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Shifting roles and slow research: children’s roles in participatory co-design of critical machine learning activities and technologies.
- Source :
-
Behaviour & Information Technology . Feb2024, p1-22. 22p. 6 Illustrations, 4 Charts. - Publication Year :
- 2024
-
Abstract
- Including children’s voices in the design of learning activities and technologies has increasingly become a subject of conversation among researchers and learning designers. Research suggests children have lived experiences that position them as useful contributors in co-designing curricula activities or technologies they will use. However, one significant challenge in participatory co-design is engaging children in the co-design of curricula when they have not yet learned the disciplinary content within the curricula. We present our two-year participatory design-based research study in which we co-designed a Critical Machine Learning educational programme with different groups of children at two after-school centres over two consecutive years. In this paper, we characterize the roles children embodied in two cycles of participatory co-design and how the program's activities impacted these roles. Findings in this study suggest that in two participatory design-based research cycles, children embodied different roles of tester, informant, or designer of both AI learning activities and AI technologies. Based on this design-based research study, we propose that a ‘slow research’ approach that emphasises trust-building and a deep understanding of children's perspectives can be instrumental in achieving meaningful co-design outcomes. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0144929X
- Database :
- Academic Search Index
- Journal :
- Behaviour & Information Technology
- Publication Type :
- Academic Journal
- Accession number :
- 175292409
- Full Text :
- https://doi.org/10.1080/0144929x.2024.2313147