Child designers creating personas to diversify design perspectives and concepts for their own technology enhanced library

Itenge-Wheeler, Helvi; Winschiers‐Theophilus, Heike; Soro, Alessandro; Brereton, Margot

doi:10.1145/3202185.3202760

Cited by 24 publications

(7 citation statements)

References 18 publications

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“…Reference [2] realized that young children are agents, shaping their digital play and interactive experiences with technologies rather than being passive users; thereby transforming digital social interactions. The merit of involving children in technology design has long been established by researchers in References [9,13], who even demonstrated children's ability to design for other children on the basis of their specific needs [12]. To develop technologies that fulfill young children's criteria, it is important to continuously involve them in the design process.…”

Section: Stakeholder's Rolesmentioning

confidence: 99%

The (Potential) Role of Technology for Young Children’s Social-Emotional Learning

Goagoses

Winschiers‐Theophilus

Chamunorwa

2020

Digit. Gov.: Res. Pract.

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In an effort to combat the COVID-19 pandemic, various public health measures have been implemented worldwide. In most countries, preschools and kindergartens closed down, visiting playgrounds and other public spaces was prohibited, and socialdistancing was enforced. These measures resulted in severe changes in the day-today lives of children in age groups 3 to 8, with social interactions being limited almost exclusively to the immediate family. We present a commentary to explore the potential role of technology and government in promoting social-emotional learning during the COVID-19 pandemic and beyond. A focus on technology that promotes appropriate social and physical experiences for young children is necessary, and we hope that our thoughts and selected examples can provide new insights for key stakeholders. CCS Concepts: • Social and professional topics → Children; User characteristics; Age;

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Section: Stakeholder's Rolesmentioning

confidence: 99%

The (Potential) Role of Technology for Young Children’s Social-Emotional Learning

Goagoses

Winschiers‐Theophilus

Chamunorwa

2020

Digit. Gov.: Res. Pract.

Self Cite

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“…A study by Roman and Fiore (2010) deals with offering special programmes to motivate children and youth to read (library summer reading programmes). In order to enable children to become active participants in designing public library services and spaces, diverse personas have been employed as a suitable technique for surveying child readers (Itenge-Wheeler et al, 2018). Stejskal et al (2019) published a study on the economic value of library services for children.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A novel methodology for surveying children for designing library services: A case study of the Municipal Library of Prague

Stejskal¹,

Hájek

Černý³

2020

Journal of Librarianship and Information Science

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Recognizing individual needs and customer preferences is key to succeeding and increasing competitiveness in both the commercial and public sectors. In the public sector, this is one of the ways to increase the efficiency of public funds allocated to public libraries. However, in order to make the right decisions, library management needs quality information about preferences and consumer behaviour, even from customers who cannot be the subject of routine research due to their young age. Therefore, this article proposes a new methodology for surveying children in order to design library services. The proposed methodology, which integrates principles from ethnographic and sociological methods, aims to overcome the problems of conventional sociological methods, such as how to conceive a child as a respondent and how to determine their preferences from hypothetical situations. This article uses a specially designed questionnaire tool to identify preferences, behaviour and information from children (as visitors of a library). The authors learned that Czech children went to the library primarily for books and games. In addition, the data from the questionnaire revealed patterns in the children’s and adults’ behaviour when visiting the library. All of the data in this article can be used for further research into consumer behaviour.

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“…In the first workshop each child worked with an adult facilitator to create the cartoon personas, then had two subsequent workshops where storyboards were produced and finally a prototype of the system was created. Child-generated personas were also created in [13], where 15 children worked in 4 groups to create personas based upon their educational ability. This was based upon the assumption that children would find it easier to create personas that shared similar traits to them, but it is unclear from their study whether children could feasibly create personas independently or for children of a different age or ability.…”

Section: Personasmentioning

confidence: 99%

“…The next two sections were chosen to aid the understanding of life in school and within their home (labelled 'school life' and 'family life'), whilst the final two sections were selected to reflect the activities the children participate in during their spare time (labelled 'hobbies' and 'technology use'). These sections were identified as being important aspects of children's lives in which they interact with people and technology and have been the focus of child personas in other research [49,13]. However, the template was not designed to catch interaction or user goals for a specific scenario, which does mean that empathy within a design scenario may be difficult to measure.…”

Section: Apparatusmentioning

confidence: 99%

“…From the corpus of personas, a small subset could then be synthesized to be used in the design phase to help shape the specification and requirements. The capacity for children to generate personas has been examined briefly by other researchers [13] and this paper aims to contribute to this body of knowledge along with a critical reflection of the value of these as a design aid.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Child-Generated Personas to Aid Design Across Cultures

Sim

Shrivastava

Horton

et al. 2019

Human-Computer Interaction – INTERACT 2019

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Designers frequently use personas to model potential users, but these personas need to be accurate portrayals of people. With personas needed to facilitate a cross-cultural participatory design project, it was recognized that the personas needed to not only describe children appropriately, but also capture differences in behaviours between cultures. 56 children aged 7-10 in the UK and India participated in the creation of personas of elementary school children, describing aspects such as school life, family life and technology use. A tool developed to evaluate personas demonstrated that both sets of children could individually create plausible personas, while content analysis of the personas demonstrated that children focused on behavioural and activity-based narratives that were similar between the two groups, with only limited cultural differences identified. The findings suggest that child-generated personas can be a viable method in the design process, and may offer insights that aid cross-cultural design.

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Child designers creating personas to diversify design perspectives and concepts for their own technology enhanced library

Cited by 24 publications

References 18 publications

The (Potential) Role of Technology for Young Children’s Social-Emotional Learning

The (Potential) Role of Technology for Young Children’s Social-Emotional Learning

A novel methodology for surveying children for designing library services: A case study of the Municipal Library of Prague

Child-Generated Personas to Aid Design Across Cultures

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