Developing a Computationally Rich Narrative-Centered Learning Environment With Teachers Through Participatory Design

• In Event: Instructional Strategies and Tools to Support Learning Process

Abstract

This paper exemplifies a participatory design approach that enabled teachers’ direct participation in the design process of a digital narrative-centered learning environment that engages students in computationally-rich science learning as they create interactive narratives using block-based programming. Our results demonstrate that the teachers in our sessions drew upon their professional knowledge and expert understanding of learners’ needs to consider not only practical issues of implementation but also important usability concerns with technical elements of the user interface. This work underscores the importance of including teachers in design processes to guide the iterative development of innovative learning technologies as they possess valuable expertise about their learners’ needs and the cultural and contextual constraints that these learning environments will be used in.

Authors

• Danielle Cadieux Boulden, Code.org

• Kimkinyona Cully, WestEd

• Jennifer K. Houchins, North Carolina State University

• Andy Smith

• Rasha ElSayed, WestEd

• Aleata Hubbard Cheuoua, WestEd

• James Minogue, North Carolina State University

• Kevin M. Oliver, North Carolina State University

• Cathy Ringstaff, WestEd

• Bradford Mott, North Carolina State University