2026-09-19T11:33:15Zhttps://ecommons.cornell.edu/server/oai/requestoai:ecommons.cornell.edu:1813/1162862026-05-15T19:42:06Zcom_1813_35col_1813_47
Joyce, Karen
Loebach, Janet
Goula, Maria
2025-01-14T19:39:36Z
2025-01-14T19:39:36Z
2024-08
ProQuest Submission ID: 12190
ProQuest Publication ID: 31485911
https://hdl.handle.net/1813/116286
https://doi.org/10.7298/3jfx-v296
16611658
105 pages
There has been growing interest among design practitioners and researchers in participatory methods as a means of embedding user expertise in decision-making (Robertson & Simonsen, 2012; Sanders, 2002). Engaging children as co-designers may be a valuable pathway for capturing the voices of this underrepresented user group. However, despite an increase in the application of participatory methods, there is limited systematic analysis of co-design outputs and outcomes (Bossen et al., 2016; Frauenberger et al., 2015). This research proposes an experience-centered framework to support analysis of children’s priorities emerging through co-design and explores the impact of co-design on child participants. We developed an in-depth understanding of playspace priorities of child participants and gained directional insight into child outcomes. This research is grounded in a case study approach involving two 5th grade classes in Ithaca, NY who participated in either an 11-session or 3-session co-design program centered on the redesign of their school’s outdoor playspace. In total, 23 core experiences were identified during the 11-session program. Through triangulation of three ranking systems and a Q-Sort factor analysis, we highlight which core experiences were evidenced as most important to child participants, including being high up or having lookouts, climbing/hanging, and being in nature. To evaluate child outcomes, we utilized a quasi-experimental design with waitlist control and pre/post measures to evaluate the impact of participation in the co-design programs on the constructs of agency, self-efficacy, and belongingness. Post-program evaluations were also conducted via questionnaires and interviews with students and staff to assess program satisfaction and gain qualitative assessments of impact to psychosocial and skill development outcomes. Through these mixed methods, the following benefits to children were identified: increased sense of empowerment and self-confidence in personal expression, and impact to collaboration and communication skills.
en
children
co-design
environmental psychology
outdoor play
participatory design
program evaluation
Co-Designing Children’s Playspaces: Evaluating Participant Priorities and Outcomes
dissertation or thesis
https://newcatalog.library.cornell.edu/catalog/16611658
application/pdf
Design and Environmental Analysis
Cornell University
Master of Science
M.S., Design and Environmental Analysis
https://hdl.handle.net/1813/59810.2
Publication
Cornell Theses and Dissertations
Joyce, Karen
5893a6ea-7af3-41d7-abc6-04bcd26ab5df
open.access
open.access
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