Abstract

An open challenge for participatory design research is how to engage users and other stakeholders early in the design process, not only as informants, but as participants in the analysis of field data, prior to the formulation of design problems. Involving novice analysts introduces additional complexity as they are simultaneously domain experts but with little time available to engage with activities that do not directly inform their practice. In this paper, we develop methods that balance making data-rich video analysis accessible, whilst preserving enough of the sequential context of the video so that novice analysts can make informed judgements. We introduce a modified version of the Video Card Game, adapted to involve primary school teachers in video analysis for design. We evaluate two instances of the method. Our findings, among others discussed, suggest the approach enabled participants to leverage their domain knowledge in analytic tasks.

Keywords:

Video Analysis; Video Data; Participatory; Education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Aug 11th, 12:00 AM

Preserving Sequential Context: Developing Participatory Video Analysis Practice

An open challenge for participatory design research is how to engage users and other stakeholders early in the design process, not only as informants, but as participants in the analysis of field data, prior to the formulation of design problems. Involving novice analysts introduces additional complexity as they are simultaneously domain experts but with little time available to engage with activities that do not directly inform their practice. In this paper, we develop methods that balance making data-rich video analysis accessible, whilst preserving enough of the sequential context of the video so that novice analysts can make informed judgements. We introduce a modified version of the Video Card Game, adapted to involve primary school teachers in video analysis for design. We evaluate two instances of the method. Our findings, among others discussed, suggest the approach enabled participants to leverage their domain knowledge in analytic tasks.

 

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