Transformative Role of Participatory Design in Shaping Educational Content: A Journey from Student Co-Designer to Learning Designer

Abstract

This paper explores the transformative potential of participatory design in higher education, highlighting how the integration of student perspectives can drive the creation of more effective educational content. Drawing on my personal journey as a student co-designer, the paper reflects on my involvement in creating user-centred, gamified, and visually engaging educational materials for informal university courses. Through my experience in co-designing the Gateway, an e-learning platform for personal and skills development at a UK university, I examine how integrating student input led to the development of interactive learning modules tailored to their needs. A central theme of this paper is the vital role of students as active co-designers in the educational process. As a student, my engagement in the iterative design process encompassing elements such as course content, narratives, visuals, and gamification, ensured that the final product was aligned with student expectations.  A key feature of the design was the strategic use of gamification, including storytelling, multimedia, point systems, and challenges, which helped motivate students, especially in a voluntary program running alongside their degree courses. Reflecting on the methods, feedback, and lessons learned from the project, the paper discusses how these insights have shaped my current practice as a learning designer. It also suggests ways to implement this participatory design approach in educational contexts, highlighting its potential to foster more engaging and inclusive learning environments.