Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum
Technology design in the field of human–computer interaction has developed a continuum of participatory research methods, closely mirroring methodological approaches and epistemological discussions in other fields. This paper positions such approaches as examples of inclusive research (to varying de...
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| Format: | Article |
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Taylor & Francis
2014
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| Online Access: | https://eprints.nottingham.ac.uk/44961/ |
| _version_ | 1848797038956773376 |
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| author | Parsons, Sarah Cobb, Sue |
| author_facet | Parsons, Sarah Cobb, Sue |
| author_sort | Parsons, Sarah |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Technology design in the field of human–computer interaction has developed a continuum of participatory research methods, closely mirroring methodological approaches and epistemological discussions in other fields. This paper positions such approaches as examples of inclusive research (to varying degrees) within education, and illustrates the complexity of navigating and involving different user groups in the context of multi-disciplinary research projects. We illustrate this complexity with examples from our recent work, involving children on the autism spectrum and their teachers. Both groups were involved in learner-centred design processes to develop technologies to support social conversation and collaboration. We conceptualize this complexity as a triple-decker ‘sandwich’ representing Theory, Technologies and Thoughts and argue that all three layers need to be appropriately aligned for a good quality ‘product’ or outcome. However, the challenge lies in navigating and negotiating all three layers at the same time, including the views and experiences of the learners. We question the extent to which it may be possible to combine co-operative, empowering approaches to participatory design with an outcome-focused agenda that seeks to develop a robust learning technology for use in real classrooms. |
| first_indexed | 2025-11-14T19:57:32Z |
| format | Article |
| id | nottingham-44961 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:57:32Z |
| publishDate | 2014 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-449612020-05-04T16:44:42Z https://eprints.nottingham.ac.uk/44961/ Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum Parsons, Sarah Cobb, Sue Technology design in the field of human–computer interaction has developed a continuum of participatory research methods, closely mirroring methodological approaches and epistemological discussions in other fields. This paper positions such approaches as examples of inclusive research (to varying degrees) within education, and illustrates the complexity of navigating and involving different user groups in the context of multi-disciplinary research projects. We illustrate this complexity with examples from our recent work, involving children on the autism spectrum and their teachers. Both groups were involved in learner-centred design processes to develop technologies to support social conversation and collaboration. We conceptualize this complexity as a triple-decker ‘sandwich’ representing Theory, Technologies and Thoughts and argue that all three layers need to be appropriately aligned for a good quality ‘product’ or outcome. However, the challenge lies in navigating and negotiating all three layers at the same time, including the views and experiences of the learners. We question the extent to which it may be possible to combine co-operative, empowering approaches to participatory design with an outcome-focused agenda that seeks to develop a robust learning technology for use in real classrooms. Taylor & Francis 2014-03-17 Article PeerReviewed Parsons, Sarah and Cobb, Sue (2014) Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum. International Journal of Research & Method in Education, 37 (4). pp. 421-441. ISSN 1743-7288 HCI user-centred participatory learner-centred technology design autism spectrum disorders social skills virtual reality http://www.tandfonline.com/doi/abs/10.1080/1743727X.2014.890584 doi:10.1080/1743727X.2014.890584 doi:10.1080/1743727X.2014.890584 |
| spellingShingle | HCI user-centred participatory learner-centred technology design autism spectrum disorders social skills virtual reality Parsons, Sarah Cobb, Sue Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| title | Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| title_full | Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| title_fullStr | Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| title_full_unstemmed | Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| title_short | Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| title_sort | reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum |
| topic | HCI user-centred participatory learner-centred technology design autism spectrum disorders social skills virtual reality |
| url | https://eprints.nottingham.ac.uk/44961/ https://eprints.nottingham.ac.uk/44961/ https://eprints.nottingham.ac.uk/44961/ |