1、ETSI TR 102 133 1.1.1 (2003-04) Technical Repor Human Factors (HF); Access to ICT by young people: issues and guidelines 2 ETSI TR 102 133 VI .I .I (2003-04) Reference DTR/HF-00034 Keywords children, Design for All, HF, ICT, safety, security, special needs ETSI 650 Route des Lucioles F-O6921 Sophia
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6、ons Standards Institute 2003. All rights reserved. DECTTM, PLUGTESTSTMand UMTSTMare Trade Marks of ETSI registered for the benefit of its Members. TIPHONTM and the TIPHON logo are Trade Marks currently being registered by ETSI for the benefit of its Members. 3GPPTM is a Trade Mark of ETSI registered
7、 for the benefit of its Members and of the 3GPP Organizational Partners. ETSI 3 ETSI TR 102 133 VI .I .I (2003-04) Contents Intellectual Property Rights . .5 Foreword . 5 Introduction . .5 1 2 3 3.1 3.2 4 4.1 4.2 4.2.1 4.2.2 4.2.3 5 5.1 5.2 5.3 5.4 5.5 5.6 5.6.1 5.6.2 5.6.3 5.6.4 5.7 6 7 7.1 7.2 7.3
8、 7.4 7.5 7.6 7.7 Scope 6 References . .6 Definitions and abbreviations .7 Definitions 7 Abbreviations . 8 The evolution of children and their ICT user requirements . 9 Key theories of child development 9 Key aspects of physical growth, cognitive maturation, perceptual and social development 10 0-2 y
9、ears . 10 2-5 years . . 11 5-1 1 years Childrens use of Information and Communication Technology (ICT) . 12 . 11 12 16 Locatiodcontext . 16 17 18 Services . . 18 Content . 19 erns . 19 20 . .22 . .24 Developmental mapping . Physical characteristics . Operating characteristics . . Marketing and priva
10、cy . Approaches to controlling content . Applying the approach to a specific target group Market characteristics .25 Conclusions and recommendations . .25 Design issues . 25 Market issues . 26 Health and safety concerns . . 26 Security and privacy concerns . 26 User interface design issues . 27 Gene
11、ral accessibility issues . 27 Proactive issues . 28 Annex A: Methodology 29 A.0 Introduction 29 A. 1.1 Workshop agenda . 31 A. 1.2 Workshop summ . 31 A. 1.2.1 A. 1.2.2 A. 1.3 Suggested actions . 34 A.2 Report from Discussions with MIT and Microsoft . .34 A.2.1 MIT Media Lab, Boston MA, USA 34 A.2.2
12、Microsoft, Redmond WA, USA . 35 A.3 Report from International Workshop “Interaction Design and Children“ 36 A.3.1 Background and executive summary . 36 A. 1 Description of STF 201 Stakeholder Workshop 29 Systems that the delegates looked at initially Summary of issues highlighted by the small group
13、work 31 . .32 ETSI 4 ETSI TR 102 133 VI . 1 . 1 (2003-04) A.3.2 Event details . 36 A.3.3 Key messages . 36 Annex B: Overview of stakeholders . 38 B . 1 Technical bodies . 38 B.l.l ETSI groups 38 B.1.2 Other standards groups . 38 B.1.3 Operators 38 B . 1.4 Telecommunications manufacturers . 39 B . 1.
