Children in the information technology design process: A review of theories and their applications

Abstract

This article reviews the literature on the role that children can play in the design of information technology applications intended for young users themselves. It discusses several relevant design theories -User-Centered Design, Contextual Inquiry, Participatory Design, Cooperative Inquiry, Informant Design and Learner-Centered Design -looks at usability issues in relation to design and children, and presents a number of studies in which children have been actively involved in the design both of software and web portals. Designers are finding that children as well as adults can have a valuable and complementary role to play in the design process, although its precise nature is a matter of debate.

Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum

“…Scaife & Rogers, 1999;Druin, 2002) that traditional approaches to UCD were not very effective in developing appropriate and enjoyable technologies, leading to the suggestion that children should be included earlier in the design process. As well as the end-product not being very effective in meeting needs, there was also recognition that the methods used in UCD approaches may not be very accessible or meaningful for children (Nesset & Large, 2004). For example, UCD methods may include tasks where children are observed, or questionnaires where children are asked about likes / dislikes of the technology, and these may be not be very engaging for children or easy for them to understand.…”

“…So, for example, teachers can discuss learning needs of their pupils as well as difficulties they may have in teaching particular concepts or ideas; whilst children can provide helpful insights into how learning can be motivating and fun and these ideas can be incorporated early on. Nesset and Large (2004) argue that informant design is positioned between UCD and PD perspectives because whilst children have greater involvement in the process compared to UCD approaches, their involvement is nevertheless planned and organised by the adult researchers. Druin's (2002) approach was to try to embed a more equal partnership with children in technology design moving beyond the child as user, tester and informant, to include them as design partner.…”

“…We then move on to discuss the conceptualisation of our own work with children on the autism spectrum, before illustrating some of the challenges from a recent multi-disciplinary project. Nesset and Large (2004) review the theories and applications of how children have been involved in informational technology design processes. They note that user-centred design (UCD) was the main approach used by technology developers through the 1980's-90's as technology started to become more available to mainstream markets.…”

“…UCD is characterised by potential users being brought in at a late stage of the technology development process to provide testing or evaluation of products that are ready for the market. As Nesset and Large (2004;p.141) note: 'All research in user-centered design is focused on the impact of the technology on the child user'. Whilst this can be useful for designers in terms of including large numbers of children as 'testers' and in developing products swiftly (Nesset & Large, 2004), the main difficulty with such an approach is that this leaves little room for end-users to influence design for the better.…”

“…As Nesset and Large (2004;p.141) note: 'All research in user-centered design is focused on the impact of the technology on the child user'. Whilst this can be useful for designers in terms of including large numbers of children as 'testers' and in developing products swiftly (Nesset & Large, 2004), the main difficulty with such an approach is that this leaves little room for end-users to influence design for the better. This means that the power relationship between designers and users is located firmly with the former; technology designers have already made most of the decisions and can choose to what extent they consider, or act, upon users' views (Scaife & Rogers, 1999).…”