Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with children
Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with children
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布朗尼蛋糕还是一袋东西？：与儿童合作探究的领域专业知识
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
A. Druin
中科院分区：
文献类型：
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作者：
Jason C. Yip;Tamara L. Clegg;Elizabeth M. Bonsignore;H. Gelderblom;Emily Rhodes;A. Druin
研究人员经常利用参与式设计的方法，与用户共同努力，提升技术。特别是，合作探究是一种与儿童一起参与设计的方法，涉及研究人员和儿童之间的全面合作伙伴关系。设计师在创造学习技术时面临的一个重要挑战是，这些技术通常位于特定的活动和背景中。虽然参与这些活动的儿童可能具有学科专业知识(例如，科学探究过程)，但他们可能没有设计专业知识(例如，设计美学、可用性)。相比之下，有设计专长的孩子可能熟悉如何与研究人员一起设计，但可能没有学科专长。关于合作调查中儿童设计和学科专家之间的区别，人们知之甚少。在这篇文章中，我们研究了两个案例--涉及具有设计专长的儿童和具有学科专长的儿童--以更好地理解这两类儿童的设计过程。这项研究的数据表明，这两个案例之间确实存在相似之处，但设计和学科知识确实在儿童如何共同设计学习技术方面发挥了重要作用。
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.