14、5 PC manufacturers . 39 B.1.6 Toy/Games manufacturers 39 B.2 User groups 39 B.2.1 Human Factors in Telecommunications research community 39 B.2.2 Academics 40 B.2.3 Consumer groups 40 B.2.4 Government education groups 40 B.2.5 Childrens groups 40 Annex C: Other projects and initiatives 42 C.0 Introd
15、uction 42 C . 1 Educational Use of ICT 42 C . 1.1 FABULA Bilingual Multimedia Material for Children C . 1.2 MEDIAKIDS Multimedia for Kids C . 1.3 MYTHE Multimedia Young Children Thesaurus for Educational Purposes . 44 C . 1.4 VALASPI Developing and Evaluating Culture and Language-learning Multimedia
16、 Telematics for Primary School Pupils 44 C . 1.5 VIRLAN Virtual Reality Language Learning Network . 45 C.1.6 EUN European Schoolnet 46 C.2 Cultural use of ICT . 47 C.2.1 Netdys . 47 C.2.2 Flying with five (Denmark) 47 C.2.3 CAMPS - Intercultural language learning online (Germany) 48 C.2.4 SPACE FROM
17、 KIDS/LESPACE PAR LES ENFANTS (Fr 48 C.2.5 48 C.2.6 KID Kid Intercultural Dictionary (Italian) 48 C.3 Other initiatives and projects 48 C.3.1 DATEC - The Developmentally Appropriate Technology for Early Childhood 49 C.3.2 DIPSIE - Democracy of Primary schools in Europe 49 C.3.3 KIDSMART . 49 C.3.4 D
18、efchild 50 C.3.5 ThinkQuest . 50 C.3.6 Maypole 50 C.3.7 CHAT . 51 C.3.8 Swedish IT IS (IT School) program . 51 Annex D: Bibliography 52 History 54 :) EuropeanKids 2001 - Lets meet on the net ETSI 5 ETSI TR 102 133 VI .I .I (2003-04) Intellectual Property Rights IPRs essential or potentially essentia
19、l to the present document may have been declared to ETSI. The information pertaining to these essential IPRs, if any, is publicly available for ETSI members and non-members, and can be found in ETSI SR O00 314: “Intellectual Property Rights (7PRs); Essential, orpotentially Essential, IPRs notlJied t
20、o ETSI in respect ofETSI standards“, which is available from the ETSI Secretariat. Latest updates are available on the ETSI Web server (5). All published ETSI deliverables shall include information which directs the reader to the above source of information. Foreword This Technical Report (TR) has b
21、een produced by ETSI Technical Committee Human Factors (HF). I n t rod uct ion An estimated 65 million children between 2 and 17 have access to the Internet at home in Europe and the US, and 25 % to 30 % of nine to twelve year olds in the Nordic countries have personal mobile telephones, yet childre
22、n are generally overlooked when considering ICT accessibility requirements. It is assumed that childhood is a temporary impairment that will vanish as the body and mind mature, and that special attention to the requirements of children is wasted effort. Accessibility for All thereby becomes Accessib
23、ility for Adults. Alternatively, it is assumed that children are “Masters of Technology who are far superior to adults and have an inexplicable, innate ability to understand the inner workings of ICT and put it to constructive use. The present document confronts both of these assumptions, uncovering
24、 various myths associated with children and ICT use, replacing them with empirical findings and specific concerns recently expressed in public debate. Children (12 years and younger) are becoming an increasingly significant consumer group for advanced computing and communications services. In some c
25、ases, children as young as four or five are using ICT products. These products are often imbedded in or “disguised“ as toys, but far too often they are designed for the generic user, i.e. adults. Children are expected to use equipment designed for adults that has inappropriate physical and cognitive
26、 ergonomics for their needs. The accessibility requirements for participation in ICT of this group are not currently clearly identified or catered for, partly because no developmental account of physical, cognitive and social maturation that can be readily applied to product design exists. If not ad
27、equately taken into account this may result in problems such as inability to access services, service abuse, on-line vulnerability to exploitation, failures in growth of relevant cognitive skills and physical damage from prolonged use of systems with inappropriate or inadequate physical terminal des
28、ign. Public anxiety and awareness of issues related to exclusion is high. We are almost daily confronted with examples of how poorly designed products and services - especially automated services - exclude and disenfranchise significant proportions of the general population, particularly, but not li
29、mited to, the elderly and people with physical and cognitive impairments. What is often overlooked, however, is that childrens daily encounters with technology encompass much more than GameBoya, PlayStationa, TVs and vending machines. The home and school are rapidly being transformed - for better or
30、 worse - into sites of a globally connected multimedia culture, integrating a wide variety of audiovisual, information and telecommunications products and services that children are expected to use. Children are increasingly dependent on the PC, Internet and mobile telephones in order to achieve the
31、ir educational goals, be entertained and interact with friends and family. As Sonia Livingstone 13 has pointed out, electronic media are extending their influence throughout childrens lives to the extent that childrens leisure can no longer be clearly separated from their education, their employment
32、 prospects, their participation in the civic or the private family arena. Accessibility thus becomes not merely a design objective, but an issue of central importance within the field of childrens rights. The right to protection from harmfl influences, abuse and exploitation, and the right to partic
33、ipate fully in family, cultural and social life as specified in the UN Convention on the Rights of the Child 7 are all directly linked to the ICT accessibility issues described in the present document. The link will become increasingly more important as society and our children become more and more
34、reliant on ICT to fulfil their basic needs. The present document reviews the human interaction issues for access to ICT (Information and Communications Technology) by children and provides guidance on how these should be dealt with by ETSI. This will include the ethical issues of security for vulner
35、able children accessing public communications spaces. ETSI 6 ETSI TR 102 133 VI .I .I (2003-04) 1 Scope The present document reviews the human interaction issues for access to ICT (Information and Communications Technology) by children and provides guidance on how these should be dealt with by ETSI.
