Building a BRIDGE between children and users: a socio-cultural approach to child–computer interaction

Authors:
Ole Sejer Iversen;Christina Brodersen
Affiliations:
University of Aarhus, Department of Information and Media Studies, Helsingforsgade 14, 8200, Åarhus, Denmark;University of Aarhus, Department of Computer Science, Åbogade 34, 8200, Åarhus, Denmark
Venue:
Cognition, Technology and Work
Year:
2008

Citing 0
Cited 8

Fictional characters in participatory design sessions: Introducing the "design alter egos" technique

Interacting with Computers
User gains and PD aims: assessment from a participatory design project

Proceedings of the 11th Biennial Participatory Design Conference
Participatory design at the museum: inquiring into children's everyday engagement in cultural heritage

Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction
Scandinavian participatory design: dialogic curation with teenagers

Proceedings of the 11th International Conference on Interaction Design and Children
Designing the anti-heuristic game: a game which violates heuristics

Proceedings of the 11th International Conference on Interaction Design and Children
Designing healthcare games and applications for toddlers

Proceedings of the 12th International Conference on Interaction Design and Children
Towards an ecological inquiry in child-computer interaction

Proceedings of the 12th International Conference on Interaction Design and Children
You are the real experts!: Studying teenagers' motivation in participatory design

Proceedings of the 12th International Conference on Interaction Design and Children

Quantified Score

Hi-index	0.00

Visualization

Abstract

The field of child–computer interaction has received growing attention as a result of the penetration of IT into children’s everyday lives. Consequently, the involvement of children in the design of children’s technology has been widely discussed. So far, literature on children’s involvement in design has mainly treated design with children as a distinct design discipline regarding children as “cognitive incomplete” in comparison with adult users. With a point of departure in the framework of socio-cultural activity theory, this paper provides a new perspective on design with children, based on understanding children as participants in meaningful communities of practices. Thus, we argue that children could and should be involved in design on the same terms as adult users; children are treated as experts in their everyday lives and we cannot design future IT for children without involving these experts. The paper introduces the BRIDGE method including a palette of design techniques as a practice-based method for designing with children based on this perspective.