Samenvatting
This paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.
| Originele taal-2 | Engels |
|---|---|
| Pagina's (van-tot) | 109-128 |
| Aantal pagina's | 20 |
| Tijdschrift | Interaction Design and Architecture(s) |
| Volume | 44 |
| Status | Gepubliceerd - mrt. 2020 |
Financiering
Acknowledgments. We would like to thank the children and teachers from the two schools working as co-design partners in our project. This work was partially supported by the Marcus and Amalia Wallenberg Foundation and was funded in part by the project START, which is a collaboration between University West and the University of Gothenburg. The authors are solely responsible for the content of this publication. It does not represent the opinion of the Marcus and Amalia Wallenberg Foundation, and the Marcus and Amalia Wallenberg Foundation is not responsible for any use that might be made of data appearing therein.
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