4 Action: RDE Open Studio

parent: So have you got the audio, or just the video? (pointing to video) #00:00:12-8# 

interviewer: There is audio on there as well. #00:00:15-0# 

parent: Look, who’s that? (pointing to video) #00:00:16-0# 

child: _____. #00:00:17-8# 

interviewer: So, when he first went in, there was obviously just the general interest in the object. #00:00:30-5# 

parent: Yep. #00:00:31-9# 

interviewer: And, uh, wooden blocks and those sorts of things – are they a toy that _____ would usually play with? #00:00:40-7# 

parent: He loves fitting things, like fitting things in something else. Like, if he finds a plastic tube somewhere, he’s going to find somewhere that he can slot it. Like, it’s… he loves this kind of thing. Like, finding things that connect to each other. Yeah, so that’s why he was really into this. And yeah, wooden toys he, he does play a lot with wooden toys at school and at home, right _____? You like your wooden toys. But see how he’s, like, he puts it down and then he looks around? #00:01:17-4# 

interviewer: Yeah. #00:01:17-5# 

parent: Like he knows – he knew pretty much instantly that there was a connection between the two things. And he was kind of trying to figure it out actually, like, and as I said before, I was thinking, I don’t know if he sees the connection in colour, like whether the connection he sees is colour connection or it’s the space connection. But then when he said – because I didn’t tell him anything – and he – _____! (_____ pushing on laptop) – he tried the, umm, the blue one he loved the blue light… #00:01:54-9# 

child: (incomprehensible) #00:01:57-3# 

parent: You know how he begins… hang on, let me just see if we can… yeah, the blue light came on and he, it was… #00:02:02-3# 

child: (pushing on laptop) #00:02:01-6# 

parent: _____! No, no, no – ahh, you’re going to break the computer! #00:02:04-6# 

child: (laughing) #00:02:05-4# 

parent: Here _____, I’ll let you hold that, cause otherwise he going to smash your computer. Umm, see yeah, when it comes on, it’s like “ahh!”… #00:02:14-6#  #00:02:16-0#  #00:02:14-1# 

interviewer: Yeah. #00:02:15-7#

child: (incomprehensible) #00:02:16-0# 

parent: It’s the only one that’s different to all the others. #00:02:17-7# 

interviewer: Okay. #00:02:19-2# 

parent: Blue is not usually his favourite colour of all. But, because it was the one that was different from all the others, he really noticed it. And, that’s when, like, there’s a – you can see that there’s like, there’s definitely a correlation in the colour, like he realised that the blue thing was the blue – there was a correlation between the two. And then when it stopped working, it just confirmed that for me, because I thought further on, I thought that he’d forgotten the colour correlation between the light and the object, but when he started saying “oh, the blue one can’t work – it doesn’t work”, then I realised that he hadn’t forgotten, that the things had a link somehow. #00:03:07-4# 

interviewer: Do you think he understood a spatial link, or just that… #00:03:12-0# 

parent: I’m not sure… #00:03:13-4# 

interviewer: …that he was having some affect #00:03:15-9# 

parent: Some, but I don’t think that it was completely clear. Not the spatial link. #00:03:21-5# 

interviewer: Yep. #00:03:23-1# 

parent: Umm, definitely the colour, but I’m not sure about the spatial link. But, maybe if you look through, you know, that’s just a feeling of mine, but you might need to look more closely at the video, because it might be that actually he did know what was going on. But I did find that I had to… #00:03:41-2# 

child: Come on mum. #00:03:41-2# 

parent: …I did find that I had to, sort of, show him sometimes, that he was looking down a lot and he wasn’t looking behind at, yep. #00:03:52-2# 

child: (incomprehensible)  #00:03:53-7# 

parent: Oh, you want to go back to it. (motioning toward study room) Oh, _____ it’s finished now, so we’ll come back again soon. #00:04:01-7# 

child: (incomprehensible)  #00:04:02-7# 

parent: (laughing)  #00:04:04-8# 

interviewer: Umm, did you have any other general thoughts about (incomprehensible)  #00:04:07-9# 

parent: Umm, definitely works better this way than last time. Umm, just because there is a task that’s clear. Like, the object, straight away he could see the correlation between the shape (incomprehensible)  #00:04:22-8# 

child: (incomprehensible)  #00:04:24-2# 

parent: (incomprehensible) …because before it was so abstract for him (incomprehensible)  #00:04:34-7# 

child: (incomprehensible)  #00:04:32-7# 

parent: And instead of trying (incomprehensible) he made his own sense of it last time and it didn’t quite work (incomprehensible)  #00:04:43-2# 

child: (incomprehensible)  #00:04:45-4# 

parent: Oh _____, we can’t open that, it’s all finished now, we’ve turned it off. #00:04:48-7# 

