Towards co-design with day care teachers based on in-situ behavioral data: A case study of a workshop for reflection based on video recordings

Author

Fujita, Sawako and Taoka, Yuki and Owada, Shigeru and Nakatani, Momoko and Saito, Shigeki

Abstract

In designing products and services that improve the quality of childcare, it is necessary for designers to empathize deeply with people involved in childcare (i.e., day care teachers) to understand context-dependent know-how. For that purpose, co-design, a collaborative design activity involving designers and non-designers, is essential. To conduct co-design, in-situ data can provide a common understanding for discussion. However, the types of data that are useful and how they can support co-design for childcare is unclear. Therefore, the objective of this study is to explore the potential usage of behavioral data in day care centers for co-design. We conducted a two-hour workshop with day care teachers. The results of the workshop showed that the video recordings effectively supported the teachers’ reflections. In addition, they also pointed out that video reflection can be supported by supplemental data such as children’s feelings and the context of the scenes. Overall, the results imply that behavioral data has huge potential to be used for co-design. The next step of this research is to clarify the issues and benefits of using behavioral data for co-design by conducting a workshop among day care teachers and designers.