Integrating Attachment and Social Identity Theories in the Co-Design of a Hokkien Nursery Rhymes App
Abstract
This study presents the co-design of Hokkien Nursery Rhymes, an educational app supporting intergenerational language learning and cultural transmission. Grounded in Attachment Theory, the design promotes parent–child co-use to strengthen emotional bonds and create a secure, trusting learning atmosphere. Social Identity Theory informs the app’s cultural framing, reinforcing children’s sense of belonging to their linguistic and cultural heritage. Using participatory methods creative workshops with children and interviews with families from diverse sociocultural backgrounds—the study translated insights into tangible design features: emotionally responsive virtual companions, collaborative parent–child tasks, culturally meaningful narratives, reward mechanisms, and personalized audio from caregivers. These elements foster emotional security, shared engagement, and cultural pride. The research demonstrates how integrating psychological theory with inclusive HCI practices enhances emotional design, usability, and cultural resonance, providing a model for developing family-centered educational technologies that support both attachment and identity in heritage-language learning.
Keywords
Co-design; Attachment Theory; Social Identity Theory; Parent–Child Interaction
DOI
https://doi.org/10.21606/drs.2026.1755
Citation
Chen, K. (2026) Integrating Attachment and Social Identity Theories in the Co-Design of a Hokkien Nursery Rhymes App, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.1755
Creative Commons License
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Included in
Integrating Attachment and Social Identity Theories in the Co-Design of a Hokkien Nursery Rhymes App
This study presents the co-design of Hokkien Nursery Rhymes, an educational app supporting intergenerational language learning and cultural transmission. Grounded in Attachment Theory, the design promotes parent–child co-use to strengthen emotional bonds and create a secure, trusting learning atmosphere. Social Identity Theory informs the app’s cultural framing, reinforcing children’s sense of belonging to their linguistic and cultural heritage. Using participatory methods creative workshops with children and interviews with families from diverse sociocultural backgrounds—the study translated insights into tangible design features: emotionally responsive virtual companions, collaborative parent–child tasks, culturally meaningful narratives, reward mechanisms, and personalized audio from caregivers. These elements foster emotional security, shared engagement, and cultural pride. The research demonstrates how integrating psychological theory with inclusive HCI practices enhances emotional design, usability, and cultural resonance, providing a model for developing family-centered educational technologies that support both attachment and identity in heritage-language learning.