child: No, turn it on! #00:04:50-7# 

parent: (laughing)  #00:04:51-5# 

interviewer: (laughing) Alright… #00:04:53-2# 

parent: We’re gonna come again soon though, we’ll come back again and do this again soon, okay? #00:04:56-7# 

child: Turn it on again… #00:04:58-9# 

parent: But we’re going to, soon going to meet (incomprehensible)  #00:05:01-9#

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(incomprehensible) (setting up laptop for interview) #00:00:12-1# 

interviewer: Okay, so, what I use the video for is just kind of like a talking point and if you saw anything that you think was interesting (incomprehensible) or sort of jolts your memory, that would be handy. But, just generally, what did you think about… how it worked this time, compared to last time? #00:00:35-5# 

respondent: (incomprehensible)  #00:00:38-6# 

interviewer: Both of you. #00:00:40-3# 

respondent: Oh, both of us? #00:00:41-5# 

interviewer: Yep. #00:00:41-5# 

respondent: What do you think, _____? Did you like it this time, or last time better? #00:00:44-7# 

child: (incomprehensible) there was purple. #00:00:50-7# 

respondent: You liked purple? #00:00:52-2# 

interviewer: (laughing)  #00:00:52-3# 

respondent: Yeah, there wasn’t any purple. #00:00:53-6# 

interviewer: Yeah, there wasn’t as many colours this time. #00:00:54-8# 

respondent: What else, what else about it? #00:00:56-7# 

child: Umm… (pause) (incomprehensible)  #00:01:08-8# 

respondent: Did you like the blocks, or did you like the squares last time? Did you like the little peggy things, or did you like the squares? #00:01:15-6# 

child: The little peggy things. #00:01:17-5# 

respondent: You liked the peggy things. #00:01:18-5# 

interviewer: Do you have other toys that are a bit like that – wooden blocks and things? No? #00:01:25-2# 

respondent: Not any more. You’re probably a bit too old for these now. Are you? (incomprehensible) But it was nice, wasn’t it? It was easier to see the colours in the other prototype than these, this one. As in, of the blocks. #00:01:45-0# 

interviewer: Do you mean the connection between what you were doing? #00:01:48-6# 

respondent: No, it was hard to see the colours of the pegs, wasn’t it? #00:01:51-3# 

interviewer: Ahh, okay. #00:01:52-3# 

respondent: It was a bit dark. Whereas before, it was easier to see the colours on the cubes. Yeah? #00:01:57-7# 

interviewer: Okay. #00:01:58-3# 

respondent: And the matching, the matching game of the other, of the cubes was a little bit clearer, wasn’t it? But the pegs were nice? (talking to child) (incomprehensible) down the hole, didn’t you? (laughing) #00:02:12-4# 

interviewer: (pause) Um, what did you think of the floor this time? #00:02:20-7# 

respondent: Did you like the floor? #00:02:22-2# 

interviewer: Did you notice it – no? That’s okay. Do you think anything could be changed to make it better? More purple? #00:02:32-0# 

respondent: (laughing) Don’t know. I don’t remember the floor last time actually. #00:02:38-0# 

interviewer: It was basically just a concrete floor. #00:02:39-9# 

respondent: Oh, was it. Was it more comfortable before? #00:02:41-8# 

child: Mmmm… (pause) Mum? #00:02:51-0# 

respondent: Mmm. #00:02:51-5# 

child: (incomprehensible)  #00:02:56-4# 

respondent: (laughing) Yeah, I’ve got a pen in my bag. #00:02:57-9# 

child: Now! #00:02:59-6# 

respondent: So tell me, _____… #00:03:01-7# 

child: (incomprehensible)  #00:03:03-8# 

respondent: I’ll, I’ll, I’ll have a look. You just talk to _____ about what you’ve seen. Did you enjoy that? Yeah? Would you like to do it again? #00:03:12-4# 

interviewer: Do you, did you find it relaxing or exciting? #00:03:17-2# 

respondent: Was it, was it, did it make you excited, _____? Or just, it was just fun? #00:03:23-2# 

child: It was just fun. #00:03:24-7# 

respondent: Yeah. #00:03:25-3# 

child: (incomprehensible) went bowling yesterday. #00:03:28-5# 

respondent: You went bowling. Yes you did. Was it as exciting as bowling? #00:03:33-0# 

child: Ummmmm… #00:03:35-3# 

respondent: Maybe not so much. #00:03:36-9# 

interviewer: (incomprehensible) bowling is pretty exciting. #00:03:39-2# 

respondent: Here, _____. Here’s a pencil. Do you (incomprehensible) this pencil? #00:03:44-2# 

child: (incomprehensible) pencil. #00:03:47-4# 

respondent: It is. Try it. I’ll get the notebook. So yeah, what else, _____. Any other things you’d like to tell _____? #00:03:57-1# 

child: (incomprehensible)  #00:03:58-2# 

interviewer: So mainly you thought that it was easier to understand last time? #00:04:02-5# 

