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- Hoshi, Kei, 1970-
(författare)
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Here and now : Foundations and practice of human-experiential design
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis claims that an experiential approach to design really does promise the possibility of scientific design of everyday life. The purpose of this thesis is to show the promise. René Descartes conceptualized the classical formulation of a mind-body dichotomy. Various resulting and unbalanced dichotomies, such as subjective-objective, internal-external, experiential-practical and so on, raise serious concerns surrounding the concept of design. The thesis raises a crucial issue about the imbalance between technological and human concerns in the context of human-computer interaction, an imbalance that has been caused partly by the mechanistic aspect of informatics and its impact on designing human computer interaction. The thesis first explores the origin of design as a distinct activity during the industrial revolution, and reviews the tide of design history from then until today. The brief review of design history indicates that design is not merely the skill of making things or presentations. This gives direction to how design can be positioned in our modern information society. Second, the author starts a critical discussion about ordinary design approaches that, it is suggested, may have hindered true human-centred design, and then introduces an alternative approach to design and research, which the author calls Human-Experiential Design. Third, the notion of Tangible Presence in Blended Reality Space is introduced. The conceptual grounding that illustrates the experiential approach to interaction design is discussed. Fourth, the thesis presents use cases and provides examples of Human-Experiential Design in specific practical contexts. The concrete examples suggest that the emphasis on ‘balance’ or appropriate blending is very important in the development of better interactive systems for health, capitalizing on seamless combinations of the virtual and the physical in Blended Reality Space. As exemplified in the thesis, the human-experiential approach, striving for optimal combinations of tangibility and evoked presence, offers a promising tool in designing for special needs groups such as elderly people with some cognitive weaknesses, and children undertaking physical rehabilitation programmes. It is suggested that such virtual-physical blends will release human beings from the strain that existing perceived dichotomies bring. Finally, the author concludes by offering a way forward, a way that is neither subjective nor objective but rather a meaningfully integrated blend of the dichotomies, which responds to the question of what it means to be human.
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| 2. |
- Pesola, Ulla-Maija, 1977-
(författare)
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Crossing Boundaries : Transferring eHealth services across the Northern Periphery
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health care organisations in Finland, Norway, Scotland and Sweden face similar challenges when it comes to providing health services in the sparsely populated rural areas. Vast distances, centralized health services, harsh climate and limited access to public transport can make accessing health services difficult. In order to provide health services for the population of the Northern Periphery it is necessary to develop health care service models which can address the problems of isolation, remoteness and centralized health services. One way of overcoming these issues is to develop eHealth services that focus on increasing access to health services in the rural areas.As health care organisations’ resources are often limited, the possibilities to develop, test and implement eHealth services can be restricted. Thus, transferring existing eHealth services across organisational and national boundaries can be beneficial, as the services have already been tested in practice. Taking advantage of the knowledge health care organisations in different countries have can support organisations in their drive to develop service provision models that reach out to the population of the Northern Periphery.The main objective of this thesis is to understand how local conditions influence the outcomes of eHealth transfer. In order to do so the transnational implementation of five eHealth services was investigated in five case studies. This research gives insight into how differences in organisational structure, ICT infrastructure and the size of the patient base impact health care organisations’ possibility to transfer and utilize existing eHealth services. In addition, this research offers rich insights into how these factors impact the sustainability of eHealth services. The case studies also illustrate how stakeholder collaboration and knowledge exchange impact the process of transferring eHealth services, and how patients’ and professionals’ level of trust in eHealth services can materialize in practice. In addition, this thesis demonstrates why the benefits obtained with a specific eHealth service may, or may not be duplicable in another organisational context. The research discussed in this thesis also contributes to the understanding of how assessing organisational readiness prior to transferring and eHealth services can facilitate the implementation process.
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| 3. |
- Waterworth, Eva Lindh, et al.
