Studying context: a comparison of activity theory, situated action models, and distributed cognition
Context and consciousness
Cooperative inquiry: developing new technologies for children with children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Designing a digital library for young children
Proceedings of the 1st ACM/IEEE-CS joint conference on Digital libraries
Contextual Design: Defining Customer-Centered Systems
Contextual Design: Defining Customer-Centered Systems
Participatory Design: Issues and Concerns
Computer Supported Cooperative Work
Mixing ideas: a new technique for working with young children as design partners
Proceedings of the 2004 conference on Interaction design and children: building a community
Working with young children as technology design partners
Communications of the ACM - Interaction design and children
Layered elaboration: a new technique for co-design with children
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Playing with food: moving from interests and goals into scientifically meaningful experiences
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Mobile learning in museums: how mobile supports for learning influence student behavior
Proceedings of the 10th International Conference on Interaction Design and Children
Interaction Design: Beyond Human - Computer Interaction
Interaction Design: Beyond Human - Computer Interaction
SINQ: Scientific INQuiry learning using social media
CHI '12 Extended Abstracts on Human Factors in Computing Systems
Technology for promoting scientific practice and personal meaning in life-relevant learning
Proceedings of the 11th International Conference on Interaction Design and Children
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Using gamification to motivate children to complete empirical studies in lab environments
Proceedings of the 12th International Conference on Interaction Design and Children
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Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full partnership between researchers and children. One important challenge designers face in creating learning technologies is that these technologies are often situated in specific activities and contexts. While children involved in these activities may have subject expertise (e.g., science inquiry process), they may not have design expertise (e.g., design aesthetics, usability). In contrast, children with design expertise may be familiar with how to design with researchers, but may not have subject expertise. Little is known about the distinction between child design and subject experts in Cooperative Inquiry. In this paper, we examine two cases -- involving children with design expertise and those with subject expertise -- to better understand the design process for both groups of children. The data from this study suggests that similarities do exist between the two cases, but that design and subject knowledge does play a significant role in how children co-design learning technologies.