respondent: Can you look at _____ when he’s talking to you? #00:04:07-4# 

child: I’m not sure. #00:04:11-3# 

respondent: You’re not sure.  #00:04:12-6# 

interviewer: That’s okay. #00:04:13-9# 

respondent: Perhaps it was a bit less clear what we meant to do. #00:04:16-4# 

interviewer: Yeah. #00:04:16-7# 

respondent: Um, but yeah. Uhhh… the colour connection seemed clearer last time. But we just seemed to get a lot of red. #00:04:28-6# 

child: (incomprehensible)  #00:04:29-7# 

respondent: (laughing) Um, but, yeah, so, I think it took her a little while to realise that they weren’t the same number – that it was okay that there wasn’t the same number of pegs as holes. And then to move stuff around. #00:04:46-7# 

interviewer: Yep. #00:04:47-1# 

respondent: So, that’s um, I think there’s an assumption with peg games that you just complete it and then it ends. So, that’s, that’s the only thing with that one. #00:04:55-9# 

interviewer: Yeah, which is why I did have some missing. #00:04:57-9# 

respondent: Yeah, yeah, yeah. That’s right, so you kind of – um… but then I think… she did start to experiment and move the pegs around and try group them – she did the colour grouping thing – but that didn’t have a huge effect, so I think she gave up on that one. Um… yeah. #00:05:21-3# 

child: We put them together. #00:05:22-8# 

respondent: Mmm hmm, yeah? #00:05:24-5# 

child: And then the colour came. #00:05:26-7# 

respondent: Mmm, and the colours, yeah. And you found some pink. #00:05:30-7# 

child: Yeah. #00:05:32-1# 

respondent: And green. #00:05:32-6# 

child: Yes. It was green. #00:05:35-2# 

respondent: You ticked green. Yeah, you made a list. Um, yeah. (incomprehensible)  #00:05:42-0# 

interviewer: Okay. #00:05:43-1# 

respondent: I don’t know how useful that is. (laughing)  #00:05:45-4# 

interviewer: No, that’s great. It’s, um… hamstrung by (incomprehensible)  #00:05:49-2# 

respondent: Ohhh, so what was the – how did it work? So the pegs sort of… #00:05:53-0# 

interviewer: Umm… #00:05:53-7# 

respondent: Does it register the colour of the pegs? #00:05:55-8# 

interviewer: Yeah, pretty much a one to one relationship, so… #00:05:58-1# 

respondent: Ohhh, okay, right, right. #00:05:59-2# 

interviewer: Umm, it’s kind of divided up into segments – the tent – and onto the surface. #00:06:03-2# 

respondent: Right, right. #00:06:03-9# 

interviewer: So one red peg should give you one red light there. #00:06:06-1# 

respondent: Ohhh. #00:06:07-2# 

interviewer: But you kind of put one red peg in and all this red light (incomprehensible) #00:06:10-1# 

respondent: Yes, yes, that’s right. #00:06:11-2# 

interviewer: …all becomes red. #00:06:12-0# 

respondent: Yes, I see. Yeah, that’s an issue. #00:06:14-9# 

child: Mum, can we go to your office. Then we’ll get a pen. #00:06:19-1# 

respondent: No, no pen in my office. There’s never a pen, no there’s nothing in my office, so go for a walk…

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parent: We’re just going to talk just quick about it, and follow this, so you’ll be recording yeah? #00:00:06-8# 

interviewer: Yeah. #00:00:07-5# 

parent: Um, so I thought the objects were really nice. #00:00:13-2# 

child: I saw blue. #00:00:14-1# 

parent: Did you some blue? I thought it was very, well less enigmatic than last time I suppose as objects- #00:00:22-0# 

child: Through blues. #00:00:23-1# 

interviewer: It was clear as a task? #00:00:27-1# 

parent: Maybe not, I mean I have to say I still found the relationship between what we were doing and the colours and the timing… too… I couldn’t draw the connections. Um, and we tried different options- #00:00:44-2# 

child: Scorpions. #00:00:45-2# 

parent: Like what was intriguing while there was one, there was one, only one blue, pink or why there wasn’t a complete set, so I kept trying to think of that, those things. Um, so it still just felt quite… loose, I suppose, as experience, but still I really liked the blocks and the physicality of the… Now, like that’s the kids really- #00:01:12-8# 

child: Hey look two blues- #00:01:13-4# 

parent: Yeah, yeah, that was two blues. The kids really relate to (incomprehensible) Oh there’s blue, yeah, (incomprehensible)… Blue didn’t turn up very much, so we couldn’t work out why. #00:01:26-4# 

interviewer: You seem to have a few ideas, and then _____ you’re trying a few different things? #00:01:30-2# 

