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portfolio anne arzberger
technology inspired by girls
This project was part of the course 'exploring interactions' in my masters.
Supervisor
Dr. Maria Luce Luppeti
Collab
TU Delft
Details
Master Project
4 Month duration
At TU Delft
89%
men in computer science*
Existing STEM educational tools for children are mostly male oriented or based on preconceived ideas about females interests which contributes to an existing problem of gender imbalance in these disciplines.
As a result we still face a huge gender gap. Especially in Computer Science (CS), female participation is even declining.
*Federal Office of Statistics, Germany
In response to this, my goal was to inspire girls age 9-11 to lasting enthusiasm for technical exploration in their everyday environment, in order to increase the number of women in STEM professions.
TIG is an interactive storytelling toolkit, inspired by gender neutral learning styles, made to integrate sensors and actuators in meaningful and playful concepts, worlds and solutions.
EXPOSURE
Women who had opportunities to learn about computers were more likely to consider CS-related careers than those without opportunities.
social encouragement, raising the girl‘s perception of their own capabilities and giving them trust and the feeling of security is essential in strengthening their self-confidence.
CONFIDENCE
Career perception is the second most important factor for influencing the pursuit of a CS degree. This includes having a broad potential for positive societal impact.2 Observations and interviews follow these studies by indicating that girls are interested in technology as a tool to solve problems, rather than in the technology itself.
IMPACT
3rd iteration of testing, first prototype including electronics
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1st iteration of testing, exploring ideas
2nd iteration of testing, lo-fin prototypes of first ideas
final evaluation with high fidelity electronics prototype
exploring different sensors and actuators, and preparing the electronics
3D modeling, printing, sanding and spray painting the cases for the electronics
MICROCONTROLLER
Cards defining the general as well as the specific function of each sensor and actuator
SENSORS + ACTUATORS
Sensors + actuators with all kind of different functions. They receive power and information
when being plugged in the hearts.
DESCRIPTION CARDS
My idea is a collaborative storytelling toolkit that invites children ( aged around 9-11) to explore everyday environments through technology. The toolkit is designed for allowing children to attach electronic components to everyday objects, transforming them into characters of stories, which fosters creative thinking and storytelling abilities. It aims at encouraging children to integrate ideas and materials also outside the ones of the kit through storytelling and craft.
PLAYGROUNDS
Cards defining the general as well as the specific function of each sensor and actuator
Tabletop presenting: 1) a broad theme for storytelling inspiration or 2) a specific problem to be solved
Central elements of the toolkit are two Microcontroller-hearts that, being attached to any kind of objects, can bring to life the children’s stories by powering sensors and actuators. The hearts can light up, indicating when sensors or actuators are being attached and pulsate when collecting sensor data. The collaboration aspect is enabled by the hearts which, equipped with Wi-Fi capable microcontrollers, exchange sensor data.
To foster collaboration, children must pair up and create a concept that includes two hearts reacting on each other’s sensor data. The hearts indicate when being paired by increasing the “Heartbeat” (pulsating lights).
The cards, in particular, describe the general function of the sensors and actuators in an easy to grasp manner. Children can use these to explore how to combine technical aspects with an imaginary character they see in an everyday object (e.g., “alien-detector”). The backside of the description cards has white space for ideation and sketching.
Different playgrounds can foster different engagements with the electronics. Some can encourage open play, whereas other can display certain social or environmental challenges that have to be tackled.
The paper playground can further guide the children through the conceptualization with step-by-step descriptions and predefined themes, e.g., space. In their storytelling and concept making, children can assign new roles to the sensors like “alien-detector” or “waste identifier” according to the theme or personal ideas.
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