(författare)
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Designing IT for Older People
- 2006
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Ingår i: Exploiting the Knowledge Economy. - : IOS Press. - 9781586036829 ; , s. 1523-1530
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Older people are largely excluded from the use of new information and communication technology (IT), a fact which contributes to the tendency for them to become socially isolated and under-stimulated TO understand any group of users, the design team needs to get to know them. Spending time with older people, especially observing and participating in their normal social activities, provides many clues on which to base design decisions. Older people with memory problems often cannot learn new skills, or at least cannot retain them. However, longstanding knowledge remains. For this reason, a design based around an interaction metaphor from earlier technology can prove effective. We briefly introduce the MAMA (Mobile Augmented Memory Aid) project, and describe the hardware and software prototypes that have resulted so tar. We go on to present Five design principles developed during the project, as a general approach to designing technology for older users. We indicate future work and how our approach can be applied more generally in the area of eInclusion.
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| 4. |
- Waterworth, Eva, 1952-, et al.
(författare)
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Mediated presence in the future
- 2010
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Ingår i: Immersed in media. - London : Routledge. - 9780415993401 ; , s. 183-196
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Waterworth, John A., et al.
(författare)
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Presence in the Future
- 2008. - 1
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Ingår i: Presence 2008. - Padova : HT Lab, University of Padova. - 9788861292871 ; , s. 61-65
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We view the sense of presence as being the result of an evolved neuropsychological process, created through the evolution of the central nervous system, and which solves a key problem for an organism’s survival: how to differentiate between the internal (the self) and the external (the other). When we experience strong mediated presence, our experience is that the technology has become part of the self, and the mediated reality part of the other. There is no attentional effort of access to information. We can perceive and often act directly, as if unmediated. The rapidly developing phenomena of mediated presence point beyond the replacement of the world with virtual other worlds, and towards dynamically changing relationships between self (and selves) and others. We discuss the implications these developments for the future of the sense of presence and of presence research.
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| 7. |
- Akrawi, Narin Khalida
(författare)
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Bridging the Gap between Learning and Teaching by Using Knowledge-Based Systems
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to enhance the learning and teaching in educational organizations by using knowledge-based systems. In the last few decades, considerable interest has been exhibited in applying information and communication technologies in educational settings in an attempt to enhance the process of learning and teaching. Surprisingly, however, a modest amount of attention has been directed towards supporting active learning and to accommodating different learning styles. Different knowledge and reasoning strategies have been studied to determine, whether, and how they could satisfy users’ learning styles. Moreover, on the basis of the pedagogical aspects identified, a knowledge-based system was designed to help students to learn about the subject actively and in the way they prefer. Through this system, students are able to choose different representation forms of the domain knowledge and can evaluate their understanding through the differentiated feedback given by the system. In conjunction with the development of new information and communication technologies, the demands on teachers’ didactical skills are also increasing. Adopting a student-centered approach can require teachers to reevaluate their teaching strategies and their leadership style because teacher takes on a different role to that of traditional teaching. Two knowledge-based systems have been designed to provide teachers with differentiated feedback enabling them to reflect on their current teaching strategies and leadership style in an active and individualized way. The result of the research is the design of knowledge-based systems to bridge the gap between learning and teaching using knowledge-based systems. A conceptual map united all the important pedagogical aspects related to student-centered learning in making it possible to visualize these aspects and the relation between them. This conceptual map makes a meaningful contribution to designer’s understanding of the way the systems support students’ learning and, therefore, can be used as a guide when designing knowledge-based systems for learning. Students and teachers can also benefit from it by obtaining a common understanding of learning and some of its underlying concepts. This kind of awareness can bridge the gap between teaching and learning, and also advance educational organizations in the move towards the adoption of student-centered learning environments.
