| 1. |
- Calefato, Caterina, 1976, et al.
(författare)
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Increasing Focus on Vulnerable Generations in Design Teaching: the DEVICE Project
- 2013
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Ingår i: Human Factors and Ergonomics Society Europe Chapter Annual Meeting.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The DEVICE project aspires to bridge traditional industrial design programs with ergonomics, usability concepts and user experience approaches with a specific focus on vulnerable generations. It intends to address the need to modernize and develop educational programs with a specific focus on vulnerable generations, mainly children and elderly, and to become a milestone towards the modernization of design education. To improve the design practice in the area of design for children, it is necessary not only to study and improve methodology, but also to transfer the gained knowledge to new generations of designers in order to ensure its use in design. We wish to contribute to the community by bringing up the discussion on how to transform our knowledge and teach how to design for children.
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| 2. |
- Westerlund, Anna, 1970, et al.
(författare)
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Digital casts in orthodontics: A comparison of 4 software systems
- 2015
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Ingår i: American Journal of Orthodontics and Dentofacial Orthopedics. - : Elsevier BV. - 0889-5406 .- 1097-6752. ; 147:4, s. 509-516
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: The introduction of digital cast models is inevitable in the otherwise digitized everyday life of orthodontics. The introduction of this new technology, however, is not straightforward, and selecting an appropriate system can be difficult. The aim of the study was to compare 4 orthodontic digital software systems regarding service, features, and usability. Methods: Information regarding service offered by the companies was obtained from questionnaires and Web sites. The features of each software system were collected by exploring the user manuals and the software programs. Replicas of pretreatment casts were sent to Cadent (OrthoCAD; Cadent, Carlstadt, NJ), OthoLab (O3DM; OrthoLab, Poznan, Poland), OrthoProof (DigiModel; OrthoProof, Nieuwegein, The Netherlands), and 3Shape (OrthoAnalyzer; 3Shape, Copenhagen, Denmark). The usability of the programs was assessed by experts in interaction design and usability using the "enhanced cognitive walkthrough" method: 4 tasks were defined and performed by a group of domain experts while they were observed by usability experts. Results: The services provided by the companies were similar. Regarding the features, all 4 systems were able to perform basic measurements; however, not all provided the peer assessment rating index or the American Board of Orthodontics analysis, simulation of the treatment with braces, or digital articulation of the casts. All systems demonstrated weaknesses in usability. However, OrthoCAD and 03DM were considered to be easier to learn for first-time users. Conclusions: In general, the usability of these programs was poor and needs to be further developed. Hands-on training supervised by the program experts is recommended for beginners.
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| 3. |
- Ali, Y, et al.
(författare)
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MedView-design and adoption of an interactive system for oral medicine.
- 2000
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Ingår i: Studies in health technology and informatics. - 0926-9630 .- 1879-8365. ; 77, s. 3-7
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Konferensbidrag (refereegranskat)abstract
- MedView is a joint project with participants from oral medicine and computer science. The aim of the project is to build a large database from patient examinations and produce computerized tools to extend, view, and analyze the contents of the database. The contents of the data base is based on a formalization of health-care processes and clinical knowledge in oral medicine harmonized within the network SOMNET. We give an overview of the current status of the MedView project and discuss background and future directions.
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| 4. |
- Barendregt, Wolmet, et al.
(författare)
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Getting it Right – Unfolding Factors for Reporting on Participatory Design with Children with Special Needs
- 2015
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Ingår i: Workshop Unfolding Participation in conjunction with the The Fifth Decennial Aarhus Conference 17- 21 August 2015, Aarhus, Denmark.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we argue that in order for researchers to learn from each other in the field of Participatory Design (PD) and children with special needs it would be beneficial to start using clearer descriptions and terms. Based on a literature survey, we will unfold and discuss several areas that we think are in need of clarification: The target group and the context, National differences between contexts, The aim of the technology, and The roles of children and adults. We recommend the following: 1. The target group should be defined more clearly by paying attention to the approach taken towards the disability as well as the context 2. Researchers should clarify their targeted national context for an international audience 3. The aim of the technology as well as the design process could be more explicitly communicated 4. The role of children in the design process could be described more clearly by referring explicitly to methods and techniques applicable in different phases of the design 5. The role of the adults in the design process should be described more clearly, and acknowledging that adults may play several roles Using these recommendations we think that it becomes easier for researchers to determine the relevance of findings and contributions from PD practice and apply them to their own research.
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| 5. |
- Barendregt, Wolmet, et al.
