CARSS: A Framework for Learner-Centred Design with Children

Article type: Research Article

Authors: Good, Judith | Robertson, Judy

Affiliations: IDEAS Lab, Department of Informatics, University of Sussex, Brighton, BN1 9QH, UK. E-mail: [email protected] | School of Mathematical and Computer Sciences, Heriot-Watt University, Edinburgh, EH14 4AS, UK. E-mail: [email protected]

Abstract: Learner-centred design (LCD)is a nebulous concept. It can range from attempts to design with the needs of the learner at the forefront, to involving the learner at various stages of the design process, sometimes throughout the whole process. In addition, learner-centred design involving children implies additional issues which do not present themselves when using an LCD approach with adults. In this paper, we argue that current LCD frameworks do not consider the full range of issues necessary for successful design. We propose CARSS (Context, Activities, Roles, Stakeholders, Skills), a learner-centred design framework specifically for child learners, and describe two design case studies which demonstrate the framework in use.

Keywords: Learner-centred participatory design, design frameworks, software design with children

Journal: International Journal of Artificial Intelligence in Education, vol. 16, no. 4, pp. 381-413, 2006