| 1. |
- Aliasgari, Mahdis, associate professor, et al.
(författare)
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Baby steps or stage dive into a critical design dialogue
- 2017
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Ingår i: IxD&A. - 1826-9745 .- 2283-2998. ; :32, s. 38-47
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Tidskriftsartikel (refereegranskat)abstract
- This paper puts forward the early, practical actions “in context” that can begin to sensitize, orient, expand, and constrain design dialogue at the outset of a design effort. Drawing on a case of “breaching experiments” in “non-places” we explore a “first approximation” of interventionist participation into the context of future interactive & responsive design interventions. By introducing a design journey, we have shed a light on how a human-centric approach, applied to the context of Human Building Interaction (HBI), can support an interventionist design dialogue between people and designed environment through processes of stirring up what’s beyond ‘norms’ of interaction.
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| 2. |
- Baalsrud Hauge, Jannicke, 1969-, et al.
(författare)
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Educational Location-based Interaction
- 2022
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Ingår i: IxD&A. - : ASLERD. - 1826-9745 .- 2283-2998. ; :52, s. 141-143
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Tidskriftsartikel (refereegranskat)abstract
- Focus section on 'Educational Location-based Interaction' PrefaceJannicke Baalsrud Hauge, Esteban Clua, Jimmy Jaldemark, Heinrich Söbke(https://doi.org/10.55612/s-5002-052-001pfs)1. Thematic introduction Mobile devices have become more common in recent years. A key feature is their location awareness. The absolute location as well as the relative location awareness related to an object can be exploited for location-based applications on mobile devices allowing location-based interactions. A common example are digital scavenger hunt apps that guide users to different locations. Social inclusion [1] and social interaction [2] are a common goal of location-based experiences. Location-based apps are also used for learning purposes, as they support a variety of learning concepts. In their literature review on mobile apps in general [3], the authors found situated learning, inquiry-based learning, sociocultural theory, scaffolding, communities of practice, and seamless learning, which can be taken as an indication of the manifold didactic options of location-based apps. Moreover, developments opening up new possibilities have been observed for more than a decade [4] are related to Internet of Things (IoT), ensuring that interaction possibilities of mobile devices with many other technical objects are provided. In addition, the Smart Cities paradigm provides more sensors and location-based data both offering options for location-based interactions potentially fostering learning. This is being enhanced through the 5G networks being implemented over the world, with more and more connected devices.Another group of location-based interactions is given by commercial location-based entertainment games. Games such as Ingress, Pokémon GO and Minecraft Earth attract a large player base on the one hand and are increasingly credited for learning effects on the other [5,6]. However, it has also been observed that convergence between the real world and superimposed virtual layers does not necessarily exist [7]. The relevance to learning remains to be investigated.Based on these trends, this special issue intends to foster a more general discourse on the specific contexts in which location-based interactions, e.g. enabled by location-based apps, might be at the core of learning tools, based on the debate of mobile and context-based learning. Some of the contributions in this focus section provide some guidelines on the balance between technical content and educational purpose, while the main contribution of others is more in the area of user experience and immersiveness. Among the topics of interest were design frameworks for (educational) location-based interactions and Augmented Reality (AR) technology enabling location-based interactions. 2. Summaries Overall the work with this special issue embraced the involvement of 30 scholars in the role of authors, editors and reviewers. This project was a true global enterprise by scholars from four continents and ten countries, including Australia, Austria, Brazil, Colombia, Cyprus, Finland, Germany, Italy, Romania, Spain, Sweden, and the US. The article by Nekoui and Roig “Children and the Mediated City. Place Attachment Development Using Augmented Reality in Urban Spaces” focused on augmented spaces as main elements of mediated cities. The authors discuss the application of Augmented Reality to facilitate communication and interaction between digital and physical spaces. The paper explored three case studies that exhibit how children use AR technology to develop various skills. The goal was to promote AR as a contemporary tool that helps children better perceive and experience the feeling of place attachment in their city.The article “A framework for designing applications to support knowledge construction on learning ecosystems” written by Silveira, Cury and de Menezes discussed the increased digital immersion of education and the role learning ecosystems have to support informal and personal aspects of learning. The article develops a framework for location-based applications that may support the modeling of Smart Learning Environments. Cases are included to demonstrate the framework and show its practical implications.The article 'Attention, stimulus and augmented reality for urban daily life education on a social peripheral setting: the 'Altamira - story-telling streets'' by Ricca, Lupo, Diniz, Veras, and Mazzilli addresses designers of location-based experiences. The authors consider location-based experiences in the urban environment as cognitive and attentional stimuli and develop a stimulus level framework in which they distinguish between linear, circular and spiraled stimuli. The framework, which is validated in the article, aims at reflecting on contextual educational experiences.Raber, Ferdig, Gandolfi and Clements explore foundations of AR in teaching related to psychology of learning in their article 'An analysis of motivation and situational interest in a location-based augmented reality application'. Interestingly, they find a decrease in motivation alongside an increase in situational interest as well as a gain in knowledge. What needs to be noted is that the subject of the AR experience, namely tragic shootings at the authors' institution just over 50 years ago may likely not be conducive to motivation. Thus, one lesson may be that assertions regarding psychology of learning must also be contextualized in terms of the knowledge being imparted.Special thanks go to the editor, Carlo Giovanella, who gave the inspiration for this focus section and who patiently and constructively guided the editing process, and to the reviewers, without whom this focus section would not have been possible. 