Wolmet Barendregt, Sara Ekström, Svea Kiesewetter, Lena Pareto, Sofia Serholt
pp. 109 - 128, view paper, download
(https://doi.org/10.55612/s-5002-044-006), Google Scholar
Issue N. 44, Spring 2020
This paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.
Keywords: co-design, robot tutee, children
Cite this article as:
Barendregt W., Ekström S., Kiesewetter S., Pareto L., Serholt S.: Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children, Interaction Design & Architecture(s) – IxD&A Journal, N.44, -0001, pp. 109–128, DOI: https://doi.org/10.55612/s-5002-044-006