Interactive Design Process for Enhancing Digital Literacy Among Children: A Systematic Literature Review

In the field of education, there is a significant amount of literature that focuses on how children’s age and cognitive research can improve children’s digital literacy. However, little work based has been undertaken exploring the combination of children’s digital product design and digital literacy. Although involving children in the design process can improve design quality, it is unclear how participating in the design process affects children’s digital literacy. The current study conducted a systematic review of the literature published between 2011 and 2021 on the design process, and found 20 studies that met the inclusion criteria, extracting factors that attach importance to children’s values and that enhance their digital literacy in the design process. The majority of the reviewed studies revealed two common ways in which children are included in the interaction design process and influence design decisions; this is usually in the early stage of the design as a provider of design intent and as a tester for product use after the product is completed. But since 2000, there has been a trend to focus on the development of children’s digital literacy, and that children are not just consumers of technology. Rather, their role as creators has also received more research attention. The current review aims to provide new insights and suggestions on how to improve children’s digital literacy.