Introduction

The present era is characterized by rapid technological and digital advancements, with Artificial Intelligence (AI) and the Internet of Things (IoT) becoming integral parts of daily life. The proliferation of devices like tablets and smartphones has led to a hyper-connected society, evident in the substantial growth of IoT-connected devices.

The COVID-19 pandemic has accelerated the adoption of online modalities in various aspects of life, prompting significant changes in usage patterns for businesses, organizations, and society at large. The impact on children, however, has been pronounced, disrupting their essential social interactions and highlighting the limitations of online learning compared to face-to-face education.

The generational gap in technology use is notable, as children, exposed to devices from an early age, develop distinct cognitive, communication, and social skills. While socio-economic factors influence access to technology, the digital age itself shapes how individuals think, act, and interact, regardless of familiarity or experience with digital platforms.

The integration of technological devices into daily life brings both positive and negative consequences. Negative impacts on children include speech disorders, attention difficulties, diminished face-to-face communication skills, and increased risks of obesity and sleep disturbances. Conversely, technological tools offer benefits such as easy access to educational resources, improved concentration through video games, and successful ICT implementation in therapeutic processes.

Opinions on the overall impact of technology in this context are polarized, leading to an intriguing and exciting research project. The project aims to explore the feasibility of extending the positive applications observed in educational and therapeutic settings to the home environment, where the effects of technology on children are of particular concern.

Research question

To find a focus that helps us address this problem adequately, the following research question will guide this Master's Thesis:

How can we build a better interaction between technological devices and kids at home?

To answer this main question as accurately and precisely as possible, the following secondary questions will also be explored:

• What are the negative consequences of the use of screens in children?

• What are the enriching possibilities that these devices offer us regarding creativity and knowledge?

• How can parents be educated and empowered to make informed decisions about their children’s technology use?

• How can technology be used to enhance parent-child interactions and promote healthy family relationships?

• What are the most effective strategies for managing children’s screen time and balancing it with other activities?

The main objective of this study is to develop a design proposal that contributes to solving the problem previously exposed. Thus, the expected outcome is an app or game that is safe for children, taking care of their needs and trying to minimize possible negative impacts, so that parents trust the product. What is more, the app should encourage kids to develop useful skills and creativity, promoting an idea in which the use of new technologies does not exclude crafts and other ways of playing and learning. This would show the benefits that we can obtain from the proper use of technological devices, making a plea for these types of tools. 

Research Methodology

For this research project, some key information that needs to be collected is about the impact of screens on kids and how it changes while they are growing up. As we are willing to understand children's needs, and come up with a design solution that watches over their safety, well-being and proper skills development, secondary data will be consulted: previous studies about the topic, from the negative consequences of the usage of technologies on kids to the benefits we can obtain when we use these devices as an ally for our ideas' development, passing through the different phases in which children's brains evolve.

One way to build a healthier relationship with technological devices could be to avoid this character of solitariness that tends to proliferate in many apps and games, tending towards more collaborative or group activities. This isolation might also mean a disconnection from reality, causing the user to become somewhat trapped in the virtual world of the screen. In this sense, many references of projects that aim to make kids connect with their environment, peers, and family will be studied: Hemi, Mygi, or BOPP are some of the case studies we are going to bear in mind.

On April 2023, during a conference I attended on the topic Design for Diversity: An Inclusive Approach to UX design, Professor Tona Monjo highlighted the importance of taking into account as early as possible in the design process the target we are designing for, making them actively participate in it.

This aligns with the idea presented by Escobar in the work Designs for the Pluriverse (2018), in which he described the design process as a community activity. This means that if we want to design for others, we must design with others.

Therefore, since my target group was children, it was essential for me to include them in the design process from the beginning so that I could benefit from their ideas, advice, and contributions. That is why I conducted some design interventions as a brainstorming workshop and user testing to fully comprehend their needs and interests.

Literature review

Context: the usage of screens

The increasing presence of electronic devices in everyday life has significantly transformed the way people, especially children and adolescents, interact both with the digital and physical environment.

Children under 6 years old spend almost 2 hours a day in front of a screen, nearly the same amount of time they spend playing outdoors, and almost three times more than the time they spend reading or listening to someone reading to them. On the part of teenagers, they spend 9 hours a day online, with almost half of that time on social media. (Guerrero, 2021).

