Fourteenth International Conference on Design Principles & Practices

Abstract

Focusing on a study in which an after-school workshop series mobilized design process and emerging technology for economically marginalized youth, this study highlights how design and technology may impact participants’ self-efficacy and self-advocacy. Often underdeveloped in our service population, self-efficacy and self-advocacy have been shown to have a positive impact on secondary and post-secondary academic performance and outcomes for the service population. We developed a design-led after-school educational program in conjunction with Boys and Girls Clubs of Columbus (BGCC). BGCC is the local branch of a national nonprofit organization serving primarily economically marginalized youth by providing safe, educational, after-school environments. Through the program, youth participants learned design methods and emerging technologies, then proposed solutions to problems they identified in their community through imaginative and creative activities. This opportunity allowed BGCC youth to become familiar with a design thinking mindset as well as creative technologies, including a online reality (VR), to explore ways to transform their environment for the benefit of their community. Our aim was to assess if designerly ways support youth capacity of self-efficacy and self-advocacy. Pre- and post-program interviews with participants and organizers revealed effects on youth self-efficacy and self-advocacy, while an analysis of youth designed online objects revealed connections to youth identified issues facing their communities. Additionally, this paper discusses challenges and roadblocks encountered during the pilot program along with research opportunities to further investigate connections between design and social impact.