Traditional scholarship views quantitative people-categorization in the workplace-i.e. Other contributions report postmodern macro-level changes to meta-narratives, meaning, norms, and values as important considerations when developing people segments (Van Raaij, 1993 Firat and Venkash, 1993). Cooper's (1998) influential work elicits a number of responses in the HCI and CSCW literature concerning objectivity and validity (Chapman and Milham, 2006 Chapman, Love, Milham, Elrif, and Alford, 2008) cognitive psychology implications (Pruitt and Grudin, 2003) and the proposal and operationalization of Cooper's (1998) original work (Long, 2009 Dotan, Maiden, Licthner, and Germanovitch, 2009 Nehru and Buruga, 2012 Laporte, Slegers, and De Grooff, 2012 Tu, He, and Zhang, 2012 Sinha, 2003 Castro and Singh, 2004 Lopez-Jaquero, Fernandez-Caballero, Montero, and Gonzalez, 2002 Triantafyllakos, Palaigeorgiou, and Tsoukalas, 2009 Faily and Flechais, 2012 Arnould and Wallendorff, 1994). He proposes a reorientation in conjunction with outside interaction design expertise to lead design efforts according to these personas, rather than relying on the engineers who traditionally lead design efforts. Students claimed that the board game stimulated their idea generation process, offered an enjoyable experience and that their proposals could enable designers develop an educational application about fractions that would fulfil better their needs and preferences. By playing the game, students proposed a total of 199 ideas about the educational app that were later evaluated by themselves regarding their learning usefulness and their innovation. A study was conducted with 27 6th grade students who participated in 7 design sessions of three to four students. The design game consists of a game board, cards, dice and pawns and it was developed by exploiting theories about board games, collaborative design games and idea generation. Fractions constitute a demanding learning domain in elementary education and, hence, an appropriate testbed for our research aims. For this purpose, we have developed a collaborative board design game called We!Design!Fractions, for designing apps about fractions.
In this article, we will try to investigate whether experienced elementary students can offer useful insights about the design of the content of an educational app, its learning representations and its learning interactions. Although there is a growing interest in engaging children in the design of interactive learning technology, young learners are mostly asked to co-design features and apps that lie on the peripheral of the learning processes, such as websites, e-portfolios or assessment applications.
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