parent: Yeah, what were you trying _____? #00:01:31-6# 

child: I kind of thought that if you um… (pause) left the, ones in one position too long um, all the lights would go out. That’s why I thought, yeah, so I moved them around. #00:02:06-9# 

parent: Yeah, moved them around. We sometimes, even when there was, when we took them all out, the lights stayed on still for quite a while didn’t they? #00:02:16-9# 

child: Yes. #00:02:18-4# 

interviewer: What do you think about using the pegs instead of the blocks from last time? #00:02:24-8# 

parent: Yeah, what did you think _____? #00:02:25-9# 

child: You can see the paper crane in every picture, but in that picture it’s behind the tail, it’s behind my foot, so you can see in that picture it’s (incomprehensible) it was behind my foot. #00:02:43-3# 

parent: Okay but let’s get back to _____’s questions. _____ asked what did you think about using the pegs this time compared to the blocks last time? What did you think? #00:02:52-2# 

child: Um, you think if you use… Okay, so if you use the pegs there are more colours and you hurry… #00:03:05-5# 

parent: Yeah, you liked the bang-bang side of it, didn’t you? #00:03:10-6# 

child: Yeah? #00:03:10-8# 

parent: Fitting them in? #00:03:11-8# 

child: Yeah, bang-bang side of it. #00:03:14-5# 

interviewer: Do you have many toys at home and they’re wooden blocks and (incomprehensible)… #00:03:19-3# 

child: I have a whole giant container of wooden blocks. #00:03:26-7# 

interviewer: That sounds familiar. #00:03:27-7# 

parent: Yeah, we enjoy the blocks: dominoes and big towers. #00:03:35-0# 

interviewer: Just aside from the interaction system just as an object, that seems to be a lot more clear? #00:03:47-9# 

parent: Yeah, because I guess when I think back to the previous ones, they were interesting just to look at, but the idea… by putting a certain face down, that that was the communicating thing, in this case it’s much clearer the relationship, rather than (incomprehensible)… #00:04:10-0# 

child: Look what I can make it look like! This is what I can make it like. #00:04:15-6# 

parent: Yes. And um, I certainly think that, like he was really happy to be there for a long time, so he was happy exploring um, and trying different options. So that was good, as well. #00:04:33-6# 

interviewer: So even though it wasn’t working the way that you expected, it was clear that something was happening? #00:04:39-9# 

parent: Yeah it was clear that something was responsive. Um, I just couldn’t work it out. And I think as well… maybe it also depends where you’re sitting. Like the pink on the left of where I was sitting, um, maybe some of the colour differentia- I don’t know. Like that one, it just, you could obviously interpret it as the same as the red but slightly distant. So the blue and the red are very opposed, and then is there a green and a yellow? #00:05:14-0# 

interviewer: There should be yeah. #00:05:15-1# 

parent: Yeah, see I, there’s not… Or at least maybe because red was our dominant experience and so other than the blue, the other ones I couldn’t quite feel… Maybe it was because they’re strongly, like I was recognising them as distinct colours. I mean the pale green, yes I think, but we only saw that once. Yeah, so what was going on? #00:05:44-3# 

interviewer: So… I think the way that it should work is the way that you’re expecting it to work. It’s basically one-to-one relationship between the colour and the position of the peg and the lights, yeah, and it’s divided up into the segments that you mentioned, that’s been broken down into a hexagon. Um, but what is happening with the camera inside is that it seems to be shifting its exposure level constantly. It won’t lock down. And then it sees red coming through those holes and then that just seems to fill its entire field of vision and the whole thing turns red and it becomes this feedback loop. #00:06:26-9# 

parent: Of course, yeah, okay. #00:06:29-5# 

interviewer: Yeah. I think I need to actually rebuild that surface so light doesn’t come through the holes. #00:06:38-6# 

parent: Does that mean, because I was thinking about the variables, so the colour of the peg is one variable, its position on the desk is another. Is there any timing factor? #00:06:52-5# 

interviewer: It should be basically instantaneous. #00:06:55-0# 

parent: Right, and so if you were to take the pegs out? #00:06:57-5# 

interviewer: The light would go off. #00:06:58-8# 

parent: What happens if in one segment you end up with the yellow, red and green pair? #00:07:05-5# 

interviewer: Then you should see a yellow, red and a green light. #00:07:07-6# 

parent: In that area too? Oh right yeah. #00:07:11-2# 

interviewer: And I think what- #00:07:14-6# 

parent: So that would explain then why even when we started off with the blue, and then even when we tried to repeat what had initially triggered the blue because of this um, recursive problem, it just wasn’t, yeah. #00:07:29-7# 

interviewer: Yeah, and what you were talking about the pink [crosstalk 00:07:35] further away, that’s exactly what it was. Each lighting stand has got three lights and the one that’s the top, because the lighting stand is very cool and the tent surface angled, the top one is actually at a greater distance away. #00:07:50-5# 

