The role of interest-driven participatory game design: considering design literacy within a technology classroom

  • Farzan Baradaran Rahimi
  • Beaumie Kim


Adolescents develop skills and ideas from their interest-driven practices, which shape a type of literacy that may differ from the traditional ideas of literacy. This paper takes a qualitative approach to identify adolescents’ activities through interest-driven participatory design. We interacted with grade 9 students at a Western Canadian school who were designing games in a Career and Technology Studies classroom. We collected data through weekly observations, group presentations, written individual reflections on their own designs, oral and written group peer feedback, and final interviews with group members. Based on literature review and our observations, we drew on a framework focusing on adolescents’ participation in exploring, developing, and creating designs based on their own interest. We advocate for adopting interest-driven participatory game design in technology classroom, to engage learners more in learning and developing necessary skills to thrive in their lives.


Interest-driven practices Participatory design Technology education Game design 



Funding was provided by Partner Research Schools Initiative of the Werklund School of Education at the University of Calgary.


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Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Computational Media Design ProgramUniversity of CalgaryCalgaryCanada
  2. 2.Werklund School of Education, University of CalgaryCalgaryCanada

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