Children's input into the design process of new learning technologies can be critical for successful development [Cypher and Smith1995,Druin et al.1998,Oosterholt et al.1996], The value of involving users in the design process has long been recognized by the human-computer interface (HCI) community. More recently the participatory design (PD) approach has shown to be effective, supporting users and designers in collaboration as partners in the design process [Scaife et al.1996]. However, using PD with children in developing learning technologies presents two challenges:
The notion that students can be effective researchers is not a new one, and indeed has been found in other studies [Druin et al.1997]. Not only is it empowering for students to work within such a framework, but it affirms that students are capable of identifying features and functionalities which are the most motivating and engaging for themselves. However, as children cannot typically develop their own learning goals, Scaife et al [Scaife et al.1996] argue that children should be viewed as "native informants'' in the design process. This position emphasizes the existence of certain constraints that researchers may introduce with respect to aspects of learning/teaching practices.
A common technique for facilitating collaborative design is to use low-tech tools that allow users and developers to collaboratively construct informal prototypes. One such example of this technique which has been applied successfully is called PICTIVE [Nielsen et al.1992]. In using familiar materials and easy-to-learn low tech methods, this technique is particularly well suited for use with children. However, as the ultimate use of the new technology is computer-based, it is important for low-tech prototyping to be informed by some familiarity with computational environments.