parent: Okay, but it is a pink? #00:07:51-7# 

interviewer: It’s a red. #00:07:52-6# 

parent: Oh it’s a red. #00:07:53-2# 

interviewer: But just because of that greater distance that you get, its intensity drops a little bit. #00:07:57-5# 

parent: Is that intentional? #00:07:59-0# 

interviewer: No, it was kind of an effort to stop that light coming in because of that height, so I tilted them more and they’re coming onto the surface directly. You get more distance and less intensity. #00:08:18-7# 

parent: Yeah. It could be interpreted as another variable, of reconstructed the light I guess. When you’re in the tent you experience some as really bright and some as gentle and more marginal. Yeah I like… That’s interesting. So ee have been right. What he was going through with trying to get reactions on the surfaces was the plan? #00:08:53-1# 

interviewer: Yeah, that’s really interesting to see the way that he tried to get meaning out of what was happening, trying different things even though the system wasn’t working as it’s supposed to. That’s a really interesting behaviour for me to, you know what I’m saying? #00:09:11-0# 

parent: Yeah totally, because it didn’t matter because he was still like “ooo, let’s try this”. They develop a patience in a way with that… Yeah, or a lot more faith that there will be direction. Can you [crosstalk 00:09:25]. #00:09:25-5# 

child: [crosstalk 00:09:25] freckles. #00:09:28-2# 

parent: Yeah you do have a lot of freckles. Yeah, so have you had autistic kids in? #00:09:34-6# 

interviewer: I’ve had two. One was this [crosstalk 00:09:37]. #00:09:37-9# 

child: Now, if everything moves fuzzy. Why is everything fuzzy, a bit fuzzy? #00:09:44-5# 

interviewer: Let’s just stop the audio. #00:09:45-6# 

parent: Right, yeah. Sorry, yeah did we answer? Did we give you enough? #00:09:48-4# 

interviewer: Yeah that’s fantastic, yeah. That’s really good. #00:09:50-9#

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interviewer: What do you think of this as a tent this time _____?  #00:00:15-7# 

child: Good. #00:00:17-5# 

interviewer: Does it, um, do you remember how it was last time? #00:00:22-6# 

child: Um it just did random colours. #00:00:26-0# 

interviewer: Random colours. Do you think this one makes a bit more sense, is it kind of clearer? Do you like the buttons? #00:00:35-8# 

child: Yeah. It would be nicer if it had blue. #00:00:40-1# 

interviewer: Blue? So you’d like more colours? #00:00:42-7# 

child: Yes, I like the rainbow but my favourite colours aqua and blue. #00:00:48-5# 

interviewer: Aqua and blue, that’s very specific. That’s an art child. #00:00:51-8# 

parent: (laughing)  #00:00:55-4# 

interviewer: So, would you like a blue button or do you think there’s another way you’d be able to make colours? Like if you press two buttons at the same time do you think that would be good or you just want a blue button? #00:01:11-9# 

child: I want a blue button. #00:01:15-2# 

interviewer: You want a blue button. (pause) And this object in the middle, does it look like anything in particular to you? Does it remind you of anything?  #00:01:26-0# 

child: Reminds me of the tent. #00:01:28-3# 

interviewer: Of the tent? #00:01:29-0# 

child: (incomprehensible)  #00:01:32-6# 

interviewer: Because of the door. #00:01:33-7# 

child: (incomprehensible) How do we make blue anyway? #00:01:40-7# 

interviewer: Blue’s a primary colour isn’t it, there’s no other way of making blue. #00:01:47-1# 

parent: Yep. #00:01:47-7# 

interviewer: I’m clearly not an art child. (laughing) Did the buttons work the way that you expected them too? Was there any time they stopped working? #00:02:00-8# 

child: There was one time. #00:02:04-2# 

interviewer: There was one? #00:02:05-1# 

child: I pressed green and there weren’t green. #00:02:09-3# 

interviewer: (pause) So there was a time where you pressed green and it wasn’t green? #00:02:16-7# 

child: And when I pressed two… #00:02:19-1# 

interviewer: It goes back to all of them green. #00:02:22-4# 

child: (incomprehensible)  #00:02:29-3# 

interviewer: And so when it stopped working, um, was it frustrating or did you try and, try something else? #00:02:40-0# 

child: I tried pushing two buttons. #00:02:42-4# 

interviewer: Two buttons. #00:02:43-1# 

child: One blue… and then (incomprehensible) (pause) And then when I pressed the yellow button and one came up. #00:03:00-6# 

interviewer: (pause) Very good. Did you, do you think anything about this as opposed to last time? #00:03:17-9# 

parent: She’s very engaged, yeah. She’s much more engaged. I think it’s (incomprehensible) sort of this there’s more predictability in it so it’s just um, it seems more that it’s not a problem with the puzzle especially so she can figure out so I think she found interesting… and she’s remaining engaged. I think she was tuning out before, like she got frustrated before. #00:03:45-5# 