This reality has already been stated by Malamud & Waisman (2019), who exposed that children spend more time in front of the television than in school in industrialized countries. What is more, by the age of 18, the average European child will have spent 3 full years watching digital media. (Melamud&Waisman, 2019). This screen use includes watching videos, social media, video games, and internet browsing.

Television is the main device used in all generations, especially in people over 65 years old. However, younger generations show a greater use of other devices, such as mobile phones. The single screen has been replaced by multiple mobile devices with touchscreens, and multiple screens are increasingly used simultaneously, even at early ages.(Melamud&Waisman, 2019)

Even during the first stages of life, when children's motor skills are immature and do not allow them to turn on a TV or choose programs, touch screens enable exploration and contact with various content even before speaking. The youngest use them to watch videos, interactive games, and other entertainments (Melamud&Waisman, 2019). In school age, screens are especially used for games, and when they grow up and become teenagers, the usage evolves from primarily playful to communicative (social media).

The risks of excessive use of screens

Attention Deficit Hyperactivity Disorder (ADHD): Excessive screen exposure in children is associated with a higher risk of developing Attention Deficit Hyperactivity Disorder (ADHD), as well as attention and impulse control problems. The rapid rhythms of technology can lead children to become accustomed to fast-paced stimuli, resulting in boredom with slower real-life rhythms (Guerrero, 2021). This view is shared by Rachel Barr (2021), who asserts that prolonged screen time can lead to attention disorders, weight problems, sleep disturbances, and learning disorders.

 Speech Disorders: Pediatrician Sylvie Diem Osika (Children and Digital Media, 2021) notes that during her 20 years of practicing, she has observed an increase in problems with the rise of screens in children's rooms. More children have interaction disorders, exhibit a lack of acceptance of limits, show intolerance to frustration, and experience speech disorders or even total speechlessness.

Learning Difficulties: Children do not fully comprehend what is happening behind a tablet. There is still no solid evidence to definitively condemn digital devices, but scientists suggest that children under 2 years old are unable to interpret what occurs on a screen, finding it challenging to transfer from the 2D of the screen to the 3D of the real world (Rachel Barr, 2021). Learning performance with a screen decreases by around 50% compared to real interaction. This is referred to as a “transfer deficit”.

Addiction: Neuroscientist Kenneth Wesson (Children of Technology, 2022) asserts that children/adolescents use technologies as a form of self-regulation. However, self-regulation involves being able to control oneself, and this is not achieved through technology. This leads to the development of a certain degree of addiction to technology, and kids may say, „I need technology to calm down.“ Rafa Guerrero (2021) also provides insights into why technology can be addictive. He explains that newborns are attracted to visual stimuli (light), sounds, music, and movement, all of which are present in technological devices.

Other consequences: 

1. Decreased concentration.

2. Increased impulsivity.

3. Decrease in myelin (a substance that enables good connection between neuronal groups).

4. The feeling of emptiness (when cutting the use of these devices).

5. Hyperactivity.

6. Low frustration tolerance.

7. Living in the here and now, without the ability to learn from the past or predict the future, kidnapped by the excitement of video games or social media.

8. Lower emotional self-regulation.

9. Inability to delay gratification.

10. Decreased capacity for effort and perseverance, leading to demotivation in studies.

Kids’ brain development

From newborn to adult, the brain multiplies its size by 4. The part of the brain responsible for survival is already formed at birth, it is innate. However, other areas develop over time, it is learned. This means a transition from innate to learned. Guerrero (2021) explains that a mature brain is reached at 23/25 years old, so it is essential to protect childhood and adolescence.

The psychologist states that the brain develops in three directions:

• Back parts ->Frontal parts = Perception -> Executive Functions (motor part and executive functions)

• Down -> Up = Emotion -> Reason

• Right -> Left = Link -> Language

Brain development occurs in four areas:

• 1st Instincts -> is responsible for survival.

• 2nd Emotions -> is responsible for bonding and attachment.

• 3rd Thoughts -> is responsible for memory and perception.

• 4th Executive functions -> is responsible for concentration, impulse control, planning, decision-making, awareness, working memory, processing speed, and emotional regulation. These functions are learned and worked on.

