Video Play Dates During Social Distancing

If you’re trying to keep yourself and your children safe and sane, you may be considering the idea of virtual play dates over video chat. This has been a research area for me in the past (with many awesome collaborators at Microsoft Research and Georgia Tech) and I wanted to share some thoughts on things that have worked…

There’s nothing like a tea party with a good friend! [faces obscured for privacy]

Create a Play Stage for Toys. One of the biggest challenges for kids when playing together with toys over videochat is figuring out what their partner can and cannot see. The most frustrating interaction is when a kid holds up a toy to their partner’s face on screen to show it better, only to have that toy go off-camera (it’s not obvious that you have to hold the toy up to the camera!). The way to help is by positioning your camera and screen (laptop, tablet) a little bit further away and marking out an area (e.g., with marker on paper) that’s visible to the partner. This works really well for playing with Legos, toy cars, action figures, dolls, etc. and can also be fun for games like Battleship.

This is a play stage we used in one of our studies. This one is plywood, but you could quickly MacGyver another version out of paper or cardboard!

Support Full Body Play with a Larger Screen. While the ideal here would be some sort of a projector-camera-based system, that’s probably not feasible to whip up in most homes. But, putting your camera (webcam, laptop, tablet, phone) under or above your big screen TV and connecting videochat to the TV is pretty good too. Tape a line on the floor to signify where the kids would become off-view of the camera (otherwise they usually try to get too close to the TV). Some fun activities: dance party (obviously!), building blanket forts (one on each side), Simon Says or Red Light Green Light (especially if a parent can lead), two family charades, and that thing that kids do where they make spitty-sounding pew-pew noises at each other while running around (which I’m pretty sure is universal among all kids, so it must be a good time).

A giant screen is not a bad idea at all! But, make sure to mark out a line so that the kids don’t get too close to the TV. In this image, the kid in the white shirt would be invisible to his friend because he’s too close!

Set Up Online Board Games (with a Few Caveats). There are a ton of places where you can find online or app versions of your favorite board games (here’s one recent article reviewing a few). However, a couple of things about this are hard — the inflexible nature of rules in these games can be hard on younger kids (e.g., no taking back a move!) and the interface may have odd quirks that make the gameplay frustrating. So, first, pick a game that everybody knows well, where you typically use conventional (rather than house) rules, and potentially one that’s a bit younger than what your kid can usually play with you (e.g., if they just learned to play Monopoly, that’s not a good time to try to do it remotely). Second, set up a separate screen to the side (e.g., your phone) with a videochat running. Without that connection, it just feels like playing with a computer.

Don’t Underestimate Virtual Spaces as Real Playgrounds. For older kids, exploring a virtual world together can be a really good option! There are many games that are unstructured and have a very cool “playground” feel to them, even if they’re technically a video game. There’s nothing wrong with letting your kids have a play date in Minecraft or World of Warcraft or Club Penguin. Again, my only advice is to make sure you have a videochat connection running in parallel so that kids can talk synchronously and still practice negotiation, turn-taking, and all those other benefits that play provides. A really good challenge to give trying to recreate a physical game in the virtual world (e.g., hide-and-seek, connect four).

Here’s somebody making a chess game in Minecraft! Though, I can see at least one problem with the provided solution…

Give It Time. My only final piece of advice for whatever strategy you use is to give it a little time. Sit back and observe and see if the kids can come up with their own solutions (as long as the video and audio is working, that is). Let them have the space to be a little bored or have an awkward silence before jumping in. Even if they appeal to you for rescue, say something neutral like “I’m sure you’ll come up with something.” Many of the above ideas and solutions came from bored kids, usually within 5 minutes of awkward boring silences.

By the way, all of the above are also fun for adults to do (except maybe the spitty-sounding pew-pew noises while running around?). Stay safe out there and have fun!

Of Children and Artificial Intelligence Agents

Hey Google, tell me a joke!” If you share your home with a child and any sort of a voice assistant (Google Home, Kortana, Alexa, Siri), you may be used to hearing this sort of a request. This request typically yields a groan-worthy pun, but alternative joke requests like “Do you know any good ones?,” “Knock, knock,” or “Make me laugh,” may receive the reply “I don’t know how to help with that.” It’s a shame that making artificial intelligence agents (like voice assistants) understand what you want can be so hard, because voice assistants may help children remain curious about their world and help them find answers to questions without needing to first learn spelling and typing. To find out how we can help kids use voice assistants, we asked 87 children (ages 5 – 12) to try out three prototype voice assistants at the Minnesota State Fair research facility and tell us what they thought.

Child points at a speacher while a researcher watches him.

A young child identifying his favorite interface during the study and describing why he likes it.

First, we wanted to know whether it mattered how the prototype AI agent talked about itself and the child. Personified agents referred to themselves with a name and used the “I” pronoun (similar to Alexa), non-personified ones just asked for a question to answer (similar to Google search in your browser). Personalized agents referred to the child by name, but non-personalized ones didn’t know anything about the child. Turns out that children had a strong preference towards personified interfaces, but didn’t really care if the interface knew anything about them. In fact, some kids found it “creepy” if they agent knew their name and age!

Second, we wanted to know how children reacted when the voice assistant had trouble figuring out what they meant. We asked each child to puzzle out an answer to a question about the State Fair. To get the voice assistant to understand the question, they would have to change how the question is worded or divide the question into multiple parts. This was hard for kids! Most kids just tried to say the question louder or substitute synonyms for specific words. It took them a few tries to find a strategy that worked (and many younger kids couldn’t do it without a grown-up helping). The problem is that current voice assistants don’t provide a lot of clues about why they’re having trouble understanding a request. Thanks to the help of the kids who were in our study, we were able to come up with lots of ideas about how voice assistants can be better and more useful to children and families.

There are a lot more findings in our paper, which has recently received the Best Paper Award at IDC 2018. This work was made possible with funding from Mozilla Research Grants and Google Faculty Research Awards.