interviewer: With the last interface? #00:03:47-3# 

parent: Yeah, even with the very first one there was a wee bit of confusion around it but she liked it but then, she kind of figured it out fairly quickly and lost interest whereas this one I think there’s enough sort of variation in it that she’s interested in what all the different options are. #00:04:03-1# 

interviewer: Yeah. #00:04:03-6# 

parent: She does like blue so… #00:04:06-8# 

interviewer: (laughing) The only reason I don’t have blue in there, is um, the colour, that green button there’s not so much contrast if there’s a blue one, especially when the lights change and there’s a red light and the green button looks a bit blue. #00:04:23-7# 

parent: You just – I think this generation of girls, they like blue. #00:04:28-1# 

interviewer: Theo’s into purple. #00:04:29-9# 

parent: Oh yeah. Yeah. She isn’t in to purple but she just likes Frozen, then animation. Everything in blue after that. #00:04:39-9# 

interviewer: (laughing) Um… Is there anything that you wish you could do, other than make blue, is there anything, if you could do anything in the tent… do you have any other ideas about what might that…? #00:04:55-5# 

child: Probably if it had every colour. #00:04:57-4# 

interviewer: Every colour. Fair enough. So just lots of buttons. (pause) All right. That’s great, thanks. #00:05:12-0# 

parent: Did you enjoy it, _____? Did you have fun? #00:05:16-9#

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interviewer: Do you remember the last time you came in? Do you remember what it was like last time with the wooden pegs in the holes and then before that there was blocks? #00:00:14-7# 

parent: The blocks, I remember the blocks from last time. Do you remember that time before _____? Do you remember last time we were here with the tent? (pause) He’s (incomprehensible) to you. #00:00:27-8# 

interviewer: What, what did you think of this object? Did it look like anything in particular? Did it remind you of anything? #00:00:37-5# 

parent: (pause) What does it look like? What does this thing look like? This white thing? What does it look like this? #00:00:49-7# 

child: (incomprehensible) #00:00:50-6# 

parent: Oh good, okay. But what does it look like? #00:00:53-4# 

child: It’s like… a tambourine. #00:00:59-1# 

parent: A tambourine. #00:01:00-2# 

interviewer: Like a tambourine, okay, cool. And you liked the buttons? Yeah? Um, do you, what do you think the buttons do when you press them? #00:01:12-4# 

parent: What do they do? #00:01:15-4# 

child: They turn the lights on. #00:01:17-4# 

interviewer: Yep. Do they turn any particular lights on? If you press the red button as opposed to the yellow button? #00:01:27-4# 

child: I was there, that was there. #00:01:31-9# 

interviewer: It seems, that he can see, he knows about the colour relationship. #00:01:36-3# 

parent: Yeah, yeah he does. #00:01:37-2# 

interviewer: So he’s saying it’s not green (incomprehensible) #00:01:39-5# 

parent: Yeah, he didn’t go around naming the colours which I thought he would because he knows all his colours but his day care was shocked, cause he was one year old and he knows all his colours (incomprehensible)  #00:01:48-7# 

interviewer: (laughing) Yeah it’s amazing. #00:01:51-3# 

parent: Yeah it’s quite good. #00:01:52-2# 

child: This one and that one and this one. That one’s green now. #00:01:59-0# 

parent: (pause) Doesn’t bother him now. #00:02:05-7# 

interviewer: Do you, do you like the music? #00:02:12-4# 

child: (incomprehensible) #00:02:14-2# 

interviewer: Do you like the music (incomprehensible)? #00:02:16-7# 

child: (incomprehensible)  #00:02:16-9# 

parent: Another question. One more question. He’s asking more questions. #00:02:19-1# 

interviewer: Do you like the music? Yeah? I heard that you’re pretty good at music? #00:02:25-2# 

parent: Like to dance. #00:02:29-2# 

child: Yeah. #00:02:30-1# 

interviewer: That’s good. #00:02:31-9# 

parent: This is the final one now? How long have you got to go? #00:02:41-0# 

interviewer: Yeah, I’ll try and submit in March. #00:02:43-1# 

parent: Okay so you’ve got six months that’s okay. #00:02:45-7# 

interviewer: Yeah I’m going to set up one more time to do interviews with design practitioners and I talk about my process rather than doing more studies. Um and I might try to set up a bit of an exhibition. #00:02:57-0# 

parent: Okay cool. #00:02:57-8# 

interviewer: Which should be nice. #00:02:58-7# 

parent: Like, with your stuff, all this? #00:03:02-2# 

interviewer: Yeah, like a real process, kind of lay out my (incomprehensible)  #00:03:06-7# 

child: That was that one, that was that one, that was that one. #00:03:10-0# 

interviewer: Is there anything that you wish that you could do in the tent? There’s anything at all that you would like it to do? (pause) No? #00:03:28-7# 