3. Conclusion The multifaceted topics of the articles in this focus section highlight that location-based interactions have found their way into various learning scenarios for different age groups and teaching topics. It also illustrates the wide range of factors and the multi-disciplinarity that characterize a good location-based digital app. As digitalisation continues to spread, the technical foundations are broadening, suggesting that the possibilities and importance of location-based interaction will continue to grow in the future. We believe that the articles provide valuable insights into the current state of location-based interactions and the prospects for the future, and we are intrigued about potential further developments. May the articles be a good inspiration for the readers' own approaches to the use of location-based interactions and researches! References: 1. Bengs, A., Hägglund, S., Wiklund-Engblom, A., & Staffans, S. (2015). Designing for suburban social inclusion: A case of geo-located storytelling. Interaction Design and Architecture(S), 25(1), 85–99.2. Fonseca, X., Lukosch, S., & Brazier, F. (2022). Design Framework for Social Interaction with Location-based Games. International Journal of Serious Games, 9(1), 59–81. https://doi.org/10.17083/ijsg.v9i1.4813. Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers and Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.0014. Sintoris, C., Yiannoutsou, N., Demetriou, S., & Avouris, N. (2013). Discovering the invisible city: Location-based games for learning in smart cities. Interaction Design and Architecture(S), 16(1), 47–64.5. Mozelius, P., Eriksson Bergström, S., & Jaldemark, J. (2017). Learning by Walking-Pokémon Go and Mobile Technology in Formal Education. In 10th International Conference of Education, Research and Innovation, Seville, Spain, NOV 16-18, 2017 (Vol. 10, pp. 1172-1179). The International Academy of Technology, Education and Development.6. Söbke, H., Baalsrud Hauge, J., & Stefan, I. A. (2017). Prime Example Ingress: Reframing the Pervasive Game Design Framework (PGDF). International Journal of Serious Games, 4(2), 39–58. https://doi.org/10.17083/ijsg.v4i2.1827. Laato, S., Inaba, N., & Hamari, J. (2021). Convergence between the real and the augmented: Experiences and perceptions in location-based games. Telematics and Informatics, 65, 101716. https://doi.org/https://doi.org/10.1016/j.tele.2021.101716
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| 3. |
- Barendregt, Wolmet, et al.
(författare)
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Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children
- 2020
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Ingår i: Interaction Design and Architecture(s) Journal - IxD&A. - 1826-9745 .- 2283-2998. ; :44, s. 109-128
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.
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| 4. |
- Baykal, GÖkçe Elif, et al.
(författare)
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Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review
- 2021
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Ingår i: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :49, s. 111-134
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Tidskriftsartikel (refereegranskat)abstract
- Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 141 papers that make the link between terms ‘reflection’ and ‘collaboration’ explicit, where only 13 of these involve children as the primary actors of reflection. The results show that this topic is increasingly gaining attention, however, the link between reflection and collaborative interaction remains underdeveloped. The contribution of this study is to provide a theoretical and methodological basis to understand, analyze and support children’s reflections within a collaborative activity through technology.
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| 5. |
- Baykal, Gokce Elif, et al.
(författare)
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Teaching Design of Technologies for Collaborative Interaction in Physical, Digital, and Hybrid Spaces
- 2023
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Ingår i: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :58, s. 53-71
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness of the importance of considering and mediating human collaboration in the design of technology. There are several research approaches focused on this, such as e.g., computer supported cooperative work (CSCW) and computer supported cooperative learning (CSCL), however, less attention has been given to developing educational materials for the role that technology play in mediating human collaboration in human -computer interaction (HCI) in physical, digital and hybrid spaces, why hands-on teaching activities are insufficient. In this paper, we present an emergent pedagogical framework on teaching for collaborative interaction in HCI, consisting of a collection of eleven pedagogical patterns. The paper is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching patterns, and from pilot testing of patterns with students. Preliminary results from pilot testing indicate that teachers experience an increased capacity to teach design of technologies that mediate human collaborative interaction in relevant and innovative ways. As part of "Design Education for Hybrid Environments" special issue, we hope this emerging pedagogical framework can provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers of technologies for collaborative interaction and contribute crafting next-generation physical, digital and hybrid spaces.
