An interface design approach to encouraging online contributions among underrepresented youth

Denise C. Nacu*, Caitlin K. Martin, Jim Sandherr, Nichole Pinkard

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

Research has revealed how actively contributing to online communities can build technological competencies related to 21st century learning and build identities as creators. However, recent studies have also shown that inequities exist in terms of who is participating. Addressing this problem, this chapter foregrounds user interface design as an important mediator that shapes how certain populations of youth can take advantage of learning opportunities. Focusing on the use of an online social learning network in an urban middle school of predominantly Latino students, the authors present the iterative design of a feature intended to encourage student contributions. The authors argue that there is a need to attend to the user interface design of online social learning systems as a way to create opportunities and to encourage youth from underrepresented groups to participate fully.

Original languageEnglish (US)
Title of host publicationMoving Students of Color from Consumers to Producers of Technology
PublisherIGI Global
Pages174-196
Number of pages23
ISBN (Electronic)9781522520061
ISBN (Print)9781522520054
DOIs
Publication statusPublished - Dec 12 2016

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Nacu, D. C., Martin, C. K., Sandherr, J., & Pinkard, N. (2016). An interface design approach to encouraging online contributions among underrepresented youth. In Moving Students of Color from Consumers to Producers of Technology (pp. 174-196). IGI Global. https://doi.org/10.4018/978-1-5225-2005-4.ch009