36、 This will also include the ethical and legal issues of security for vulnerable children accessing public communications spaces. The present document identifies key issues, potential solutions, and makes recommendations to ETSI for the specific actions that need to be taken in this area. Where possi
37、ble this is supported by examples. Relevant issues have been identified and selected on the basis of consultations with stakeholders and industry representatives, review of existing empirical studies and anecdotal accounts of ICT use by children as presented in popular media. The present document em
38、phasizes opportunities for simple generic solutions that are commercially attractive to network operators and equipment providers for delivery as a sustainable revenue generating activity, which open information and communications technologies to consumers who might otherwise be excluded. The presen
39、t document explores key issues in relation to child development (physical, social and cognitive). Although the scope of this technical report is limited to “normal“ child development, the approach described in clause 5 can also be used to uncover and describe the requirements of user groups with spe
40、cial needs, e.g. developmentally impaired or delayed children. Contextual issues (ethical, legal, sociocultural) of children are highlighted. The present document reviews current initiatives within and outside Europe promoting ICT usage by children. The present document presents the various interact
41、ions involved in childrens use of ICT within a structured framework consisting of five aspects or parameters of technology use, allowing each aspect to be exposed in a systematic manner. An example of how this framework can be applied is presented. Resources have not been available to initiate labor
42、atory studies or surveys of user groups. 2 Re fe re nces For the purposes of the present document, the following references apply: il ETSI TR 102 125: “Human Factors (HF); Potential harmonized U1 elements for mobile terminals and services“. 21 Robert, Thomas S., Childhood and the changing media envi
43、ronment“, London: Sage. Independent Expert on Mobile Phones: “Mobile phones and Health“ See htti.s:/luw.Ti.iej,ini.s.hdrj,. Cell Phone Facts: “Consumer Information on Wireless Phones“. See M. Harris, J.R. and Liebert, R.M. (1987): “The Child. Prentice-Hall“, Inc., 2nd Edition. Freud, S. (1923): “The
44、 ego and the id“, (translated by Riviere), J., Norton, New York. Locke, J. (1964): “An essay concerning human understanding“, Meridian, New York. Darwin, C. (1 872): “The expression of the emotions in man and animals“, Appleton, London. Montessori, M. (1909/1976): “The discovery of the child“, Amare
45、on. Erikson, E. (1963): “Childhood and Society“, Norton, New York. Piaget, J. (2001): “The language and thought of the child“, (translated by M. Worden), Harcourt, Brace, New York. Kohlberg, L. (1969): “Stage and sequence: The cognitive-developmental approach to socialization“. In D. A. Gosh (Ed.),
46、Handbook of socialization theory and research, Rand McNally, Chicago. Watson, J.B. (1925): “Behaviorism“, Norton, New York. Skinner, B.F. (1 99 1): “The behavior of organisms“, Appleton-Century-Crofts, New York. Piaget, J. Cognitive maturation; and Social development is discussed in a chronological
47、order. The focus is on typical development of the normal child. Our selection criteria for the approaches and sources considered in the selection process was guided by balance, trying to include several major ideas bearing on important topics and agreement, conveying important facts and ideas on whi
48、ch researchers seem to have agreed, forming a sort of generic, common knowledge base. Human development is the process that turns babies into children, children into adolescents, adolescents into young adults and young adults into old people. Nature is in no hurry at all- human infants are more depe
49、ndent on others care than are the young of any other species. Also, childhood spans far longer, allowing for a step-by-step physical and mental development. For the purpose of the present work, we focus on child development from birth to adolescence. Once a child is born, the environment expands tremendously. The most important basic aspect, the family, is only the beginning. The environment includes many other factors, affecting a childs development, such as cultural differences, the socio-economic level and heredity. The interaction between heredit