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| 8. |
- Lindh Waterworth, Eva, 1952-
(författare)
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Perceptually-seductive technology : designing computer support for everyday creativity
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Perceptually-seductive technology (PST) is introduced as a way of designing IT environments that can help support everyday creativity. This is done in part by using sensory stimulation, seclusion and other perceptual components to seduce an individual towards creative insights that would not occur on the basis of conceptual thought alone.Everyday creativity is characterised as the combination of novel solutions in addressing everyday problems, and learning, indicating endurance over time. Everyday creativity is sometimes referred to as personal creativity, since it concerns what is novel to an individual, not to society as a whole. As in exceptional or historical creativity, in everyday creativity the novelty arises from the individual concerned, not from outside. Literature reviews of learning and memory, emotion and creativity set the scene and provide the basis for introducing PST. The relation of the individual to the technology, and with the world through the technology, is also considered.A model of the design space for PST is proposed and related to a proposed view of the creative process. It is suggested that to stimulate and support the creative process, IT environments should encourage both presence (perceptual or experiential mental activity) and absence (conceptual or reflective mental activity), which are seen as end points of a continuum comprising the Focus dimension. Similarly, the importance of both conscious and unconscious activity (the Sensus dimension) is emphasised, as is the role of emotion in mediating the balance between the two. The Locus dimension refers to the real-virtual distinction. In PST, virtual realisations are used to represent real world things and events and in so doing support the memorisation and reflection that are essential to everyday creativity.Four different examples of designing and implementing PST are presented. The first is a media production within a novel environment called the Interactive Tent, and is a demonstration and validation of theoretical ideas behind the PST concept. Three educational PST environments and their formative evaluations are then presented. These are first steps towards designing PST for particular kinds of application, in this case as environments for memorisation. Taken together, these examples lead to design recommendations and suggestions for future work, including the application of PST in education, stress management and for the elderly and disabled.
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| 9. |
- Sandlund, Marlene, 1972-
(författare)
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Motion interactive games for children with motor disorders : motivation, physical activity, and motor control
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As motion interactive games have become more widespread the interest in using these games in rehabilitation of children with motor disorders has increased among both clinical professionals and the families of these children. The general aim of this thesis was to evaluate the feasibility of using interactive games in rehabilitation of children to promote motivation for practice, physical activity, and motor control. A systematic review of published intervention studies was conducted to obtain an overview of existing research and the current levels of evidence for using interactive games in motor rehabilitation of children. Sixteen studies met the inclusion criteria, out of these three were randomized controlled trials while half were case series or case reports. Thirteen studies presented positive findings, which indicated a promising potential. However, more convincing research is needed. Commercially available motion interactive games have only been used in a few studies on motor control, and in none of these home based practice was provided. Moreover, no earlier studies have evaluated if these games may increase motivation for training and daily physical activity among children with disabilities. To address these issues a feasibility intervention including 15 children in the ages 6-16 years and with mild to moderate cerebral palsy was conducted. Each child was provided with a Sony PlayStation2â and the EyeToyâ games in Play3, and was recommended to practice with the provided games for at least 20 minutes/day during four weeks. The intervention was evaluated with gaming diaries, physical activity monitors (SenseWear Armband), interviews with the parents, and the clinical motor tests Movement Assessment Battery for Children-2 (mABC-2), Bruininks-Oseretsky Test of Motor Proficiency subtest 5:6, and the 1 Minute Walk Test. In addition, 3D motion analysis was used to evaluate effects on quality of goal-directed arm movements towards virtual and real objects, respectively. Motivation for practice and compliance of training were high, although declining somewhat during the course of the four weeks. The children’s physical activity increased significantly during the intervention. However, four children were excluded from this analysis due to lack of complete data from the physical activity monitors. According to mABC-2 the children’s motor performance improved, but there were both floor and ceiling effects, indicating a low sensibility of this test. The two additional motor tests showed only non-significant progress. Results from the 3D motion analysis suggest that the children improved movement precision when playing the games, movement smoothness when reaching for real objects, and used a more economic reaching strategy with less trunk involvement. In the interviews the parents expressed the view that motion interactive games promote positive experiences of physical training and add elements of social interaction to the training. They also experienced less urge to take on a coaching role. The training provided by the games was considered unspecific and there was a desire for individualized games to better address the unique rehabilitative need of each child. In conclusion, it is feasible to use motion interactive games in home rehabilitation for children with cerebral palsy to promote short term motivation for practice and general physical training. Specific effects on motor control need to be further explored and there is also a need for reliable tests that are adequate and sensitive enough to capture changes in movement control. In future development of interactive games for rehabilitation purposes, it is a challenge to preserve the motivational and social features of games while at the same time optimizing an individualized physical training.
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