parent: Could the tent do anything else? What else could it do? (pause) What’s that? (pause) What do you mean? #00:03:43-4# 

child: Just knocking. #00:03:44-6# 

parent: Knocking? Oh you’re knocking on it, okay. A little bit complex for him… (incomprehensible) #00:03:51-9# 

interviewer: Okay yeah. #00:03:55-9# 

parent: I don’t know. #00:03:56-6# 

interviewer: That’s okay. #00:03:58-4# 

parent: What else can it do. #00:04:02-1# 

child: (incomprehensible) that one’s red. #00:04:03-3# 

parent: Red, yeah that ones is red. #00:04:06-2# 

interviewer: Can you change the light colour? #00:04:11-5# 

parent: Can you change the colour? That’s the light, can you change the colour of the light?  #00:04:17-6# 

child: No (incomprehensible)  #00:04:18-8# 

parent: You want to show me, yeah show me, please. #00:04:25-6# 

child: (incomprehensible)  #00:04:26-9# 

interviewer: Hey, good one. So you definitely know how it works. #00:04:33-5# 

parent: Yeah, oh yes. Do you think it has anything to do with how much kids interact with technology, I know these aren’t technology but they’re basic because he’s very low, he doesn’t, he’s just learnt to, almost three, just learnt how to pick up (incomprehensible)  #00:04:54-8# 

interviewer: I’m not sure. Um…  #00:04:57-8# 

parent: I wonder if it comes in to play because I’m always so aware of it, of how kids do stuff based on how much they… #00:05:02-7# 

interviewer: I would say pretty much every other kid that comes in here would have been fairly exposed to technology. #00:05:07-4# 

parent: They respond differently? #00:05:09-1# 

child: (incomprehensible)  #00:05:09-9# 

parent: Yes I will, I will. #00:05:10-6# 

interviewer: My son’s eighteen months and he’s fairly exposed. Um, but he just wants to press anything that looks like a button. #00:05:19-2# 

parent: Well yes that’s true, it’s more curiosity than (incomprehensible). Excuse me I’m talking. One minute. #00:05:27-2#

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interviewer: All right so… #00:00:06-1# 

parent: Is this the second one, or the first? #00:00:08-9# 

interviewer: Ah, this is the first video. #00:00:10-8# 

parent: Ah yeah. #00:00:11-4# 

interviewer: When you came in um, for the first time did you notice it was very different from last time you were here? #00:00:17-4# 

parent: What do you think _____? #00:00:19-0# 

child: Yes. #00:00:19-7# 

interviewer: Yeah? What did you think was different? #00:00:22-2# 

child: I think… well I don’t quite remember last time, but it didn’t really have buttons and an igloo. #00:00:33-6# 

interviewer: Yep. #00:00:34-6# 

parent: Yeah. #00:00:35-4# 

interviewer: Did you think that there was a right way or a wrong to use it, or did you think that you just come in and, and play with it however you like? #00:00:46-3# 

child: I think just play with it. #00:00:49-6# 

parent: Just play with it? #00:00:50-5# 

child: Mm-hmm (affirmative). #00:00:51-6# 

interviewer: Um, did you think about how the buttons worked when you were playing with it? #00:01:00-0# 

child: Well, yeah. Like, if you were on one side the other side wasn’t lit up sometimes and kind of the way you move it when in the middle it was kind of… all the light, I think. #00:01:17-7# 

parent: Yeah, we were trying to work that out sometimes weren’t we? #00:01:20-5# 

interviewer: So sometimes the lights weren’t up on one side. #00:01:24-9# 

child: Yeah. #00:01:25-7# 

interviewer: Did you think you figured out how that worked? Or it just happened kind of by itself? #00:01:35-6# 

child: I think it just happened, but I think I know how it works you know. #00:01:44-3# 

parent: What, what do you… Do you think if you went back in there and we sort of said, “Okay let’s just make it light up on one side” do you think you know how to do it? #00:01:54-0# 

child: Yeah. #00:01:54-8# 

interviewer: Okay. Did you have a preference for… the… you seemed like you were playing music in there. #00:02:06-4# 

child: Yeah. #00:02:07-9# 

interviewer: Was that what you were trying to do, or did you just like the lights… #00:02:11-4# 

child: Well, I was trying to play music in there a bit, but mum is not very good at it. #00:02:16-3# 

interviewer: (laughing) #00:02:19-1# 

parent: Yeah, you were making some good tunes. You were having, with hands on both sides, didn’t you _____? #00:02:25-1# 

child: Sometimes… [inaudible 00:02:31] (playing with toy) #00:02:29-6# 

interviewer: If there’s… if you could have done anything in there at all, is there any, do you have any ideas as to how you would change that space? #00:02:39-2# 