These 4 areas can and should be connected, making use of “brain glue” -as Guerrero (2021) calls it-, something that is done at home, with a lot of love, mixing a series of ingredients, which are: affection, protection, promoting autonomy, setting limits that are safe and respectful, giving them strategies to regulate their emotions, promoting their identity... This allows good cohesion between these “4 brains” and correct development of the frontal cortex. 

Hope: in favor of technologies

The advantages of using these technologies are usually well recognized: ease of obtaining educational and information resources, belonging to groups for specific activities that are of interest, generating content, exploring and expressing oneself in different fields, among others. The use of technology, games, and social networks improves visual abilities, attention span, and reaction times (Melamud&Waisman, 2019)

Technologies are considered simple tools, so they can not be inherently good or bad. In fact, during the pandemic, they have been useful and even essential in education and daily life. Rafa Guerrero (2021) emphasizes the importance of responsible use and turning technology into an ally, helping us to complement our education and entertainment time with these tools.

On the other hand, there is multiple evidence that the use of ICT can help children in vulnerable situations to carry out normalized psychosocial development. These tools have been traditionally used to treat physiological health, but it is increasingly common to rely on them in psychotherapy to treat disorders, such as social anxiety (Vivas Valiente, 2021).

Despite what you may think, this is not new. Already in 2004, Goldsmith and LeBlanc praised the use of computerized treatments to improve social and communication skills, being a support for the therapist.

However, it is important to keep in mind that the use of technological devices should always be something complementary, an extra benefit that never replaces traditional means of therapy (Vivas Valiente, 2021).

Use guidelines

Melamud and Waisman (2019) provide several sources in this regard. The Subcommittee on Information and Communication Technologies (ICT) of the Argentine Society of Pediatrics advises against use before 18 months or recommends close supervision from 18 to 24 months and then supervise and accompany children to avoid exposure to inappropriate content, and at times that do not affect sleep and family communication. The American Academy of Pediatrics and the Canadian Pediatric Society suggest the same: no screen use in children under 2 years of age, no more than 1 hour per day between 2 and 5 years of age, keep meal times and before bedtime free of screens, as well as ensuring that a sedentary lifestyle is not part of children's lives. In addition, parents are recommended to be actively present.

Parents, kids, and technology

In the documentary Children of Technology (2022), it is shown how, for some families, limiting the use of screens drives conflicts with their kids, since they secretly take the devices, and find out their caregivers' passwords. In the documentary we can also see parents who have several cell phones, who live hyperconnected, receiving constant messages and notifications from work, which is perceived at home.

There is a concern about setting an example, which is not possible because parents are also hooked on games or social media. Some families lose ties and feel disconnected since they do not talk to each other or do not pay the required attention. Caregivers may make use of mobile phones due to stress, burnout, and other issues, which causes them to seek escape.

It is observed that parents do not have time to take responsibility for ensuring that their children make good use of technology, which is why they feel overwhelmed, guilty, and even ashamed. In contrast, we also observe children who seek the attention of their parents but do not find it since they have their eyes focused on their cell phones. This agrees with the point of view expressed in the documentary Children and Digital Media (2021), as they admit that there is a suspicion that technological devices reduce the bond between parents and children. 

Regarding parent’s responsibilities on this topic, caregivers should control the access their kids have to technological devices and adapt to the child’s age, no matter if they seem mature enough. The youngest ones are indeed curious by nature and it might be hard for parents to keep them away from technologies but, when children are given these devices too early, they are not ready to handle it because, since their nervous system is still very fragile (Hübl, 2022).

The relevance of playing

There has been an evolution in the way society perceives toys, going from simple playthings to essential facilitators in a child's early brain development. It is well known that playing is essential in the optimal development of children on multiple levels, as it contributes to the physical, cognitive, emotional, and social well-being of children and young people (Ginsburg, 2007). Additionally, playtime is an ideal time for parents and children to connect, interact, and share experiences.

In recent decades we have witnessed how electronic toys, with multiple lights and sounds to stimulate the senses of the little ones, have proliferated in stores and on Christmas wish lists. These are attractive and there may be a conception that they play a necessary role in the development of the child, despite the lack of scientific evidence (Schore, 2001).

