Narcis Pares
Biographic Data
| ID | 315657 |
|---|---|
| NAME | Narcis Pares |
| GIVEN NAMES | Narcis |
| FAMILY NAME | Pares |
| SIGNATURE | PARES N |
| AFFILIATIONS | Universitat Pompeu Fabra |
| ORCID | 0000-0002-1696-6876 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Moving Mandala
Synchronous movement between individuals has been shown to increase pro-sociality, such as closeness and generosity. To date, synchrony research tests these effects using a variety of movement tasks, including musical and non-musical coordination. However, musical versus non-musical synchrony may have separable pro-social effects. To test this, we had 60 children immersed in an augmented reality space called the ‘Moving Mandala’ where they moved …
Think-4-EmCoDe framework
Embodied, co-design and children-specific methods have been gaining traction in Interaction Design for Children, and their potential and benefits are well-established. Yet methods at the intersection of all three areas are scarcer. In addition, design researchers lack tools for the analysis and adaptation of existing methods, and the creation of new ones to suit the particularities of the design project at hand. Here, we present the Think-4-EmCoD…
Mixed Reality, Full-Body Interactive Experience to Encourage Social Initiation for Autism
Despite a proliferation in digital intervention tools for autism, many studies lack comparison with standard intervention tools, and are not evaluated with objective and standardized measures. In this article, we present research on the potential of mixed reality (MR) experiences using full-body interaction to foster social initiation behaviors in children with autism while playing with a child without autism, in a face-to-face colocated configur…
Multimodal methodological approach for participatory design of Full-Body Interaction Learning Environments
Over the past years an increasing number of digital learning environments based on Full-Body Interaction have been developed. Research in this field is often based on Designer-Driven approaches and is only recently employing Participatory Design techniques. However, these participatory approaches have reported relevant challenges related to including users in the design of spatial and bodily qualities of interaction. These shortcomings require ex…
Impact of Interaction Paradigms on Full-Body Interaction Collocated Experiences for Promoting Social Initiation and Collaboration
This article addresses the design and study of novel interaction settings and systems supporting collocated interaction. More specifically, we aim to analyze the implications of two different interaction approaches, namely first-person and third-person interaction paradigms, and the corresponding theoretical approaches when designing and developing collocated experiences for children with Autism Spectrum Disorders (ASDs). This analysis is support…
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Impact of Interaction Paradigms on Full-Body Interaction Collocated Experiences for Promoting Social Initiation and Collaboration
This article addresses the design and study of novel interaction settings and systems supporting collocated interaction. More specifically, we aim to analyze the implications of two different interaction approaches, namely first-person and third-person interaction paradigms, and the corresponding theoretical approaches when designing and developing collocated experiences for children with Autism Spectrum Disorders (ASDs). This analysis is support…
Multimodal methodological approach for participatory design of Full-Body Interaction Learning Environments
Over the past years an increasing number of digital learning environments based on Full-Body Interaction have been developed. Research in this field is often based on Designer-Driven approaches and is only recently employing Participatory Design techniques. However, these participatory approaches have reported relevant challenges related to including users in the design of spatial and bodily qualities of interaction. These shortcomings require ex…
Mixed Reality, Full-Body Interactive Experience to Encourage Social Initiation for Autism
Despite a proliferation in digital intervention tools for autism, many studies lack comparison with standard intervention tools, and are not evaluated with objective and standardized measures. In this article, we present research on the potential of mixed reality (MR) experiences using full-body interaction to foster social initiation behaviors in children with autism while playing with a child without autism, in a face-to-face colocated configur…
Think-4-EmCoDe framework
Embodied, co-design and children-specific methods have been gaining traction in Interaction Design for Children, and their potential and benefits are well-established. Yet methods at the intersection of all three areas are scarcer. In addition, design researchers lack tools for the analysis and adaptation of existing methods, and the creation of new ones to suit the particularities of the design project at hand. Here, we present the Think-4-EmCoD…
The Moving Mandala
Synchronous movement between individuals has been shown to increase pro-sociality, such as closeness and generosity. To date, synchrony research tests these effects using a variety of movement tasks, including musical and non-musical coordination. However, musical versus non-musical synchrony may have separable pro-social effects. To test this, we had 60 children immersed in an augmented reality space called the ‘Moving Mandala’ where they moved …
Psychology (4 works) · Child Development and Digital Technology (3 works) · Computer Science (3 works) · Innovative Human-Technology Interaction (3 works) · Artificial Intelligence (2 works) · Autism Spectrum Disorder Research (2 works) · Embodied cognition (2 works) · Human–computer interaction (2 works) · Interaction Design (2 works) · Persona Design and Applications (2 works)