Participatory design of learning media: Designing educational computer games with and for teenagers

Danielsson, Karin; Wiberg, Charlotte

doi:10.1108/17415650680000068

Cited by 74 publications

(51 citation statements)

References 25 publications

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“…participatory design, [44]) allows the identification of significant gender-related preferences for a given purpose (target age, subject matter etc.). This ensures acceptability of design and the implementation of relevant adaptation aspects, thus contributing to learners' engagement and successful learning throughout the game.…”

Section: Resultsmentioning

confidence: 99%

Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games

Steiner

Kickmeier-Rust

Albert

2009

Lecture Notes in Computer Science

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Abstract.Computer games are tremendously successful and this is why the potential of using this medium for educational purposes is increasingly recognized and researched. However, as new learning technologies need to be appropriate for all students and ensure equal learning opportunities, it is important to take into account evidences on gender differences in the context of computer games. This paper reviews relevant research results on gender aspects. Aiming for the realization of gender-based adaptation in digital educational games, a model incorporating research evidences on gender aspects is elaborated and implications for adaptation are derived. Adaptation principles and game design are illustrated by means of the 80Days project.

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Section: Resultsmentioning

confidence: 99%

Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games

Steiner

Kickmeier-Rust

Albert

2009

Lecture Notes in Computer Science

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“…The game is targeted for the general population of children that have not been diagnosed with behavior disorders or mental health conditions. Participatory design was the approach adopted in the early part of the design, involving 10-year old children as users, testers, informants, and design partners [Druin 2002;Danielsson and Wiberg 2006]. …”

Section: Introductionmentioning

confidence: 99%

Child-centered interaction in the design of a game for social skills intervention

et al. 2011

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In this article we describe the CALSIUM framework to elicit children's contributions and perspectives in the design of an online game for enhancing social skills of children. This study advocates a participatory design approach that emphasizes the active involvement of users at the early part of the design process. The children play-tested the game prototype and participated in focus group discussions. Using storyboarding, a low-fidelity prototyping technique, they developed design concepts and ideas which were translated into design directions for the development of the game. The data collected were used to glean insights into the likes and dislikes of children and to analyze the opportunities and challenges in engaging children as users, testers, informants, and design partners. Besides stretching children's creativity and critical thinking on the game design, the children's cognitive understanding of social knowledge was enhanced, evident from the design artifacts produced.

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“…It is generally acknowledged that fun is an important design requirement for computer games, although there has been some critical debate about how possible it is to foresee the motivational factors for gaming (Danielsson & Wiberg, 2006). In this study, fun aspects were identified from children's designs and incorporated into the serious game that was developed based on their drawings.…”

Section: Discussionmentioning

confidence: 99%

From England to Uganda: Children Designing and Evaluating Serious Games

Sim

Read

Gregory

et al. 2014

Human–Computer Interaction

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The participation of end-users in the design and evaluation of technologies has long been an important principle in human-computer interaction. This article reports a study to ascertain to what extent children using participatory methods could effectively design for a surrogate population. Fifty children, from a UK primary school, participated in a design activity to specify a serious game for children in Uganda. The children's designs were analyzed and were shown to have effectively incorporated learning and gaming aspects. Based on these designs a serious game was developed. This new serious game and the commercial game Angry Birds were both evaluated for fun with 25 children in Uganda, using the Fun Toolkit and the This or That method. The results suggested that the children found both games fun, thus confirming that the children in the United Kingdom could effectively design a fun game for a surrogate population. Despite the positive results, the reliability of the evaluation methods is questioned. Inconsistencies were noted within the individual evaluation tools and the comparative results for some constructs yielded a low reliability score. We conclude that further research is required to establish suitable evaluation methods for evaluating fun with children in developing countries.Gavin Sim (grsim@uclan.ac.uk) is a computer scientist with an interest in human-computer interaction, usability, user experience, and child-computer interaction; he is a Senior Lecturer in the School of Computing Engineering and Physical Sciences of the University of Central Lancashire. Janet C. Read (jcread@uclan.ac.uk) is a computer scientist with an interest in child-computer interaction, handwriting recognition, and interaction design; she is a Professor in the School of Computing Engineering and Physical Sciences of the University of Central Lancashire. Peggy Gregory (ajgregory@uclan.ac.uk) is a computer scientist with an interest in agile methodologies, health informatics, and child-computer interaction; she is a Senior Lecturer in the School of Computing Engineering and Physical Sciences of the University of Central Lancashire. Diana Xu (YFXu@uclan.ac.uk) is a researcher with an interest in child-computer interaction, tangible computing, and serious games; she is a Research Assistant in the School of Computing Engineering and Physical Sciences of the University of Central Lancashire.Color versions of one or more of the figures in the article can be found online at www.tandfonline. com/hhci. 264Sim et al.

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Participatory design of learning media: Designing educational computer games with and for teenagers

Cited by 74 publications

References 25 publications

Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games

Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games

Child-centered interaction in the design of a game for social skills intervention

From England to Uganda: Children Designing and Evaluating Serious Games

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