Recently developed co-design methods ask for users&rsquo / creative outcomes all through the design process. Designers are familiar with the creative process but users are not. The heuristic tasks given to users should reveal their creativity and harness it for high-quality outcomes. Contextmapping is a new co-design method following the same need as others / the method involves generative sessions in which users are asked to create artifacts communicating their needs and dreams about future products. Children are taking part in these processes and their involvement requires an understanding about their needs and abilities. Contextmapping with children has many aspects yet to be discovered, one of which is harnessing children&rsquo / s creativity during generative sessions. This forms the basis for this research. The thesis traces an overview of creativity, co-design with children, contextmapping with children and children&rsquo / s creativity. The literature review opens a new area for investigation about using competition, which is seen both detrimental and challenging for eliciting creativity from children, as a motivation during contextmapping activities. The empirical study is formed from six sessions aiming to find an answer to the effects of cooperation and competition on children&rsquo / s creativity during contextmapping sessions in regard to gender differences. The analyzed and discussed findings show that competition is a motivating element and has positive impacts on children&rsquo / s creativity, it increases children&rsquo / s motivation towards contextmapping tasks and the outcomes of the sessions are more appropriate to the expectations of the task.

Design probes are a User-centered Design method with focus on close involvement of users in design. This is done by creating a package of artefacts that participants can complete wherever and whenever the individual sees fit. Further, children are a user group that differentiate from other user groups having other needs and attributes within design. This study investigated how design probes motivate children in the design process. A focus of the study is also to compare the applicability of thematic and non-thematic design probes with children.  The study was conducted with a qualitative approach where the empirical data was in the shape of four different design probes that were created and tested by students from Linköping University from the program of Design and Product Development. The tests they carried out were performed on children at the age of 10 to 13. Data analysis were made through coding and thematic analysis.  The study concludes that design probes is an adequate method for designing with children. Although, there are additional challenges in terms of playfulness, motivation, language, rewards, time-sense, creativity, influences and reflection. If design probes with children are managed correctly, they will yield results of great value to design. Also, having a theme in the design probe might help to motivate children. Although, themes are no guarantee for success since it will not solve challenges that are independent of themes. Keywords: Design probe, children, designing with children, User-centered Design, motivation

The contradictory setting between the principles and practice in the contemporary school system affects everyday classrooms by compromising the learning environment based on core educational values. The challenges arising from the contradictions are also reflected in the digitalization of education. While physical materials have established an intuitive learning experience and are familiarized with the standard organization of learning, the development of digital materials has been driven by innovation instead of fundamental educational values.  This thesis builds a theoretical foundation for promoting contemporary educational values based on pedagogical approaches and learning theories. By using interaction design methods, the values are transformed into concrete manifestations and evaluated through an iterative design process. The four strategies that emerged from the design process aim to transform the learning experience of digital materials from content-focused to learning-focused. The strategies’ purpose is to support students’ metacognitive development by adapting the principles of constructivist learning theory and student-driven education practices to the design of digital learning materials.    In addition to the proposed strategies, this thesis aims to inspire future designers developing digital learning materials to consider the core values of education and the mentality towards learning they aspire to manifest through their design work.