Addressing children’s needs and interests is crucial when designing and developing computational devices for this user group. Different approaches to include children in the design process, such as Participatory Design, have been investigated and applied in past research. A way to engage children as active design partners is to let them build and reconfigure their own devices. Construction kits, as they have been developed by researchers in the past, enable children to do so. Several application scenarios for why children would build their own handhelds and wearable computers with different construction kits have been identified in past research. The hardware and software components that were included in developed kits as well as the way they were used and evaluated varied widely.
This paper outlines the evolution of the investigation and application of construction kits in the research field of wearable computers for children. By referring to approaches and findings presented in related work this paper aims to highlight the potential of using these insights as a basis for future investigations and user-centered design processes. Despite the technological advances, it is argued that design and development processes for wearable computers for children can benefit from past research.
Table of Contents
1. INTRODUCTION
2. RELATED WORK
2.1 The human-centered design process
2.2 Children as participants in design and development processes
2.2.1 Participatory Design.
2.2.2 Roles of children in technology design processes.
2.3 Features of construction kits
2.3.1 Features of electronic textile construction kits.
2.3.2 Features of game construction kits.
2.4 Application and evaluation of construction kits
2.4.1 Application and evaluation of electronic textile construction kits.
2.4.2 Application and evaluation of game construction kits.
2.5 User-centered design of construction kits
3. CONCLUSION
Objectives and Research Themes
The primary objective of this work is to explore the evolution and application of construction kits as a user-centered design approach, enabling children to actively participate in the development of wearable computers rather than remaining passive consumers.
- Inclusion of children in design processes via Participatory Design and Cooperative Inquiry.
- Analysis of technical and software-based features of various construction kits for children.
- Evaluation methods for determining the usability and educational potential of construction kits.
- The shift in children’s roles from testers or informants to active design partners.
- Strategies for designing technology that children can appropriate for their personal everyday needs.
Excerpt from the Book
2.2.2 Roles of children in technology design processes.
The roles that children can take on in design and development processes have been named and described decades ago by Druin [8], namely user, tester, informant, and design partner. Following this classification, being involved as users means that children are asked to interact with technology only after the design and development is completed and the technology is already marketed. The interaction is typically observed by researchers, whereas children are not asked for their opinion. Therefore, it is defined as the least involved role. A process, in which children are allowed to interact with a technology before it is completely designed and developed, defines them as testers. However, the input that testers have in the design process is still limited and changes to technology are solely based on the observations of researchers. On the contrary, the role of informants is characterized by involving children much more throughout the process. First, it is defined by the fact that researchers involve children at various stages of the design and development process. For instance, children would be involved in the brainstorming of ideas or in the evaluation of a prototype. Second, children are more directly asked for input and their opinions on the design are much more valued. Finally, the role of design partners is the most involved one that children can take on. Here, they are seen as equal team members and stakeholders that are actively involved throughout the entire design process.
Summary of Chapters
1. INTRODUCTION: Outlines the rise of wearable computers for children and emphasizes the necessity of a user-centered design approach to address their unique needs and interests.
2. RELATED WORK: Provides an extensive literature review on human-centered design, the historical roles of children in design, and the technical evolution of construction kits.
2.1 The human-centered design process: Describes Norman’s iterative design cycle consisting of Observation, Idea Generation, Prototyping, and Testing as the foundation for usable technology.
2.2 Children as participants in design and development processes: Examines methods like Participatory Design and Cooperative Inquiry that empower children to contribute to technology development.
2.2.1 Participatory Design.: Explores the core principles of Participatory Design, focusing on mutual learning between designers and child participants.
2.2.2 Roles of children in technology design processes.: Defines the distinct levels of child involvement in development, ranging from simple users to active design partners.
2.3 Features of construction kits: Details the technical requirements and evolution of various hardware and software platforms intended for child-led creation.
2.3.1 Features of electronic textile construction kits.: Discusses specific kits like LilyPad Arduino and i*CATch designed for constructing computational garments.
2.3.2 Features of game construction kits.: Analyzes kits like Makey Makey that blend tangible interfaces with gaming to engage children in programming.
2.4 Application and evaluation of construction kits: Reviews how these kits have been tested in workshops and what criteria are used to determine their success.
2.4.1 Application and evaluation of electronic textile construction kits.: Investigates case studies and evaluation feedback from researchers implementing wearable textile projects with children.
2.4.2 Application and evaluation of game construction kits.: Examines the integration of crafts and digital components in game controller workshops for children.
2.5 User-centered design of construction kits: Discusses how the design of the kits themselves can follow iterative, user-centered principles to improve accessibility and creativity.
3. CONCLUSION: Summarizes the potential of construction kits to foster child agency in technology design and suggests future research directions in real-world environments.
Keywords
User-centered design, construction kits, wearable computers, children, Participatory Design, Cooperative Inquiry, electronic textiles, game construction, prototyping, interaction design, appropriation, design partners, computational devices, educational technology, usability evaluation.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how construction kits can be used to involve children as active design partners in the creation of wearable computers, moving beyond their role as passive end-users.
What are the central themes of the work?
Central themes include user-centered design, the role of children in technology development, the technical evolution of construction kits, and the methodologies used to evaluate these tools in practice.
What is the primary goal of the research?
The goal is to highlight the potential of using insights from past research to create better, more inclusive design processes that cater to children’s interests, motives, and real-world needs.
What scientific methodology is utilized?
The paper uses a comprehensive literature review and comparative analysis of existing research, methodologies, and case studies regarding wearable computing construction kits for children.
What is covered in the main body of the text?
The main body details the human-centered design cycle, evaluates various categories of construction kits (textiles and gaming), and discusses the different levels of child participation in the design process.
Which keywords best describe this research?
Keywords include user-centered design, construction kits, wearable computers, children, Participatory Design, Cooperative Inquiry, and prototyping.
How does Cooperative Inquiry differ from traditional user testing?
Cooperative Inquiry treats children as equal members of an intergenerational team, engaging them in brainstorming and development rather than just observing them interact with a finished product.
What challenges do children face when using these construction kits?
Challenges identified include technical difficulties with programming, physical challenges with sewing or assembly, and the need for kits that are approachable for novices but flexible enough for advanced ideas.
Why is the concept of 'appropriation' important for this study?
Appropriation suggests that users often adapt technology in ways designers do not anticipate; designing for appropriation empowers children to reconfigure devices to fit their unique personal lives.
How can the findings from this paper inform future tech design?
The paper suggests that future toolkits should be developed using iterative, user-centered processes that prioritize ease of use, durability, and the ability for children to express their own narratives through technology.
- Arbeit zitieren
- Laura Grönewald (Autor:in), 2021, User-centered design of wearable computers with construction kits for children, München, GRIN Verlag, https://www.grin.com/document/1161706
