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Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts

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  • Giovanna Mascheroni, Catholic University of the Sacred Heart, Italy
  • Bieke Zaman, KU Leuven
  • ,
  • Eva Eriksson
  • Davide Cino, Catholic University of the Sacred Heart, Italy
  • Silke Brandsen, KU Leuven, Belgium
  • Nathalie Alexandra Bressa
Informed by a systematic evidence review, this qualitative study critically examined how digital skills are developed in non-formal learning contexts. The first phase involved participant observations and interviews with organisers and facilitators of digital skills workshops in areas of different socio-economic status in Belgium, Denmark, and Italy. Preliminary findings suggest that digital skills acquisition in non-formal contexts is shaped by the format (direct instructions/free play learning), facilitation (structured/unstructured) and outcome (product- or process-oriented) of the workshops, and technological imaginaries of facilitators. Relying on participatory design techniques, the second phase involved the co-creation of interventions for digital skills practices for and with young people in non-formal learning environments. It triangulated young people’s voices (representing their practices/experiences/perceptions) with tangible design outputs (externalizing what they want/need), and with policy and educational documentation of adult stakeholders (revealing formalized processes, what should be done). Findings informed the definition of design principles.
Original languageEnglish
Publication yearMay 2022
Publication statusPublished - May 2022
EventICA annual conference - Paris, France
Duration: 26 May 202230 May 2022


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