Designing mobile learning for children and teenagers living with diabetes: A conceptualisation through design participation

In this dissertation, I conceptualise the design of mobile learning for children and teenagers living with type-1 diabetes. The investigation was conducted as an iterative and participatory design-based process. The insights and implications for design and contextual understanding arise through reflective design and by involving the target group. The research examined design participation with a focus on the involvement of youths and an understanding of the youths’ perceptions on using mobile technology for learning about diabetes.
Central to the research was a concrete design case divided into four studies, where a summer camp for youths with diabetes functioned as site for creating a hybrid “third space” for investigating design participation. Based on my empirical research, which focused specifically on the design of mobile games for youths aged 10 to 16 years addressing the carbohydrate counting problem, three central themes emerged: emotion, ecology, and evolution. The MYLD framework (Mobile technology, Youth, Learning, Design) brought together the various elements identified during the design trajectory and contributes to future design research of mobile learning for young people living with diabetes.

DIABETES IS AN ART, NOT A SCIENCE.
YOU MUST MASTER THE CONTROL BY SKILLS AND NOT BY KNOWLEDGE ALONE.*
* Quote from an active user on www.diabetesforums.com