| Reflection and awareness in the design process: children ideating, programming and prototyping smart objects | 0 | 0.34 | 2021 |
| A Toolkit and Lessons for Designing Smart Things with Children for Outdoor Environments. | 0 | 0.34 | 2021 |
| Towards Making Children Independent in Design | 0 | 0.34 | 2020 |
| Engaging Pre-teens in Ideating and Programming Smart Objects Through Play. | 0 | 0.34 | 2020 |
| Children's Beliefs and Understanding of Smart Objects - An Exploratory Study. | 0 | 0.34 | 2020 |
| From Turntalk To Classtalk: The Emergence Of Tangibles For Class Conversations In Primary School Classrooms | 2 | 0.36 | 2020 |
| Turn taking with turn-talk in group: Actions and reflections with children and teachers | 2 | 0.36 | 2019 |
| A Board Game and a Workshop for Co-creating Smart Nature Ecosystems. | 0 | 0.34 | 2019 |
| Designing the internet of tangible things for outdoors environments with university students | 0 | 0.34 | 2019 |
| A Board-Game for Co-Designing Smart Nature Environments in Workshops with Children. | 0 | 0.34 | 2019 |
| Research on Making Nature Smart with Children. | 0 | 0.34 | 2019 |
| Investigating Class Conversations With Classtalk A Study With Tangible Object Prototypes In A Primary School | 1 | 0.35 | 2018 |
| It Takes Two, Baby: Style and Tangibles for Recommending and Interacting with Videos. | 0 | 0.34 | 2018 |
| Evolving Tangibles for Children's Social Learning through Conversations: Beyond TurnTalk. | 2 | 0.37 | 2018 |
| Prototyping for Investigating Affective Objects with and for Children. | 0 | 0.34 | 2018 |
| Gamified probes for cooperative learning: a case study. | 8 | 0.54 | 2017 |
| Children's emotions and quality of products in participatory game design. | 6 | 0.65 | 2017 |
| The Participatory Design Process of Tangibles for Children's Socio-Emotional Learning. | 2 | 0.38 | 2017 |
| Design of IoT Tangibles for Primary Schools: A Case Study | 2 | 0.42 | 2017 |
| The Design of a Smart Tray with Its Canteen Users - A Formative Study. | 0 | 0.34 | 2017 |
| Guidelines for Participatory Design of Digital Games in Primary School. | 0 | 0.34 | 2016 |
| Supporting Children in Mastering Temporal Relations of Stories: The TERENCE Learning Approach | 1 | 0.35 | 2016 |
| From Game Design with Children to Game Development with University Students: What Issues Come Up? | 1 | 0.36 | 2015 |
| "There Is No Rose Without A Thorn": An Assessment of a Game Design Experience for Children | 7 | 0.55 | 2015 |
| PALX: Player and Learner Experience Design: Can We Design for Both? | 0 | 0.34 | 2015 |
| Gamify Your Field Studies for Learning about Your Learners | 1 | 0.36 | 2014 |
| Towards tangible gamified co-design at school: two studies in primary schools | 11 | 0.85 | 2014 |
| Many Children and Short Project Timing: How TERENCE Harmonized These Conflicting Requirements | 0 | 0.34 | 2014 |
| Gamified children universities: an exploratory study | 0 | 0.34 | 2014 |
| Gamified co-design with cooperative learning | 12 | 0.83 | 2014 |
| Gamified co-design with cooperative learning at school | 0 | 0.34 | 2014 |
| Game-based Co-design of Games for Learning with Children and Teachers: Research Goals and a Study. | 2 | 0.47 | 2013 |
| The Learners' User Classes in the TERENCE Adaptive Learning System | 3 | 0.43 | 2012 |
| The User Classes Building Process in a TEL Project | 6 | 0.69 | 2012 |
| Visual Representations of Narratives for Poor Comprehenders | 1 | 0.36 | 2012 |
