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This paper aims to explore a case of customer and user participation in an agile software development project, which produced a tailor‐made information system for workplace support as a step towards a theory of participatory design in agile software development.

Based on an integrated framework for user participation derived from the participatory design literature the research was performed as a case study and semi‐structured, open‐ended interviews were conducted with about a third of the development team and with a representative sample of key players and future users in the customer organization. The interview data were supplemented with company and project documents.

The paper found genuine customer and user participation carried out by onsite customers and by other operational staff in the form of direct and indirect participation and with functional and democratic empowerment. The onsite customers played informative, consultative and participative roles. The analysis revealed that planning games, user stories and story cards, working software and acceptance tests structured the customer and user participation. This form of user participation supported a balance between flexibility and project progress and resulted in a project and a product which were considered a success by the customer and the development organization. The analysis showed that the integrative framework for user participation can also fruitfully be used in a new context to understand what participatory design is and how, when and where it can be performed as an instance of a design process in agile development. As such the paper contributes to an analytical and a design theory of participatory design in agile development. Furthermore the paper explicates why participatory design contributes to the successful completion of the investigated project. By drawing on innovation theory it was found that participatory design in agile development bears the characteristics of a successful organizational innovation. Grounding further explanations in complex adaptive systems theory the paper provides an additional argument why participatory design despite some identified challenges fosters project staff to successfully carry out the agile development project.

The paper presents an exploratory, empirical study of an understudied phenomenon and contributes to theory building.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

Participatory design involves users and other key stakeholders in processes that aim to ensure solutions generated meet their needs. This paper compares the processes and outcomes of two participatory design approaches (design thinking and co-design) to examine their utility in co-creating innovative service solutions for reducing household energy demand.

Design thinking and co-design were implemented in two independent convenience samples of household energy users in Queensland, Australia. Workshops were conducted online using Zoom and Padlet technology. Informed by the capability-practice-ability (CPA) portfolio, a critical analysis based on the research team's experiences with implementing the two participatory design approaches is presented.

The key distinguishing features that set design thinking apart from co-design is extent of user involvement, solution diversity and resource requirements. With a shorter duration and less intensive user involvement, co-design offers a more resource efficient means of solution generation. In contrast, design thinking expands the solution space by allowing for human-centred problem framing and in so doing gives rise to greater diversity in solutions generated.

Mapping the six constellations of service design outlined in the CPA portfolio to the research team's experiences implementing two different participatory design approaches within the same context reconciles theoretical understanding of how capabilities, practices and abilities may differ or converge in an applied setting.

Understanding the benefits and expected outcomes across the two participatory design approaches will guide practitioners and funding agencies in the selection of an appropriate method to achieve desired outcomes.

This paper compares two forms of participatory design (design thinking and co-design) for service innovation in the context of household energy demand offering theoretical and practical insights into the utility of each as categorised within the CPA portfolio.

Public organizations have interacted with citizens through increasingly sophisticated internet-enabled technology. Participatory platforms emerged from Web 2.0 technologies in the mid-2000s as a governance mechanism to engage citizens in the process of effecting social change. Although the potential of platforms is recognized, its successful implementation has faced challenges. To begin to get a handle on how to best design and manage participatory platforms, we conducted an exploratory participatory action research study grounded in two events – The Policy Challenge and NSF Workshop on Participatory Platforms with a Public Intent. Both events communed practitioners, scholars, and citizen participants with diverse experience and expertise conducting and researching platforms. The insights expressed through the events and follow-up interviews and online survey informed our development of a participatory platform lifecycle and design framework to assist designing successful participatory platforms.

The phenomenon of wicked problems is inextricably associated with a design process, especially participatory design. The management of wicked problems in participatory design, however, remains largely unexplored. The purpose of this paper is to explore the use of the choosing by advantages (CBA) decision system to manage wicked problems in participatory design.

Two case studies, involving the application of CBA to make typical participatory design decisions, are evaluated to establish how responsively the CBA decision system operates in the midst of wicked problems in participatory design.

Findings point to the exploitability of some elements and attributes of the CBA process to manage wicked problems in participatory design, to some extent. The observed collaborative attributes of CBA is particularly helpful and play a key role in mitigating the adverse effects of wicked problems on collaboration in this regard.