Playing in a company greatly enhances the development of certain skills, not only with peers but also with caregivers. When a child plays with an adult, this training time can be highly enriching since, in these contexts, rich linguistic experiences and conversations usually occur in which parents and children “serve and return” (Garner & Shonkoff, 2012). Furthermore, when parents accompany their children in play or watch them play, they have a great opportunity to get closer to the inner world of their little ones (Ginsburg, 2007). 

However, solitary play also helps develop independence, creativity, and exploration (Goldstein, 2012).

Despite the proven benefits of playing, the reality is that, while there is an increase in technological devices, there is a reduction in play time (Ginsburg, 2007) as well as traditional physical toys (Healey et al., 2019), which are being replaced by virtual games with screens and applications. This may be worrying since, although interactive media may have certain benefits (Christakis, 2014), these are not comparable to those that can be obtained through creativity, activity, hands-on, conversations, and associated social interactions. to more traditional toys (Healey et al, 2019).

Case studies

Hemi

Hemi is an innovative therapeutic toy designed to aid children with hemiplegia, a common form of Cerebral Palsy affecting one side of the body, which results in difficulties performing tasks that require both hands, such as dressing or feeding.

Although specialists recommend home therapy to maintain and extend the therapeutic benefits, many kids can’t find the motivation to do it. To address this issue, Hemi transforms home therapy into a playful experience. It compromises physical controllers and a digital platform featuring therapeutic games.

The project was developed through a comprehensive user-centered design process that involved field research, observation of therapy sessions, and interviews with specialists and parents. This approach ensures that the product will meet the needs of both kids and parents.

The main component is a motion sensor ball that utilizes Inertial Measurement Unit (IMU) sensor technology.

Bopp

Bopp is an early child development toy set designed to engage children in discovering the world through sound. This innovative toy utilizes artificial intelligence to generate unique sounds based on the physical properties of the surfaces, such as smoothness, temperature, color, and density. By encouraging children to explore their environment through sound, Bopp offers limitless opportunities for exploration and experimentation.

One of Bopp’s key features is its ability to promote group play. Kids can split the toy into two halves, inviting friends to participate in audio games and challenges.

From the child’s perspective, Bopp fosters curiosity, exploration, and cognitive development through sound, creating connections between surface properties and the sounds they produce. For parents, Bopp is seen as a tool that promotes active exploration, reduces screen time, and encourages children to look at the world from a different perspective.

Mygi 

Mygi is a family play system with six games and corresponding consoles designed to enhance family relationships and meaningful playtime. These games, such as Balance Me, Mood Flow, Shadow Play, Go Yoga, Fusion Rhythm and Let’s Roleplay, each last around 15 minutes and support remote play, allowing families to connect, bond, and engage across generations.

Mygi mixes traditional board games and digital gaming, offering a hybrid approach to family bonding and bridging a gap between generations. It fosters creativity, cooperation, and physical and emotional well-being. The design of this product is ergonomic and inspired by nature, emphasizing a friendly and vital feel, with game consoles featuring smooth, polypropylene shells.

Tikercad  

Tinkercad is an instructive 3D design program that helps children develop their ideas, providing an experimental environment where they can create whatever their minds imagine. While being enjoyable and fun, this program is carefully created to teach the basics of designing, mechanics, electronics, and coding. Furthermore, the 3D printing feature gives the possibility of having a physical model of their designs.

In addition, kids can program, assemble electronic circuits, and simulate their engineering skills to observe real-life physics. In this way, Tinkercad provides an ideal environment for children to improve abstract thinking, 3D thinking, creativity, and design skills while allowing them to materialize what they imagine. Actually, just with an iPad Tinkercad can transform your designs into Augmented Reality.

Children can design action figures, their favorite characters from games or movies, Lego models, and so on. There is even a Minecraft Mod where users can build their Minecraft universe faster and create more complex designs, to then export their Tinkercad designs into the game easily.

Design Process

Brainstorming Workshop

After the learning obtained thanks to the research phase, my initial research question (How can we build a better interaction between technological devices and kids at home?), which was more general, became specific in the following three design questions:

• How might we break the barriers between craft and technology to encourage kids’ creativity?

• How might we open a conversation between parents and kids through technology, making them interact?

• How might we design a game/app that is not too addictive but, at the same time, appealing?

With these doubts floating around in my head, in September I decided to do a brainstorming workshop with a 4th-grade class, which had 25 boys and girls between 8 and 9 years old. Thus, I created a series of games that included drawing, writing stories in groups, or discussing topics, in order to answer my design questions.

