Wolmet Barendregt specializes in research on (educational) computer games, motivation, and usability evaluation. Her research interest is in how users, especially children, interact with computer games and other ICT (such as robotic tutors) for learning and playing, both inside and outside formal schooling.
Previously, she has worked extensively on formative evaluation methods to be used with children in order to evaluate fun and usability of computer games. She defended her thesis ‘Evaluating fun and usability in computer games with children’ in 2006 at the department of Industrial Design, Eindhoven University of Technology in The Netherlands.
As a postdoc (nov. 2007-2010), assistant professor (2010-2013), and associate professor (from June 2013), she has slightly changed focus to participatory design, games and other kinds of ICT for learning . She has supervised a number of students in writing their bachelors’ and masters’ theses on a wide range of topics related to interaction design and ICT for learning.
She has been the workpackage leader for one of the workpackages in the EU funded project EMOTE, which developed and evaluated perceptive robotic tutors for empathy-based learning. Furthermore, she is a member of the Touch-AT project (20%) on the design of touch-based technologies with and for children with developmental and intellectual disabilities. She is also involved in the Fleximath project on children’s development of fundamental arithmetic competencies. Both Touch-AT and Fleximath are financed by Wallenberg. In the beginning of 2017 she will start as the workpackage leader on User Requirements for the iREAD project (Infrastructure and integrated tools for personalized learning of reading skill), which will develop a software infrastructure of personalised, adaptive technologies and a diverse set of applications for supporting learning and teaching of reading skills. Finally, she is one of the founders of IDAC (Gothenburg Working group on Interaction Design and Children) and the (shared) research leader for the Applied Robotics group.
Barendregt, W. (2016). Handing Differences in Skills: Parents and Kids Playing Trime and Little Big Planet. Well Played. 5 (1) s. 26-45.
Barendregt, W.; Bekker, M. M.; Börjesson, P.; Eriksson, E., Torgersson, O. (2016). Legitimate Participation in the Classroom Context – Adding Learning Goals to Participatory Design, 15th International ACM Conference on Interaction Design and Children (IDC), Univ Cent Lancashire, England, JUN 21-24, 2016. s. 167-174.
Barendregt, W.; Bekker, M. M.; Börjesson, P.; Eriksson, E., Torgersson, O. (2016). The Role Definition Matrix: Creating a Shared Understanding of Children’s Participation in the Design Process, 15th International ACM Conference on Interaction Design and Children (IDC), Univ Cent Lancashire, Child Comp Interact, Media City, ENGLAND, JUN 21-24, 2016 . s. 577-582.
Björklund, C.; Barendregt, W. (2016). Teachers’ Pedagogical Mathematical Awareness in Swedish Early Childhood Education. Scandinavian Journal of Educational Research. 60 (3) s. 359-377.
Eriksson, E.; Heath, C.; Barendregt, W. et al. (2016). Makerspace in School – Experiences from a Large-Scale National Testbed, FabLearn Europe 2016.
Eriksson, E.; Börjesson, P.; Heath, C. et al. (2016). Perspectives on Digital Fabrication and Making in Special Education, FabLearn Europe 2016.
Hall, L.; Hume, C. ; Tazzyman, S. et al. (2016). Map reading with an empathic robot tutor, 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI).
Holgersson, I.; Barendregt, W.; Emanuelsson, J. et al. (2016). Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research. International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. : Springer. 123-145. ISBN/ISSN: 978-3-319-32718-1
Serholt, S.; Barendregt, W. (2016). Robots Tutoring Children: Longitudinal Evaluation of Social Engagement in Child-Robot Interaction, Proceedings of NordiCHI 2016. ISBN/ISSN: 978-1-4503-4763-1
Serholt, S.; Barendregt, W.; Kuester, D. et al. (2016). Students’ Normative Perspectives on Classroom Robots, What Social Robots Can and Should Do. s. 240-251.
Serholt, S.; Barendregt, W.; Vasalou, A. et al. (2016). The case of classroom robots: teachers’ deliberations on the ethical tensions. AI & Society: The Journal of Human-Centred Systems and Machine Intelligence. June 2016
Skovbjerg, H. M.; Bekker, M. ; Barendregt, W. (2016). Being Explicit about Underlying Values, Assumptions and Views when Designing for Children in the IDC Community, Proceedings of IDC 2016. (06) s. 713-719.
Barendregt, W.; Börjesson, P.; Eriksson, E. et al. (2015). Getting it Right – Unfolding Factors for Reporting on Participatory Design with Children with Special Needs, Workshop Unfolding Participation in conjunction with the The Fifth Decennial Aarhus Conference 17- 21 August 2015, Aarhus, Denmark.
Börjesson, P.; Barendregt, W.; Eriksson, E. et al. (2015). Designing technology for and with developmentally diverse children: a systematic literature review, IDC '15 Proceedings of the 14th International Conference on Interaction Design and Children. s. 79-88. ISBN/ISSN: 978-1-4503-3590-4
Jones, A. ; Kuster, D. ; Basedow, C. A. et al. (2015). Empathic Robotic Tutors for Personalised Learning: A Multidisciplinary Approach, Lecture Notes in Computer Science - Social Robotics. 9388 s. 285-295. ISBN/ISSN: 978-3-319-25554-5
Mubin, O.; Obaid, M.; Barendregt, W. et al. (2015). Science Fiction and the Reality of HCI: Inspirations, Achievements or a Mismatch, Proceedings of the Annual Meeting of the Australian Special Interest Group for Computer Human Interaction. s. 670-672. ISBN/ISSN: 978-1-4503-3673-4
Obaid, M.; Barendregt, W.; Alves-Oliveira, P. et al. (2015). Designing Robotic Teaching Assistants: Interaction Design Students' and Children's Views’, International Conference on Social Robotic. s. 502-511. ISBN/ISSN: 978-3-319-25554-5
Evaluating fun and usability in computer games with children. PhD Thesis Eindhoven University of Technology.
