Articulations on form properties and action-function couplings of maker technologies in children's education

In this paper, we present a framework to expand the design language used to articulate form properties and types of feedback that happen between children's actions and the intended functionality of maker technologies. Based on field observations in Danish schools we analyze children's (aged 11-14 years old) interactions with three maker technologies used to work through design processes in school maker settings. Our findings are beneficial on three factors for designers, researchers and teachers involved in work within maker contexts. (1) Reflections on form properties of maker technologies, (2) analysis of relationship between user action and technology function (action-function couplings), and (3) how this relates to feedback when children use these technologies to design digital prototypes. Designers can use the presented framework to improve existing, or prepare them for future designs. Researchers can use the expanded design language to analyze maker technologies in the context of school maker settings. Finally, teachers can make better decisions on how and when to use different maker technologies when school children work through design processes. (Do it yourself/together.)