. 26:1-26:4. ACM, (2013)Is an apology enough?: how to resolve trust breakdowns in episodic online interactions., , и . BCS HCI (2), стр. 119-122. BCS, (2007)Participatory Design of Öur Eco-Logbook": Supporting Children's Climate Action Through Interactive Data Visualisations., , , , и . IDC, стр. 691-695. ACM, (2024)Youth Concerns and Responses to Self-Tracking Tools and Personal Informatics Systems., , , и . CHI Extended Abstracts, ACM, (2019)The bits & atoms of play: critical engagements with intercultural meaning making., , , , , , и . IDC, стр. 761-764. ACM, (2018)I Don't Usually Listen, I Read: How Different Learner Groups Process Game Feedback., , , , , , , и . CHI, стр. 88:1-88:15. ACM, (2022)