| 1. |
- Semeraro, Alessandra, et al.
(författare)
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Visualizing Instructions for Physical Training : Exploring Visual Cues to Support Movement Learning from Instructional Videos
- 2022
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Ingår i: CHI ’22. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450391573
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Konferensbidrag (refereegranskat)abstract
- Instructional videos for physical training have gained popularity in recent years among sport and ftness practitioners, due to the proliferation of afordable and ubiquitous forms of online training. Yet, learning movement this way poses challenges: lack of feedback and personalised instructions, and having to rely on personal imitation capacity to learn movements. We address some of these challenges by exploring visual cues’ potential to help people imitate movements from instructional videos. With a Research through Design approach, focused on strength training, we augmented an instructional video with diferent sets of visual cues: directional cues, body highlights, and metaphorical visualizations. We tested each set with ten practitioners over three recorded sessions, with follow-up interviews. Through thematic analysis, we derived insights on the efect of each set of cues for supporting movement learning. Finally, we generated design takeaways to inform future HCI work on visual cues for instructional training videos.
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| 2. |
- Waern, Annika, 1960-, et al.
(författare)
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Moving Embodied Design Education Online : Experiences from a Course in Embodied Interaction during the COVID-19 Pandemic
- 2021
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Ingår i: Extended abstracts of the 2021 CHI conference on human factors in computing systems (CHI'21). - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450380959
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Konferensbidrag (refereegranskat)abstract
- During the rapid and forced move to online teaching during the Covid-19 pandemic, university courses that never would have been considered suitable for online teaching under normal circumstances, were moved online. While challenging, this also opened opportunities for developing innovative strategies for teaching and learning. We report on the experiences of moving online a course in embodied interaction, which due to its focus on situated and embodied design faced extensive challenges in moving online. We highlight in particular the way in which the course brought forward innovative methods for bodystorming and user-assisted trialling. This paper has been written jointly by students and teachers from the course.
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