Lee, Tangible ideation - How to design for and with children?

Tangible ideation: How to design for and with children explores the communication and collaboration methods and practice of adult design practitioners working with children in the design process. The main contrast with the earlier stands of research in Child-Computer Interaction (CCI), namely Interaction Design and Children (IDC) and Participatory Design (PD), is that they have focused on children-designed solutions using artefacts employed in/via technology and technological contexts, whereas this research focuses on artefacts that are tangible and designed for small hands. Starting from a review of existing research on the position of children in the design process, the author interrogates the role of the adult designer, exploring the dispositions, methods and tools supporting designers' interaction and communication with children. Through the experimental design research method applied in practice with children, this dissertation has developed three models of practice: Design for and with children; Social science for children; and Tangible ideation models in designing for and with children. Based on investigations and findings through the empirical design practices applied to the three models of practice, this research reveals three principles. First, as a medium, materials were explored and redefined during design practices with children, providing that materials support designers' interaction and communication with children. Second, by applying the three models of practice, the author formulated the iterative process and structure of this research. Lastly, Double triangles which describe the relations among practitioners, products and practices between designing for and designing with children have developed a new framework of designing for and with children.In this dissertation, Bang Jeon Lee's underlying argument begins with stakeholders' roles and children's participation in design, and then focuses on design practitioners' reflective roles and positions in design. She emphasises reflection and the practical contributions of this research, as well as providing considerable guidance for adult designers or researchers who work with children. Consequently, this research supports enhancing the wellbeing of children through their participation and collaboration in both design and education.