Abstract
POGO world was designed between 1997 and 2002. Returning now, 15 years later, what meaning could it have? What is being done today in the high-tech development laboratories that think and design the classes of the future? What educational philosophies are these developments based on? How are educational environments designed? What are the resources for prototyping cyber-physical systems?
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Acknowledgements
This research was funded by the European Commission within the I3-Experimental School Environment Programme. We owe particular gratitude to the Hamaïde and Tozzi School’s children and teachers for their enthusiastic and generous participation to the project. A special thanks goes to Laura Polazzi, Berthe Saudelli, Claudia Fusai, Gabriele Molari, and Barbara Castelli for the effort spent on the POGO project, in particular working with teachers and children. Our thanks go also to the peer reviewers and to the editors who give us support and very helpful comments.
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Rizzo, A., Marti, P., Decortis, F., Rutgers, J., Thursfield, P. (2018). Building Narrative Experiences for Children Through Real Time Media Manipulation: POGO World. In: Blythe, M., Monk, A. (eds) Funology 2. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-68213-6_31
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DOI: https://doi.org/10.1007/978-3-319-68213-6_31
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