Hybrid ideas

In this activity, each child had to take an everyday object and add something technological to it, in order to create something completely new.

From the 31 responses (20 from the boys and 11 from the girls), the objects that emerged were divided into four categories, according to their function.

In the category „automation“, 21 objects were produced. Some examples are a pencil that automatically erases mistakes or a purse that counts the money you are carrying.

On the „bring your ideas one step further“ category, 2 items were created: an electronic firecracker that reproduces the image you paint and a 3D pen that turns your drawings into a physical form.

In the category „skills improvement“, 4 objects were drawn. For instance, some pants that make you run faster or a shirt that changes color and pattern.

In the „problem-solving“ category, 4 items were presented. For example, some keys that let you know where they are with a beep or an ice cream that never melts because it has freezers.

Map of interests

Each child should make a map of interests, combining both those that involve technology and those that do not.

Then, their parents had to make a map of their interests too, to later look for common or similar interests and the way to connect them.

After analyzing the responses, I have categorized them into various fields of interest, to understand the hobbies and tastes of both parents and children, in order to create design solutions that take into account the needs of both.

Digital character design

Students were asked to draw characters that could be in the app and describe a special ability they would have in order to avoid addiction or isolation.

From the 11 responses, the proposed characters have been divided into four categories:

Stop the game: e.g. Aña, who comes with a hammer and forces you to turn the tablet off.

Make you connect with people: e.g. Spotiguay, which teaches you fun choreographies to dance with your family.

Provide meaningful information: e.g. Super-learning, wich offers the user meaningful information related to their interest.

Random, maybe they didn't understand the task: e.g. Super little blanket, which can fly, and control lightning and tornadoes.

Ideation

Finally, these activities helped me to think up the following solution:

For the problem: Passive role, disconnection with the environment and others, loneliness.

Applying the solution: Hands-on, feel things in order to learn, encourage development of new skills.

To develop the skills: Ability to master the environment, imagination, and creativity.

In the frame of the system: Home.

Promoting the good use/technology's opportunities: Active users, enhance skill-building capabilities, use technology as an ally, break physical limitations, and open new worlds.

To reach an ideal future in which: There is mimicry between technology and the environment, and it helps bring people together.

Answering the questions: 

• How might we empower kids to be active users regarding technological devices, instead of passive receivers of information?

• How might we design technology that promotes hands-on learning experiences?

• How might we use technology as a facilitator to explore our surroundings?

• How might we turn the usage of technology into a shared activity, avoiding isolation?

I propose the idea: An interactive storytelling game where kids are part of the narrative and must physically explore their environment to progress in the story and, at the same time, develop some hands-on experimentation to create tools that would help them in the story. The game would count with a crafts and colored inks to help you develop your tools and potions.

Solution

The game

DreamCraft: Imagination Unleashed, is the materialization of all the learning obtained. It is an interactive mobile role-playing game in which, for the narrative to advance, users must carry out hands-on activities to create weapons, gadgets, bridges, and other elements that will help them throughout their adventure. Hereunder, we are going to explain the main features of the project.

Fantasy storyline

In the magical land of Fantasía, a vibrant world filled with floating islands, enchanted forests, and magical creatures, dreams have the power to come alive.

The DreamCraft team, a group of skilled dream weavers, protects Fantasia's Dream Realms and ensures harmony in this beautiful land. However, an ancient force known as Nachtmahr, threatens to turn dreams into nightmares, putting the whole realm under danger.

The members of the DreamCraft team must join forces to solve this tragedy. By collaborating together, they will be able to repair nightmares so that they turn into dreams again, in addition to obtaining dream essence throughout the missions. This beverage is of vital importance, since the more you get, the easier it will be to defeat the Nachtmahr in the epic final battle.

By destroying the Nachtmahr, the DreamCraft team will be able to restore harmony in Fantasía and make everything return to normal, so the land is a happy and peaceful place again.

Cooperative mode

Although there is a solo mode where the player becomes the protagonist of the adventure, there is an option to play as a team, encouraging cooperation and collaboration between users, who must be in the same room.

Players have to work together to overcome challenges and progress in the game since each of them will have specific specializations aligned with their in-game skills.

AR integration

To blend your surroundings with the fantasy world of the game, augmented reality will be used sometimes.

