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Playing with the sound maker: do embodied metaphors help children learn?, , and . IDC, page 178-185. ACM, (2008)Broadening the Discussion of Ethics in the Interaction Design and Children Community., , , , , and . IDC, page 3-7. ACM, (2019)Exploring How a Co-dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity., , , and . GROUP, page 81-90. ACM, (2014)The Reading Glove: designing interactions for object-based tangible storytelling., , and . AH, page 19. ACM, (2010)Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth., , , , , , , and . FabLearn/MakeEd, page 13:1-13:5. ACM, (2021)Framed Guessability: Improving the Discoverability of Gestures and Body Movements for Full-Body Interaction., , and . CHI, page 593. ACM, (2018)Designing with Biosignals: Challenges, Opportunities, and Future Directions for Integrating Physiological Signals in Human-Computer Interaction., , , , , , , , and . Conference on Designing Interactive Systems (Companion Volume), page 101-103. ACM, (2023)Futura: design for collaborative learning and game play on a multi-touch digital tabletop., , , , and . TEI, page 93-100. ACM, (2011)MoSo tangibles: evaluating embodied learning., , and . TEI, page 85-92. ACM, (2011)Child-personas: fact or fiction?. Conference on Designing Interactive Systems, page 22-30. ACM, (2006)