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| 6. |
- Baykal, Gökçe Elif, et al.
(författare)
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Teaching Design of Technologies for Collaborative Interaction in Physical-Digital Environments
- 2023
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Ingår i: ID&A Interaction design & architecture(s). - 1826-9745 .- 2283-2998. ; :58, s. 53-71
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness of the importance of considering and mediating human collaboration in the design of technology. There are several research approaches focused on this, such as e.g., computer supported cooperative work (CSCW) and computer supported cooperative learning (CSCL), however, less attention has been given to developing educational materials for the role that technology play in mediating human collaboration in human-computer interaction (HCI) in physical, digital and hybrid spaces, why hands-on teaching activities are insufficient. In this paper, we present an emergent pedagogical framework on teaching for collaborative interaction in HCI, consisting of a collection of eleven pedagogical patterns. The paper is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching patterns, and from pilot testing of patterns with students. Preliminary results from pilot testing indicate that teachers experience an increased capacity to teach design of technologies that mediate human collaborative interaction in relevant and innovative ways. As part of “Design Education for Hybrid Environments” special issue, we hope this emerging pedagogical framework can provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers of technologies for collaborative interaction and contribute crafting next-generation physical, digital and hybrid spaces.
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| 7. |
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| 8. |
- Bengs, Anette, et al.
(författare)
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Applying Experience Design to Facilitate Wellbeing and Social Inclusion of Older Adults
- 2018
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Ingår i: IxD&A. - 1826-9745 .- 2283-2998. ; :36, s. 11-30
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Tidskriftsartikel (refereegranskat)abstract
- The current article addresses the issue of how to design for meaningful experiences of wellbeing and social inclusion, supported by information and communication technology, among older adults. This is done with regard to a background study conducted for the purpose of collecting end user needs in order to inform design choices. Our design approach is influenced by the theory of Experience Design, in which design should be aimed at creating specific experiences. These experiences are considered to derive from a limited number of fundamental human needs. The study is framed as design research using the methodology of user-centred design as a guide for the creative process. Semi-structured focus group interviews were conducted with 25 older adults, identifying needs of autonomy, competence, relatedness, physical thriving, security, pleasure and stimulation. Design goals were set based on these needs and three interventions were designed and implemented accordingly.
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| 9. |
- Börjesson, Peter, 1980, et al.
(författare)
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The Merits of Situated Evaluation as an Alternative UX Evaluation Method to Understand Appropriation
- 2018
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Ingår i: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :37, s. 78-98
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Tidskriftsartikel (refereegranskat)abstract
- Oftentimes, technologies are not used in the ways designers had initially envisioned. Instead, people adapt technologies to their own needs, a phenomenon called ‘appropriation’. Appropriation is an important aspect of User Experience design, related to the situatedness and dynamics of the design, recognizing not only that initial needs and requirements may change over time, but also that a design may change the environment that it was designed for. Appropriation can also contribute to a sense of ownership as people use a design in their own way, sometimes in ways the designer did not intend. However, commonly used User Experience evaluation methods often do not focus on the appropriation process of a technology. Situated Evaluation is an approach that does focus on appropriation, although it has not yet been used extensively in the UX field. In this paper, we therefore present and critically discuss our use of the Situated Evaluation approach for the evaluation of a specific tool that aims to enhance the communication between children, parents, and teaching staff in special education. By presenting this case, we hope to inform other UX researchers and designer about the potential of the approach to understand appropriation is an important factor in UX design.
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| 10. |
- calefato, Caterina, 1980, et al.
(författare)
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Training designers for vulnerable generations: a quest for a more inclusive design
- 2014
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Ingår i: Interaction Design & Architechture. - 1826-9745 .- 2283-2998. ; :21, s. 25-36
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents findings from a project focusing on the specific needs of vulnerable generations - children and elderly people - in design teaching and training activities. The thirty-months project embodied a series of activities for developing, implementing and evaluating teaching materials focused on design for vulnerable generations, and identified two critical elements for the promotion of more inclusive design. First, knowledge and skills were identified through a collaborative process with stakeholders. We also applied in-depth data collection methods, surveys, interviews and case studies with experts and operators in relevant industry and research centres, in order to identify training needs. From this, nine teaching modules were developed and tested in pilot studies. These will be made freely available online. Second, we identified the need to disseminate, focus and increase awareness among teachers, design students and professionals for vulnerable generations. This was achieved through the establishment of an international design award. Three different categories of award with relevant sets of criteria were developed through an iterative process and have been launched and evaluated. The contribution of this paper is twofold. Firstly, to encourage educators, through the communication and dissemination of the results of the project, to extend their user groups to include design for vulnerable generations, and secondly to enhance designers’ interest and knowledge in working with design for vulnerable generations.
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