For certain missions, this tool will be activated, making players actively explore their environment, with the goal of finding necessary materials, searching for secrets hidden on the islands, or meeting mysterious characters.

Crafts and potions' kit

For the game development, apart from using the app, the game comes with a crafting and potions kit, which will help you create everything you need to successfully complete the missions.

Different roles

At the beginning of the game, each player should select a character, which is going to be crucial for the rest of the experience. Each character plays a specific role in the performance since everybody counts with different superpowers, artifacts, and gadgets.

Botanist: Masters the environment, knows how to detect when a plant is poisonous or not, and has the ability to make the flora grow faster. Apart from her outstanding control over nature, she has a very good orientation too.

Magician: Introduces magic elements, such as spells, and has access to different potion recipes to create elixirs. He can manipulate magical energies to reshape the environment.

Engineer: Focus on developing gadgets, tools, and weapons, thanks to her technological and construction skills. She has the ability to alter fabrics and materials, as well as an ease of building structures.

Benefits

Learning by doing: Kids learn by experimenting and solving problems in a fun and interactive way, fostering critical thinking and creativity. This game offers a perfect opportunity for exploration, trial and error since the rules are flexible and allow the user to achieve a challenge in multiple different ways.

Active exploration: The game promotes active exploration of both indoor and outdoor environments, reducing passive screen time. Players will connect with the world around them thanks to the AR integration but also when they are trying to find objects o necessary materials to construct something.

Imagination and storytelling: The interactive narrative encourages kids to use their imagination and immerse themselves in the story, assuming the roles they have chosen.

Mimicry of technology and the environment: The game effectively blends technology with the real world, enhancing the physical environment with imaginative fantasy elements.

Social interaction: Thanks to the cooperation mode, since every mission requires collaboration between all users, it is impossible to play the game without interacting with others.

Apart from the social interactions fostered by the game's narrative, multiple conversations will surely arise when looking for materials for your hands-on experimentation, even with people who are not playing at that moment. It is possible that, even if parents are not participating in the game at that moment, children may at some point ask them if they can use a certain object or ask them for help in this regard.

User testing 

After completing the prototype of the game, in December I returned to the school where I had carried out the brainstorming workshop to do user testing with the same 9-year-old children. On this occasion, instead of counting with the participation of 25 students, we did three rounds of testing, each with a mixed group of three boys and girls, for a total of 9 kids. We did it this way since the game only has three characters.

This was not a typical user test, since what I wanted to check was not how the game worked. However, what was really important for me was to observe three things:

The time users spend away from their screen, whether actively exploring the environment or investigating other players' screens.

Collaboration, since one of the objectives of the game, is for users to cooperate. Thus, for me, it was essential to observe what type of conversations arose, whether they asked each other questions, whether there were negotiations, or whether they helped each other.

The level of commitment and fun. I wanted to see if the participants enjoyed the game, as well as if they assumed the roles of their characters. To encourage the kids' motivation in this regard, I brought them some simple costumes: a mechanic's cap, a magician's hat, and a flower so that, after choosing their role, they could wear them.

Variables such as the level of happiness or engagement will be measured on a scale from 1 to 5, with 1 being the lowest score and 5 being the highest. Whereby, 1 (nothing)=none, 2 (low)=one participant showed interest, 3 (medium)=two participants showed interest, 4 (high)=3 participants showed interest, 5 (very high)=participants showed interest several times or constantly.

On the other hand, I also wanted to use this user testing as an opportunity to receive feedback from the participants: to know what they liked most about the game, what could be better, what they would like to find, what type of characters or powers they would like to play with, etc.

Discussion

The purpose of this project was to investigate how we could create a healthier relationship between children and technological devices, essentially focusing on making players connect with others and their environment through a mobile game.

This was quite a challenge, especially because of the isolation that frequently surrounds user-screen interaction. However, thanks to the user testing previously explained, we have been able to verify that, by proposing the appropriate mechanics and providing the necessary tools, this is absolutely possible.

Participants showed a preference for the physical and hands-on part of the game, over interactions that occurred only on the screen. In addition, everyone actively explored the environment and went off the screen on multiple occasions, either to investigate what was happening in the other players' interface or to search for materials, even leaving the room where we were carrying out the user testing a couple of times.