The recommendation of the paper is the incorporation of CBA in the development of stakeholder involvement frameworks for a design process.

This paper contributes to knowledge on relying on elements and the attributes of a decision-making system, such as CBA, to manage stakeholder involvement in the design process, particularly focussing on wicked problems. The CBA decision system still remains emergent regarding its application and research in the AEC industry.

This paper aims to demonstrate how participatory design methodologies can be used for the design of interactive learning tools for children.

This paper presents the methodology employed for the design of a multimedia tool for teaching Greek to young children aged 6 to 12. The preliminary data collection included interviews, questionnaires and observations, whereas the actual design of the tool was carried out using a Participatory Design methodology which advocates a design approach that focuses on the intended user of the service or product, emphasising the active involvement of users throughout the design process.

The paper provides detailed information from each of the data collection techniques used. It also highlights the successes and difficulties in implementing participatory design in an e‐learning context.

Although participatory design has been used in the design of other systems, it is rarely used as the design framework of learning applications. So the paper expands one's knowledge of implementing participatory design methodologies in learning.

The open science movement calls for transparent and retraceable research processes. While infrastructures to support these practices in qualitative research are lacking, the design needs to consider different approaches and workflows. The paper bases on the definition of ontologies as shared conceptualizations of knowledge (Borst, 1999). The authors argue that participatory design is a good way to create these shared conceptualizations by giving domain experts and future users a voice in the design process via interviews, workshops and observations.

This paper presents a novel approach for creating ontologies in the field of open science using participatory design. As a case study the creation of an ontology for qualitative coding schemas is presented. Coding schemas are an important result of qualitative research, and reuse can yield great potential for open science making qualitative research more transparent, enhance sharing of coding schemas and teaching of qualitative methods. The participatory design process consisted of three parts: a requirement analysis using interviews and an observation, a design phase accompanied by interviews and an evaluation phase based on user tests as well as interviews.

The research showed several positive outcomes due to participatory design: higher commitment of users, mutual learning, high quality feedback and better quality of the ontology. However, there are two obstacles in this approach: First, contradictive answers by the interviewees, which needs to be balanced; second, this approach takes more time due to interview planning and analysis.

The implication of the paper is in the long run to decentralize the design of open science infrastructures and to involve parties affected on several levels.

In ontology design, several methods exist by using user-centered design or participatory design doing workshops. In this paper, the authors outline the potentials for participatory design using mainly interviews in creating an ontology for open science. The authors focus on close contact to researchers in order to build the ontology upon the expert's knowledge.

This paper focuses on an Egyptian experience of participation in the design of a vegetable and fruit market. In 1999, the re-design of the Tablita Market based on community participation was proposed as one of the components of a larger encompassing project aiming at the economic revitalization and environmental upgrading of Al-Darb Al-Ahmar; a physically deteriorating district located in the medieval city referred to as Historic Cairo. The idea was that the upgrade of this major local market would serve in promoting comprehensive environmental and physical upgrading of the whole Al-Darb Al-Ahmar. The funding for upgrading the Tablita Market required the vendors’ participation in the new design.

This paper presents the participatory design process that we initially designed as well as its development and adjustment during implementation. The aim is to discuss to what extent the conflicts of interest and power relations among actors, inflamed by the historic dimension of the place, affect the process of participatory design. What type of reactions did the participatory design process provoke among the vendors and other actors including the local government authorities? Are there winners and losers in participatory design?

In preparation for the community participation workshops, the findings from the Needs Assessment research were analyzed using the concept of Functional Opportunities (Shehayeb, 1995) to show the relation between the advantages and disadvantages, problems and concerns expressed by the different actors. These were then summarized into six categories of Functional Opportunities that represent the Goals of the vendors. The means of achieving these goals were to be explored in a series of workshops with different groups of vendors. The criteria for selecting each group was to mix in awareness levels, but not power, so as to give an opportunity for the less influential vendors to express their opinion and not be dominated by the more powerful leaders of the vendor community. A scaled model of the existing Tablita Market was constructed as an aid to help the participants spatially represent their ideas. After implementing the first and second group workshops, the reactions to those events necessitated a revision of the process as well as a readjustment among ourselves as to the goals and impacts of this process. It turned out to be much more than a process involving a group of vendors in the re-design of a market place.

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.