Capturing tacit knowledge from young girls

Isomursu, Minna; Isomursu, Pekka; Still, Kaisa

doi:10.1016/j.intcom.2004.04.004

Cited by 13 publications

(11 citation statements)

References 18 publications

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“…Other challenges are related to adolescence as a stage in human psychosocial development. For example, teens may not actively participate in design research because they do not feel capable of providing adequate data to researchers, are uncomfortable about the research environment, or are concerned with appearing "different" [41,42,65]. Many existing design studies with adolescents use more traditional research methods (e.g., ethnographic studies using participant observation and interviews), or they engage teens in limited design roles, as end-users or informants in focus groups [29,65].…”

Section: Co-design and Youthmentioning

confidence: 99%

“…If so, which ones? If not, how might existing techniques be modified [86], or new ones developed [42]? In this paper, we explore responses to such questions, with a focus on codesigning interactive narrative experiences like ARGs.…”

Section: Co-design and Youthmentioning

confidence: 99%

“…In addition to increasing opportunities for teens to be codesigners of their own technologies in general, there is growing interest in involving youth in design research to create new, participatory learning experiences [7,17,19,42]. Increasingly, education researchers and HCI designers are co-designing with children and teens to meaningfully map their technology use to its potential to support personally relevant and socially situated learning (e.g., 14).…”

Section: Co-design Args and Participatory Learningmentioning

confidence: 99%

“…Likewise, Yip et al [85] highlighted ways in which content expertise and design expertise affect children's co-design processes and related design ideas. Overall, several studies have demonstrated the value of co-designing learning technologies with youth (7-16 years old) [3,17,42,71].…”

Section: Co-design Args and Participatory Learningmentioning

confidence: 99%

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Traversing Transmedia Together

Bonsignore

Hansen

Pellicone

et al. 2016

Proceedings of the the 15th International Conference on Interaction Design and Children

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An Alternate Reality Game (ARG) is an interactive storygame hybrid whose core mechanics include collaborative problem solving and storytelling. ARGs are also participatory experiences, because game designers dynamically adjust content in response to players' actions as game play progresses. What if the participatory process was extended during the design phase of an ARG as well? Few, if any, studies have explored how to include player populations in the ARG design process-especially ARGs that target youth. In this paper, we share the process we followed to design a large-scale ARG to promote scientific inquiry for teenagers (13-17 years old) by partnering with them. Our findings suggest that co-designing with youth resulted in novel design features in the final game, and gave us insight into adolescent attitudes toward various scientific concepts. We also share co-design techniques that were not as effective and offer suggestions for future approaches.

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Section: Co-design and Youthmentioning

confidence: 99%

Section: Co-design and Youthmentioning

confidence: 99%

Section: Co-design Args and Participatory Learningmentioning

confidence: 99%

Section: Co-design Args and Participatory Learningmentioning

confidence: 99%

See 2 more Smart Citations

Traversing Transmedia Together

Bonsignore

Hansen

Pellicone

et al. 2016

Proceedings of the the 15th International Conference on Interaction Design and Children

View full text Add to dashboard Cite

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“…Isomursu et al [140] conducted design activities with girls aged nine to eighteen-years old. They used web-based storytelling activities to elicit design ideas.…”

Section: Designmentioning

confidence: 99%

Interaction Design and Children

Hourcade

2007

FNT in Human-Computer Interaction

234

121

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Children are increasingly using computer technologies as reflected in reports of computer use in schools in the United States. Given the greater exposure of children to these technologies, it is imperative that they be designed taking into account children's abilities, interests, and developmental needs. This survey aims to contribute toward this goal through a review of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides and overview of current research trends in the field of interaction design and children and identifies challenges for future research.To understand children's developmental needs it is important to be aware of the factors that affect children's intellectual development. This survey analyzes the relevance of constructivist, socio-cultural, and other modern theories with respect to the design of technologies for children. It also examines the significance of research on children's cognitive development in terms of perception, memory, symbolic representation, problem solving, and language. Since interacting with technologies most often involves children's hands this survey also reviews literature on children's fine motor development including manipulation and reaching movements. Just as it is important to know how to aid children's development it is also crucial to avoid harming development. This survey summarizes research on how technologies can negatively affect children's physical, intellectual, social, emotional, and moral development. Following is a review of design methodologies for children's technologies organized based on the roles children may play during the design process including a description of cooperative inquiry and informant design methods. This is followed by a review of design principles obtained through experiences in developing technologies for children as well as research studies. It includes design principles related to visual design (e.g., icons, visual complexity), interaction styles (e.g., direct manipulation, menus), and the use of input devices (e.g., pointing, dragging, using mouse buttons). The latter half of this survey summarizes research trends in the field of interaction design and children, grouping research efforts in the following areas: supporting creativity and problem solving, supporting collaboration and communication, accessing, gathering and exploring content, learning from simulations, supporting children with special needs, interacting with intelligent characters, supporting healthy lifestyles, learning skills, mobile, tangible, and ubiquitous computing, and designing and evaluating technologies. This survey concludes by formulating research challenges for the future and identifying three information age "plagues" children are in danger of facing in the near future.

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