On the other hand, it is important to note the high level of general collaboration, since in all groups there were negotiations, as well as colleagues helping each other. What is more, the conversations were constant throughout the entire activity: the participants asked questions, contributed with ideas, proposed innovative solutions, took decisions together... leaving just a few moments of silence.

Considering that one of the most essential functions of play during childhood is to promote social interactions (Healey et al, 2019), we can conclude that the game is successful in this regard.

On another note, it is worth highlighting the educational potential of a game with these characteristics. According to Rowlands (2010), children learn from interacting with their physical environment, this is known as “learning by doing”.

The game doesn't have any set rules for how to build the things necessary to move the narrative forward, it simply gives you certain tools that could help you in the process. Thus, everything you find around you becomes a potentially useful object or material in your experimentations. In this way, we can observe the world from a different prism, redefining it, and seeing everything around us as a possible opportunity.

One of the things I could verify in the brainstorming workshop I ran in September was that children were eager to take their ideas one step further. There is a desire to materialize the inventions that are born in the world of their imagination, so it is good that we designers take these needs into account and empower children through the products we design for them.

Finally, I believe it is necessary to sign peace between the fervent lovers and haters of the use of technological devices by children. Without forgetting the possible damages and dangers, these technologies can be used in a responsible way. Childhood is a more or less extensive period, so over the years, as the necessary cognitive development occurs, we could increase the use of screens and take advantage of technology.

Conclusion

This master's thesis has explored the possible impact, challenges, and opportunities that come up in the relationship between technological devices and children.

In conclusion, despite the undeniable damage caused by the use of screens when kids are exposed to them too early or excessively, we cannot and should not isolate ourselves from the digital world that surrounds us.

It is important to remember that technology is not an enemy, but a simple tool that can make our lives easier or help us develop our ideas. Technological devices are an appealing attraction that we can learn to use in our favor, both as designers and as users, as long as we make responsible and documented use of them, informing ourselves about their consequences.

Even so, there is no need to have a catastrophic vision. Children between 8 and 9 years old continue to understand the physical world better than the digital one, choosing hands-on experimentation over simple interactions with the screen.

Furthermore, it is worth highlighting that the virtual and the physical do not have to be two opposing worlds: they can be combined and melted. In fact, if we design the right products, technology can invite users to actively explore their environment.

Further development 

During the research phase, it was difficult for me to find data on the age group I wanted to focus on: children between 8 and 10 years old. All the information I read was about the impact of screens on babies, very young children, and then it jumped directly to talking about teenagers and social networks.

For this reason, I believe it is necessary to carry out studies that focus on this age group especifically, since they are at an intermediate point between early childhood and adolescence that is worth investigating, to be able to offer them the most suitable products for their abilities and phase of brain development.

Something that we already reflected on in the challenges section was the need to have studies that measure the impacts of the use of technological devices in the long term, something that has not been able to be done so far, because this is a relatively new problem.

On the other hand, we need to focus on how technologies are used, not just taking screen time into account. Screens surround us and now we are constantly exposed to them so, in addition to limiting their use, we must, above all, learn to use them to do so in a nutritious way, in favor of our psychological and physical well-being.

When we have research that goes along these lines, we will be able to know the topic in-depth, master it, and make informed decisions when designing or consuming products and services.

On the other hand, my design interventions have been carried out in a private school in Spain, so it would be intriguing to expand this project and check what results would be obtained in other countries, and with participants from different social classes, to compare the variations that can be given.

Another point to explore would be the inclusion of more characters in the game since it has been the most requested by the user testing participants. It would be necessary to check how this would affect the viability of completing missions, that everyone had a determining role, and that the narrative continued to maintain its meaning.

One of the conclusions that I have made clear is that we must pay attention to the relationship that parents have with technology, how it is reflected, and affects the relationships they have with their children.

Faced with this situation of disconnection between caregivers and kids, as designers we have the opportunity to contribute to solving this problem and build a bridge between the interests of both, creating shared experiences and moments of connection. Consequently, when we design for children, we can try to include parents in our scope.

Therefore, another theme to develop in my proposal would be how to include caregivers in a more specific way. The game indeed promotes cooperation and it is suspected that it can lead to conversations about it, even if the parents are not playing at the time. However, it would be exciting to see how much giving parents a more relevant role would add to the game mechanics and enjoyment.