parent: Mmm, what do you think _____? What would you do? #00:02:41-2# 

child: I would make this long pointy thing with kind of this thing where you went how faster you move the higher it went but you need a tall tent. #00:02:57-0# 

parent: Wow. #00:02:58-5# 

child: Yeah. #00:02:59-3# 

parent: So you mean the faster you press the buttons? #00:03:01-4# 

child: Yeah, no, no the… No, you could just like run around you and you try to run and the faster you run around the taller it gets. #00:03:12-1# 

interviewer: So there’s something in there that became taller? #00:03:16-8# 

parent: That lifted up and changed? #00:03:17-4# 

child: Yeah. #00:03:17-9# 

parent: Ohh, that’s an interesting idea. (pause) You certainly… the tactility is really great. Is it, you know, it’s very true to… #00:03:29-7# 

interviewer: Yeah. I think it is, it’s more successful in the relationship between them, the interaction response. Um, I got through some of the technical issues last time so it’s all working how I designed it to work, um, whether… um, the kids see any meaning in that or not is what I’m sort of interested in. #00:03:56-5# 

parent: Yeah, it’s… yeah. I guess, because introducing sound… [crosstalk 00:04:06] Oh was there? #00:04:08-1# 

interviewer: There was supposed to be sound last time, it was, it didn’t work properly at all last time. #00:04:11-4# 

parent: Yeah, right. So was it music, was it music, was it – ohh, it’s coming back to me – but it was a bit more ambient rather than so responsive… #00:04:19-3# 

interviewer: Actually that’s right, I did turn off the notes last time because it was getting false triggers and so it was basically playing all the time. #00:04:26-2# 

parent: Ahh, okay. #00:04:27-2# 

interviewer: Yeah. Did you have any other thoughts about it this time? #00:04:32-1# 

parent: Yeah _____ what do you think? Did you like the igloo? #00:04:34-6# 

child: Yeah. #00:04:35-9# 

parent: You liked the shape? #00:04:37-1# 

child: Yeah. #00:04:38-2# 

parent: Yes, Scott’s sort of asking you is there anything else you’ve got to say about it or anything you think he could do to make it, that other kids might like? #00:04:50-2# 

child: I think it… what my idea of (incomprehensible) would be like would be good. #00:04:57-3# 

parent: (laughing) With the big thing coming up the middle? #00:04:59-8# 

child: Yeah. #00:05:00-1# 

parent: What kind of thing? #00:05:00-9# 

child: A long stick, like… the faster you ran around, um, or stepping around it very, um, the higher it went. #00:05:13-8# 

interviewer: So the whole thing would be bigger so you could run around it. #00:05:16-5# 

child: On each, on each, on each step. #00:05:19-3# 

parent: Do you like the idea of running around in the, in the tent? #00:05:22-5# 

child: Yeah. #00:05:23-4# 

parent: Yeah? Do you like the tent? _____? Yeah? It’s a cute tent. I like now this echo between the igloo and the tent it’s very… #00:05:34-5# 

interviewer: Yeah I’m glad you spotted that. Some people didn’t recognise it’s supposed to represent the space they’re in, which is kind of interesting. #00:05:44-0# 

parent: Yeah well it’s sort of, I can see why for some people it’s just an interesting object in itself but they don’t, yeah but it is… #00:05:51-4# 

interviewer: It is a little abstract because you’re looking down on something that you’re inside. #00:05:55-8# 

parent: Yeah that’s right. #00:05:57-1# 

interviewer: So that relationship’s a bit… #00:05:58-4# 

parent: Yeah. #00:06:00-0# 

interviewer: Um, maybe too abstract for kids. #00:06:02-6# 

parent: I think so. Yeah, I think they just take it at face value. #00:06:05-8# 

interviewer: Yeah. #00:06:06-4# 

parent: Yeah, because until you even said that I hadn’t imagined myself inside. I’d recognised a kind of, relationship of shape but now when you say that I think “oh yeah the colours”, like if I was inside the igloo, the colours penetrate the igloo better. Yeah it’s, yeah, it’s not that instinctive. #00:06:30-3# 

interviewer: Yeah, and I think that’s probably the difficulty I’ve had all along is figuring out how to show that relationship. #00:06:41-2# 

parent: Yeah, it’s funny that isn’t it. #00:06:42-5# 

interviewer: It is a really strange one… #00:06:43-8# 

parent: It shows how like, our sense of space… I guess it’s a learned or it gets stuck in certain patterns doesn’t it, like… we don’t relativise our space, you know, we are where we are, we get that from maps too, but you know like a sort of… #00:07:03-2# 

interviewer: It’s kind of that Cartesian way of seeing the world I guess, like you’re looking down and that equals that, it’s got a very one to one relationship. Um, so yeah, it will be interesting to see how this one goes. I still think it’s probably more successful than the other interfaces… #00:07:20-9# 

parent: Oh I think so for sure. #00:07:22-4#

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