Abstract

We have examined value creation in projects aiming at teaching children design related skills. Our results show that in addition to the roles defined by adults for children in the technology design process children adopt various roles in situ by themselves. We utilized in our analysis a value creation lens, Schwartz’s model of universal values, and Self-Determination Theory. We did this to see in what roles the children were successful in value creation and how this is related to children’s motivation. We propose a five-step method for Role-based Value Creation Analysis (R-VCA). While our participants were 9–14-year-old children, we argue that the value creation approach and the R-VCA method are applicable to other age or user groups as well since the value creation lens is not in any way specific to children. We argue that value creation analysis can be an important tool in finding out what empowers and motivates design process participants. This knowledge can further help in planning new projects as well as offering new perspectives on existing research data.