Abstract
Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full partnership between researchers and children. One important challenge designers face in creating learning technologies is that these technologies are often situated in specific activities and contexts. While children involved in these activities may have subject expertise (e.g., science inquiry process), they may not have design expertise (e.g., design aesthetics, usability). In contrast, children with design expertise may be familiar with how to design with researchers, but may not have subject expertise. Little is known about the distinction between child design and subject experts in Cooperative Inquiry. In this paper, we examine two cases -- involving children with design expertise and those with subject expertise -- to better understand the design process for both groups of children. The data from this study suggests that similarities do exist between the two cases, but that design and subject knowledge does play a significant role in how children co-design learning technologies.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.