## 3 Conceptual Framework and System Overview
### UX Flow in the Preliminary Prototype  
This section outlines the child-centred UX flow of the proposed system, structured around three developmentally grounded phases: Initiation, Awareness, and Transition. While Section 3.2 described the system architecture through temporal stages and functional modules, this section reframes it from the perspective of the emotional and cognitive journey of the child. It emphasises how the system supports self-regulation by aligning with the emotional pacing and symbolic meaning-making typical of early childhood. Figure 3 summarises the conceptual alignment and differences between the temporal architecture of the system (Section 3.2) and the corresponding emotionally grounded UX flow (Section 3.3). Figure 2: Research and design process showing the progression from concept development to UX flow refinement. * Initiation: Framing the Experience  
The session begins with emotionally supportive interactions between the character and the child. Using gentle animations, familiar greetings, and narrative prompts, the system creates a safe and predictable environment. The character introduces the session using simple language, while a timer gradually begins its animation, enabling the child to visualise the passage of time in a non-threatening, engaging manner. This initial phase emphasises emotional readiness and predictability--both critical for reducing resistance and facilitating smoother transitions. From a psychological perspective, this phase reflects two key developmental concepts. It addresses the need of the child for structure, as emphasised in SDT, and leverages their tendency to form emotional attachments to personified agents, a phenomenon [PERSON] described as 'animistic thinking'. The phase primes the child for the session by offering a narrative context and presenting screen time as a collaborative activity between the child and the character. * Awareness: Maintaining Engagement and Building Anticipation  
As the session progresses, the character subtly supports the growing awareness of both time and the emotional state of the child. The character may use phrases such as 'We  
Figure 3: Conceptual alignment between the functional architecture of the system (Section 3.2) and the emotionally structured UX flow (Section 3.3). The two frameworks share temporal stages (Pre-use, In-use, Post-use) but differ in focus—functional structure vs. psychological experience. still have some time left' or 'Let's check the time together', accompanied by gentle gestures or idle animations to prompt reflection without interruption. This stage introduces emotional pacing through cues that align with the rhythm of the child, allowing time for adjustment and reducing the likelihood of abrupt behavioural shifts. It supports the development of cool executive functions by promoting reflection and time monitoring in a non-coercive manner. The interaction remains playful and reassuring, helping the child internalise temporal boundaries while maintaining engagement. * Transition: Voluntary Closure and Emotional Resolution  
As the session draws to a close, the character exhibits signs of tiredness--yawning, blinking slowly, and speaking in a softer tone. These signals, combined with empathetic language such as 'I'm feeling sleepy now--can you help me go home? ', gently steer the interaction towards closure. This reframing transforms disengagement from an imposed boundary into an act of care and shared responsibility. Together, these three phases constitute an emotionally structured UX flow that supports children in transitioning from immersive engagement to reflective self-regulation. This flow reflects the psychological trajectory of the emotional processing of the children and aligns with the practical framework introduced earlier. To support and validate the design, the flow was refined iteratively through a multi-phase expert consultation process.