2025
Veldhuis, Annemiek, Antle, Alissa N., Smith, Crystal, Lo, Priscilla Y., Kim, Tae H, Murai, Yumiko
Children’s Design Values Manifestos: Integrating Human Values in Middle School Design-based Learning Proceedings Article
In: Proceedings of the 24th Interaction Design and Children, pp. 1–20, Association for Computing Machinery, 2025, ISBN: 9798400714733.
Abstract | Links | BibTeX | Tags: constructionism, Design-Based Learning, designerly thinking, designerly well-being, elementary school, value-sensitive design
@inproceedings{nokey,
title = {Children’s Design Values Manifestos: Integrating Human Values in Middle School Design-based Learning},
author = {Veldhuis, Annemiek and Antle, Alissa N. and Smith, Crystal and Lo, Priscilla Y. and Kim, Tae H and Murai, Yumiko},
url = {https://doi.org/10.1145/3713043.3728838},
doi = {10.1145/3713043.3728838},
isbn = {9798400714733},
year = {2025},
date = {2025-06-23},
urldate = {2025-06-23},
booktitle = {Proceedings of the 24th Interaction Design and Children},
pages = {1–20},
publisher = {Association for Computing Machinery},
series = {IDC '25},
abstract = {Design-based learning (DBL) can contribute to students’ designerly well-being when enabling them to engage with the world through their own personal values and beliefs. Reflecting on and incorporating personally meaningful human values in their designs might in turn provide an avenue to support students’ collective agency to engage critically with technology. In this paper, we investigate how value-sensitive design (VSD)-based activities and tools can support middle school students in incorporating their values into design projects. We detail the development and implementation of a Design Values card set and values-focused learning activities in an exploratory case study with 24 grade 6/7 students (ages 11–13) over 18 sessions across six weeks. Findings illustrate students’ value hierarchies and reasoning, the card set’s role in supporting their design processes, and how their values shaped their final designs. We present implications for educational designers and educators along with future directions for research to support designerly well-being.},
keywords = {constructionism, Design-Based Learning, designerly thinking, designerly well-being, elementary school, value-sensitive design},
pubstate = {published},
tppubtype = {inproceedings}
}
Design-based learning (DBL) can contribute to students’ designerly well-being when enabling them to engage with the world through their own personal values and beliefs. Reflecting on and incorporating personally meaningful human values in their designs might in turn provide an avenue to support students’ collective agency to engage critically with technology. In this paper, we investigate how value-sensitive design (VSD)-based activities and tools can support middle school students in incorporating their values into design projects. We detail the development and implementation of a Design Values card set and values-focused learning activities in an exploratory case study with 24 grade 6/7 students (ages 11–13) over 18 sessions across six weeks. Findings illustrate students’ value hierarchies and reasoning, the card set’s role in supporting their design processes, and how their values shaped their final designs. We present implications for educational designers and educators along with future directions for research to support designerly well-being.
2023
Veldhuis, Annemiek, Antle, Alissa N., Rieke, Bernhard
TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning Proceedings Article
In: Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction, Association for Computing Machinery, Warsaw, Poland, 2023, ISBN: 9781450399777.
Abstract | Links | BibTeX | Tags: Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces
@inproceedings{10.1145/3569009.3573111,
title = {TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning},
author = {Annemiek Veldhuis and Alissa N. Antle and Bernhard Rieke},
url = {https://doi.org/10.1145/3569009.3573111},
doi = {10.1145/3569009.3573111},
isbn = {9781450399777},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction},
publisher = {Association for Computing Machinery},
address = {Warsaw, Poland},
series = {TEI '23},
abstract = {Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.},
keywords = {Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces},
pubstate = {published},
tppubtype = {inproceedings}
}
Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.