Impact Score 1.32
Introduction and Aims
Participatory Design (PD) with children allows children to contribute to, or have control over, the development of technologies for themselves and others like them. The children who are most often engaged in PD are affluent (Walsh, 2018), neurotypical, verbal (Wilson, Brereton, Ploderer & Sitbon, 2019) and abled children (Allsop, Holt, Levesley & Bhatka, 2010) of school age (Guha, Druin & Fails, 2013) in Western, educated, industrialized, rich and democratic (WEIRD) countries, who historically have been able to attend PD sessions in-person (Constantin et al., 2020). There is a growing movement to widen inclusion in PD, with research involving groups such as: neurodiverse children (e.g. Wilson et al., 2019), children with disabilities (e.g. Allsop et al., 2010), culturally and linguistically diverse children (e.g. Antle & Bevans, 2012), and children from low socio-economic backgrounds (e.g. Walsh, 2018). However, this seldom occurs with mixed groups of children (i.e. children with a spread of different abilities and experiences) (Börjesson et al, 2015).
This special issue is intended to highlight research that “pushes the boundaries of PD”, whether that means involving children in and from a wider range of countries; working with children from cultural and linguistic minorities; working across larger spreads of socio-economic strata; working with neurodiverse children and children with disabilities; working with mixed groups of children; working with young children, or mixed-aged groups; working with indigenous children or children with immigrant or refugee backgrounds; or, especially in light of the COVID-19 pandemic, promoting inclusion through online and distributed PD.
Submissions are welcome from any and all researchers and practitioners who are interested in the inclusion of children with diverse experience and abilities in design. This includes (but is not limited to) attendees of the guest editors’ Pushing the Boundaries of Participatory Design Special Interest Group (SIG) and workshops throughout 2019 and 2020, who are invited to develop their position papers into longer, journal quality papers; or submit a paper on a new topic of relevance. We aim to gain an international perspective on these important issues, and encourage submissions from researchers all around the world.
The aim of this special issue is twofold:
Contributions are invited on (but not limited to) the following topics:
Allsop, M., Holt, R., Levesley, M., & Bhakta, B. (2010). The engagement of children with disabilities in health-related technology design processes: Identifying methodology. Disability and Rehabilitation: Assistive Technology, 5(1), 1–13. https://doi.org/10.3109/17483100903323267
Antle, A. N., & Bevans, A. (2012). Creative design: Exploring value propositions with urban Nepalese children. In A. Nijholt, T. Romão, & D. Reidsma (Eds.), Advances in Computer Entertainment (pp. 465–468). Kathmandu, Nepal: Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-34292-9
Börjesson, P., Barendregt, W., Eriksson, E., & Torgersson, O. (2015). Designing technology for and with developmentally diverse children: a systematic literature review. In Proceedings of the 14th international conference on interaction design and children, 79-88.
Constantin, A., Alexandru, C. A., Korte, J., Wilson, C., Fails, J., Sim, G., Read, J., & Eriksson, E. (2021). Distributed Participatory Design: Addressing Challenges of a Global Pandemic. International Journal of Child-Computer Interaction, forthcoming.
Constantin, A., Korte, J., Fails, J. A., Alexandru, C. A., Dragomir, M., Pain, H., Good, J., Garzotto, F., Eriksson, E., & Waller, A. (2019). Expecting the unexpected in participatory design. Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, 1–4. https://doi.org/10.1145/3290607.3311758
Constantin, A., Korte, J., Fails, J. A., Good, J., Alexandru, C. A., Dragomir, M., Pain, H., Hourcade, J. P., Eriksson, E., Waller, A., & Garzotto, F. (2019). Pushing the boundaries of participatory design with children with special needs. Proceedings of the 18th ACM International Conference on Interaction Design and Children, 697–705. https://doi.org/10.1145/3311927.3325165
Constantin, A., Korte, J., Wilson, C., Alexandru, C. A., Good, J., Sim, G., Read, J., Fails, J. A., & Eriksson, E. (2020). Planning the world’s most inclusive PD project. Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts, 118–125. https://doi.org/10.1145/3397617.3398066
Guha, M. L., Druin, A., & Fails, J. A. (2013). Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design. International Journal of Child-Computer Interaction, 1(1), 14–23. https://doi.org/10.1016/j.ijcci.2012.08.003
Korte, J., Constantin, A., Alexandru, C. A., Fails, J. A., Eriksson, E., Good, J., Pain, H., Hourcade, J. P., Garzotto, F., & Waller, A. (2019). Pushing the boundaries of participatory design. In D. Lamas, F. Loizides, L. Nacke, H. Petrie, M. Winckler, & P. Zaphiris (Eds.), Human-Computer Interaction – INTERACT 2019 (Vol. 11749, pp. 747–753). Springer International Publishing. https://doi.org/10.1007/978-3-030-29390-1_74
Walsh, G. (2018). Towards equity and equality in American co-design: A case study. In Proceedings of the 2018 ACM Conference on Interaction Design and Children, 434–440. https://doi.org/10.1145/3202185.3202768
Wilson, C., Brereton, M., Ploderer, B., & Sitbon, L. (2019). Co-Design Beyond Words: 'Moments of Interaction' with Minimally-Verbal Children on the Autism Spectrum. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI '19), 1–15. https://doi.org/10.1145/3290605.3300251
Jessica Korte, The University of Queensland, Australia
Cara Wilson, University of Glasgow, UK
Gavin Sim, University of Central Lancashire, UK
Aurora Constantin, University of Edinburgh, UK
Eva Eriksson, Aarhus University, Denmark
Jerry Alan Fails, Boise State University, USA
Cristina Adriana Alexandru, University of Edinburgh, UK
Janet C. Read, University of Central Lancashire, UK