• 60% about school work and exams

• 35% about their physical appearance

• 32% about friends
• Using workshops, visual materials
and technology probes, role
playing activities, Lego Serious Play,
and comic-strip creation, scenario
visualization, and drawing and
labelling facial expressions.
• Some projects have involved
teenage participants in various
kinds of rating activities to help
designers understand their
preferences and priorities, for
example, using a ‘cool wall’ or by
card sorting and dot voting
Using visual materials (e.g.
tool box, creativity pack) to co-
designed services to support
self management with young
people with diabetes to
envision mobile diabetes
support. (Glasemann and
Kanstrup, 2011)
• Edwards et al. provided cash
rewards and noted the value
of youth leaders and
parents/carers as ‘authority
figures’ in keeping teenagers
engaged
• A common tactic in Mazzone
et al.’s approach was also to
ensure that activities were
enjoyable for participants, e.g.
icing emotions onto biscuit
‘faces’.
Improvement
of significant
innovation

Beginning day to day life

experiences of a particular group

Exploring potential services

beyond current clinical settings

Using ‘designerly strategies’ to

promote creative thinking in
participatory activities
1

2
 Activities
• Outside of work and Experience • Adapted activities based
school place on popular cultural
• Enjoyable references, such as TV
• Voluntary basis
• Relevant shows, on-line social
• Creatively network, film etc.
Stimulating

Setting Result

teenagers with diabetes experience periods in
which they do not consider themselves to be
diabetics, making them less self-care
Majority research focus on creating self-care artifacts
(blood glucose monitor, insulin pump, etc)
These self-care artifacts didn’t work to people
who are not aware of their diabetes condition
or who do not feel diabetes
 W1: Project W3: Blue-sky W5: Dragons W7: Role
Introduction ideas Den Playing

W2: What s it W4: Blue-sky W6: Wallace W8: Show and

like? ideas, X Factor and Gromit Tell
 Perform a ‘cool wall’ activity to select and assess diabetes-related products based on catalogs, familiar
1
diabetes equipment and innovation technology with potential diabetes care.
 The second workshop focused on sharing the
2 experiences of adolescents with diabetes among
groups of participants, then the researchers made
one Facebook persona against a 13 year-old boy
Aaron who had just been diagnosed with diabetes.

In the third workshop, teenagers are encouraged to

3 produce a blue-sky idea for diabetes products and
services by completing four scenarios that are
considered to be a signature for Aaron who suffers
from diabetes, such as activities at school ( two
scenarios), in public places (eg. shopping centers)
and at home.
 In designing the fourth workshop, researchers need an activity that allows participants to more easily
4 develop a full service proposal while retaining ideas from previous workshops. Therefore, designing four
service proposals that respond to school scenarios (beyond and around), based on ideas of artifacts
discussed by teenagers who are then evaluated and developed by the participants. Then drew up unfinished
clinical scenarios along with previous home scenarios that will be used to develop new service ideas. Service
and scenario proposals are presented as storyboards - a series of framed illustrations with empty frames
provided by the group to 'complete the story'
 The fifth workshop aims to translate blue-sky ideas
5 from four 'winners' into a form that can be
implemented. At the end of the workshop, each
group then works with their sponsors to develop
their ideas and consider how to overcome practical
obstacles.

The sixth workshop, researchers evaluated and

6 improved the pediatric diabetes service of
Rotherham using what has been learned from
previous workshops on what is important for
Elements of The ‘information factory’ Visualisation
teenagers and their parents. Then develop that
understanding with participants through an iterative
process of sharing experiences, designing service
ideas, and responding to them.
7 In the seventh workshop, the interaction of new
services with health professionals was played by the
team of researchers and the Diabetes Specialist
Nurse (DSN), then discussed with the participants.

8 In the eighth workshop framed as 'show and tell',

participants tested the real aspects of the service
including web resources that combine knowledge,
professional support and peer diabetes, text
messaging as a means to get advice from DSN, as
well as a coherent brand identity as key information
and membership card is very important. The final
element of the proposed service is 'welcome
ceremony' to introduce teenagers who have
recently been diagnosed with diabetes and their Functional Social Media on Website 'Whose Diabetes It Is?'
families to various sources of information and
support from skives through peer networks.
 “enjoyable”
‘‘boring just sitting there cutting out of magazines [. . .] we
could have done things on the computer [. . .] It was like being
Cool Wall back at school’’

Participants were happy to discuss their own lives and the

relevance of design ideas’ within them rather than needing to
employ the personas during the later stages of the project

Personas
 succeeded in energising participants to critically examine and
prioritise their blue-sky ideas.
X- Factors
“another good session (putting) forward your idea on what
you thought was best”

one of most successful activities in engaging young people in

the difficult task of developing and refining a design
Dragons Dens
‘‘I enjoyed being able to be an individual and put your ideas
together and express how you feel in front of other people’’
 the information factory visualisation materials were hardly
used as participants preferred to discuss their experiences
and ideas directly.
"I cannot remember much about that one. I remember
Wallace and
Gromit
drawing machines and linking them up and that but I cannot
Workshop remember much else about it"
1. Material and external motivation have little impact to influences participants. As
previous research suggestions, researcher finds other way to motivate engagement
(intrinsic and immaterial motivation)
2. Intrinsic and immaterial motivation endorsed to participants by using popular culture
language games designed by researcher.
3. Popular culture language games influence participants to telling their own stories,
being listened to and endorsed as experts in their own condition, and working in small
co-operative groups, and be identification and recognition by their peers.
4. Some popular culture language games designed by researcher such as Cool Wall,
Personas, X-Factors, Dragon Dens can be used as design communication tools. Another
games such as information factory visualisation cannot be used because it didn’t
understandable.
1. Employing familiar popular cultural references can make participatory
design activities more engaging
2. Cultural references are only productive if they express language-games
that are understandable to participants and resemble useful language-
games in the design process
How to use popular culture language-games as a broader strategy for engaging young
people in participatory design:
1. attend to the function of specific activities in the design process;
2. select popular cultural references that reflect activities with similar functions and
are both familiar to participants and embody language-games that participants can
‘play’;
3. settings and props should be designed to both communicate the cultural reference
and afford the playing of the language game, e.g. gold and silver envelopes express
both the theme and activity of the talent competition.
 This paper explains how to make process of service design itself
meaningful to its customer with ensuring the process is fun but also
effective.

The future research should aimed to search the “fun, effective and
efficient” way to engaging youth people in participatory design