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Educ."],"published-print":{"date-parts":[[2026,3,31]]},"abstract":"<jats:p>\n                    <jats:italic toggle=\"yes\">Objectives<\/jats:italic>\n                    : Interest plays a central role in learning by shaping what, how, when, where, and why learning occurs. In data science education, where complex concepts, lived experiences, and practical skills intersect, capturing and cultivating student interest can be especially generative. This work explores approaches for designing and evaluating interest-driven data science instructional materials.\n                    <jats:italic toggle=\"yes\">Methods<\/jats:italic>\n                    : This article presents a participatory design study that informs the development of a data science curriculum for high school students. To assess how well learner interests and values are reflected in the resulting curriculum, we used the Integrated Interest Development for Computing Education framework [\n                    <jats:xref ref-type=\"bibr\">56<\/jats:xref>\n                    ], which provides a concrete operationalization of interest that captures its multifaceted nature.\n                    <jats:italic toggle=\"yes\">Findings<\/jats:italic>\n                    : The article demonstrates and discusses how participatory design can be used to identify students\u2019 interests and how those interests can be used to inform the creation of an interest-driven curriculum. Further, it highlights how different types of participatory design activities yield insight into different facets of students\u2019 interests and identities, which can then be used to design learning experiences. This work shows how the resulting Participatory Design (PD) reflects and harnesses the multifaceted nature of student interest and how it can be leveraged to design learning experiences that connect with learners\u2019 lived digital experiences.\n                    <jats:italic toggle=\"yes\">Conclusions<\/jats:italic>\n                    : Participatory design is an effective student-centered approach for tailoring computational learning experiences aligned to students\u2019 voices, values, and interests. The use of various participatory design activities revealed different facets of students\u2019 interests that informed the creation of an interest-driven curriculum that could not have been created without the input of the students themselves.\n                  <\/jats:p>","DOI":"10.1145\/3772279","type":"journal-article","created":{"date-parts":[[2025,10,18]],"date-time":"2025-10-18T12:27:28Z","timestamp":1760790448000},"page":"1-34","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Participatory Design as a Mechanism for Informing an Interest-Driven Data Science Curriculum"],"prefix":"10.1145","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5650-4561","authenticated-orcid":false,"given":"Rotem","family":"Israel-Fishelson","sequence":"first","affiliation":[{"name":"University of Maryland, College Park, Maryland, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3009-3899","authenticated-orcid":false,"given":"David","family":"Weintrop","sequence":"additional","affiliation":[{"name":"University of Maryland, College Park, Maryland, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"320","published-online":{"date-parts":[[2025,12,16]]},"reference":[{"key":"e_1_3_1_2_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.lcsi.2018.11.008"},{"key":"e_1_3_1_3_2","doi-asserted-by":"publisher","DOI":"10.5951\/MTLT.2020.0343"},{"key":"e_1_3_1_4_2","doi-asserted-by":"publisher","DOI":"10.1002\/asi.24643"},{"key":"e_1_3_1_5_2","volume-title":"Race after Technology: Abolitionist Tools for the New Jim Code","author":"Benjamin R.","year":"2019","unstructured":"R. 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