Technology selection in design education in an undergraduate course

A common issue when utilising maker technologies relates to the technology used in the prototyping phase. Few studies have explored the factors influencing students' technology selection in interactive prototyping, highlighting the need for further investigation. Our interview-based study involved undergraduate students using technologies to prototype interactivities at a design school. We analysed the students’ design works and discussions using the grounded theory framework. Results reveal that the electrical and communication properties of the components, as well as the socio-technical environment in which students learn, are important considerations when selecting components. Our results underscore the need for further research and the development of innovative boards and componentry for educational practitioners. • Constructing and programming interactive prototypes are challenging for designers. • This in-the-wild study explores how students choose appropriate technologies for building interactive artefact prototypes. • Social dynamics (e.g. tutor support and peer influence) override device technical inferiority in student decision making. • Connection and communication types critical for building interactive prototypes. • Identifying prototype components is based on socio-technical dynamics, electronics, and communication features.