Developmentally Sensitive Design Methods
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Transcript of Developmentally Sensitive Design Methods
6/19/2014
1
Developmentally
Sensitive DesignInteraction Design and Children, Aarhus, Denmark
June 17, 2014
Mona Leigh Guha
@Mona_Leigh
My interest in developmentally sensitive
design methods
� Was an early childhood teacher for 6 years
� Joined an interdisciplinary technology design team 12
years ago
� Degrees in early childhood education, early childhood
special education, and human development
� Developed a human
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Why should we care about the design process
used to create technology for children?
1. Children being involved with adults in the design
process can lead to developmentally appropriate
technology being developed
Making technology for kids without working directly with them, "is like making
clothes for someone you don’t know the size of." -Thomas, child design partner
2. Participating a technology design process can impact
the development of the children who are part of the
process
Roles children can play in the
technology design process
user
tester
informant
design partner
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The child as user
� In use since the 1970’s
� Child uses technology after it is widely available user
tester
informant
design partner
user
The child as tester
� Became common
practice in the early
1990’s
� Child uses the
technology before it
is widely available
tester
informant
design partner
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user
tester
The child as informant
� Became common
practice in the mid
1990’s
� Child has input at
various points during
the design process informant
design partner
informant
The child as design partner
� Used mid 1990’s to
present
� Children are equal
shareholders with
adults throughout the
design process
user
tester
design partner
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Cooperative Inquiry: A design partnering
method� Method of design partnering with children to
create technology for children
� High ratio of adults to children
� Meet for two weeks in the summer; 2 weekly 90-minute sessions throughout the year
� Collaborative work; multiple techniques
Child development considerations in
Cooperative Inquiry
� Children who are design partners will be at
varying stages of development
� Also consider developmental levels of children for
whom your team is designing
� Consider developmental theories such as those of
Piaget and Vygotsky
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Supporting different ages in Cooperative
Inquiry
� Young children (4 – 6 years old)
� Middle childhood (7 – 11 years old)
� Adolescents (12 – 19 years old)
Child development in technology
design process: Young children
� Collaboration and elaboration are challenging
� More steps in design
� More adult interaction
� Lower ratio
� Smaller groups
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Magic Wall
� Children repurposed a touch
surface from a tabletop office
technology to an open-ended
art surface
� Supports play involving open-
ended possibilities, rich social
interactions, and physical
activity
Child development in the technology
design process: Middle childhood
� Social structures
� Gender consideration
� Still children; take breaks
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Scenic Words and BodyVis
� Design for the whole body
� Scenic Words is a mobile app
which exposes children to a
second language by
incorporating physical
movement
� BodyVis teaches children about
anatomy through a
biometrically activated shirt
Child development in the technology
design process: Adolescents
� Scheduling
� More challenging projects
� Content vs. design experience
� Teenagers take the lead in small groups
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FieldScope and Connected Chemistry
� Both technologies teach science in
an engaging way to teenagers
� FieldScope encourages teenagers
to be citizen scientists and collect
meaningful data about their world
� Connected Chemistry teaches
chemistry to high school students
using interactive simulations (also
worked with teachers in co-design)
Cooperative Inquiry can produce
really cool technology! But a
few years ago, I wondered…
What about the children who are our design
partners? How is this impacting them?
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What are children’s social and
cognitive experiences in the
context of an intergenerational
Cooperative Inquiry technology
design process?
So I did a study!
� Qualitative
� Participant Observation
� Case study
� Bounded system
� Data collection
� Participant observation notes
� Artifact analysis
� Interviews
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* Participants
Name M/
F
Age Grade New School
Abby F 8-9 3rd Public
Barrett M 9-10 4th New Public
Cameron F 7-8 2nd New Private
Dakota F 9-10 3rd Private
Nikita F 8-9 3rd New Public
Sebastian M 10-11 5th New Private
Shawn M 10-11 5th Private
Tabitha F 8-9 4th Private
* Names of participants have been changed to ensure confidentiality
Framework of developmental
experiences of child design partners
Communication
Collaboration
Skills
Content
Relationships
Enjoyment
Confidence
Social Cognitive
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Empowerment
Some experiences of child design partners
Engagement
Problem Solving
Creativity
Verbal communication
Inquiry
Discipline-specific content
Developmentally
Sensitive DesignInteraction Design and Children, Aarahus, Denmark
June 17, 2014
Mona Leigh Guha
@Mona_Leigh