Socializers, achievers or both? Value-based roles of children in technology design projects

Kinnula, Marianne; Iivari, Netta; Isomursu, Minna; Kinnula, Henrietta

doi:10.1016/j.ijcci.2018.04.004

Cited by 23 publications

(13 citation statements)

References 49 publications

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“…Previous studies (i.e. [39,69]) already show the value of using Schwartz's model of ten universal values in making sense of values relating to children's technology design and use. Even if we do not assume that the model can comprehensively capture all values that can be associated, the model is a useful tool in gaining deeper understanding of the motivation behind children's suggestions therefore helping to create such education that serve children better and align better with their motivations and underlying values.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to Schwartz's universal values model (utilized e.g. in [39,69]), popular has been particularly the Value Sensitive Design model with its set of human values (see e.g. [64,65], for critical discussion, see e.g.…”

Section: Values and Value-driven Design Approachesmentioning

confidence: 99%

“…As regards to children and technology, Schwartz's universal values model has already been used for analyzing values emerging from children's use of technology [39] and value-based roles children take in the design process [69]. These studies show the model's value in making sense of values relating to children's technology design and use.…”

Section: Values and Value-driven Design Approachesmentioning

confidence: 99%

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Children’s design recommendations for online safety education

Hartikainen

Iivari

Kinnula

2019

International Journal of Child-Computer Interaction

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Section: Discussionmentioning

confidence: 99%

Section: Values and Value-driven Design Approachesmentioning

confidence: 99%

Section: Values and Value-driven Design Approachesmentioning

confidence: 99%

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Children’s design recommendations for online safety education

Hartikainen

Iivari

Kinnula

2019

International Journal of Child-Computer Interaction

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“…Our literature review reports also that autonomous work and collaboration among children might not be easy to accomplish for them. In addition to that, even if the literature so far has not addressed these challenges, we wish to point out the challenges related to motivating children as well as to nurturing their creativity [81,82]. Indeed, as motivation is essential for learning, it has been argued that in a "constructivist-informed classroom" student motivation needs to be explicitly planned and integrated in the learning process by, for example, challenging the students on such level that they can experience success, using teaching techniques that both deliver new knowledge but also motivate the students, and planning for supportive classroom climate [83].…”

Section: Towards Best Practice Recommendationsmentioning

confidence: 99%

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

Norouzi

Kinnula

Iivari

2019

MTI

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The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions.

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“…Friedman et al 2013, Halloran et al 2009, Hartikainen et al 2019, Iivari et al 2015, Iversen et al 2010, Iversen et al 2012, Le Dantec et al 2009, Miller et al 2007, Nouwen et al 2015 and use (e.g. Isomursu et al 2011, Kinnula et al 2018, Nouwen et al 2015, Zaman & Abeele 2010. However, there is a lack of empirical research examining how values are intermingled with and shaping cross-disciplinary design.…”

Section: Introductionmentioning

confidence: 99%

Value Conflict, Convergence and Evolution – Values Shaping Cross-Disciplinary Design

Iivari¹

2020

Proceedings of the Sixth International Conference on Design Creativity (ICDC 2020)

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Values are shaping and underlying our behaviour, including creative design. In crossdisciplinary design, there may be a multitude of values shaping and underlying design. So far, there is a lack of studies on values in cross-disciplinary design. This study utilizes a value lens to examine cross-disciplinary design of a learning application within which Human Computer Interaction (HCI), educational science and Information Technology (IT) specialists as well as users acted as design participants. The study reveals numerous values implicated in design. Educational science specialists emphasized a multitude of values; sometimes even conflicting ones, in their design for learners, while HCI specialists and IT specialists advocated Security and Self-Actualization values for users. Both value conflicts and convergence emerged and those were identified both between and among these designer groups as well as between designers and users. Evolution and negotiation of values was also observable. Implications for research and practice are discussed.

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Socializers, achievers or both? Value-based roles of children in technology design projects

Cited by 23 publications

References 49 publications

Children’s design recommendations for online safety education

Children’s design recommendations for online safety education

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

Value Conflict, Convergence and Evolution – Values Shaping Cross-Disciplinary Design

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