(författare)
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Including Children with Disabilities in the Design Process : Interaction Design with Children with Disabilities
- 2014
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Ingår i: Workshop Proceedings of Interaction Design and Children Conference IDC´14.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This workshop aims to bring together researchers and designers to exchange experiences with (participatory) design techniques for children with disabilities that may hinder communication, such as hearing aids, autism or Down’s syndrome. More specifically, the main aim is to identify commonalities and differences in current practices and discuss how to apply and adapt participatory design techniques for the different target groups. This workshop will he held jointly with the workshop on “Values and Stances in Interaction Design with Children with Disabilities".
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| 6. |
- Barendregt, Wolmet, et al.
(författare)
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Including Children with Disabilities in the Design Process
- 2014
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Ingår i: Workshop Proceedings of Interaction Design and Children Conference IDC´14.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This workshop aims to bring together researchers and designers to exchange experiences with (participatory) design techniques for children with disabilities that may hinder communication, such as hearing aids, autism or Down’s syndrome. More specifically, the main aim is to identify commonalities and differences in current practices and discuss how to apply and adapt participatory design techniques for the different target groups. This workshop will he held jointly with the workshop on “Values and Stances in Interaction Design with Children with Disabilities".
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| 7. |
- Barendregt, Wolmet, 1971, et al.
(författare)
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Intermediate-Level Knowledge in Child-Computer Interaction
- 2018
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Ingår i: Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC '18). - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this workshop, we invite researchers to jointly explore how the Child-Computer Interaction (CCI) field can establish intermediate-level knowledge, being a kind of design knowledge that resides in the realm between the design of particular artifacts and theories. In this full day workshop we want to invite (1) researchers and designers who position themselves as producing intermediate-level knowledge (2) people in the field of design research who have not necessarily thought about their work as producing intermediate-level knowledge. Together we will discuss the pros and cons of different kinds of intermediate-level knowledge and how we can promote the creation of these kinds of knowledge in the CCI field.
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| 8. |
- Barendregt, Wolmet, et al.
(författare)
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Intermediate-level knowledge in child-computer interaction: A call for action
- 2017
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Ingår i: IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- Based on an analysis of all papers at IDC from 2003 to 2016 this paper urges the Child-Computer Interaction (CCI) field to start formulating intermediate-level knowledge, in the form of e.g. strong concepts. Our analysis showed that 40% of all papers at the Interaction Design and Children conference presents the design of an artefact accompanied by an evaluation (to which we will refer as 'artefact-centered' papers). While exploring the design space in the form of artefacts is important and valuable, it can be argued that those artefact-centered papers generally make a smaller contribution to the field as a whole, which is also visible in the number of citations to such papers in comparison to the number of citations to other kinds of papers. As a first step towards more intermediate-level knowledge, we have thus attempted to formulate and ground three suggestions for strong concepts in CCI, namely Head-up gaming, Collective storytelling and Remote sensing. We based these concepts on an analysis of a set of relatively often-cited artefactcentered papers from the IDC conference proceedings. The three strong concepts we present here aim to show that the artefact-centered papers presented at the IDC conference over the last 15 years potentially contain useful knowledge that should be capitalized upon. The contribution of this paper is to initiate a discussion in the CCI community on the need for intermediate-level knowledge and how this knowledge, such as strong concepts, should be generated.
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| 9. |
- Barendregt, Wolmet, et al.
(författare)
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Legitimate Participation in the Classroom Context – Adding Learning Goals to Participatory Design
- 2016
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Ingår i: 15th International ACM Conference on Interaction Design and Children (IDC), Univ Cent Lancashire, England, JUN 21-24, 2016. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450343138
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Konferensbidrag (refereegranskat)abstract
- In this paper we examine the challenges of introducing learning goals in Participatory Design (PD) activities in a school context. In order to increase the transparency of mutual learning in accordance with traditional PD values, we argue that learning through design approaches can inspire us to actively formulate learning goals, stage activities and include reflection as an integral part in the PD activity in order to meet those learning goals. We tested this approach in several master student projects, where the students were required to involve children in schools in the design of a technology. Our data analysis is based on their written reports as well as a specific exam question. We found that defining good learning goals was hard, but useful, especially when designing and discussing informed consent forms with teachers. Staging activities in order to meet the learning goals was possible, although learning goals were sometimes derived from the activities. Finally, incorporating moments of reflection for children was still difficult for our students because they felt pressed for time. We present some of the advantages and problems so that practitioners can consider the added value of this approach.
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| 10. |
- Barendregt, Wolmet, et al.
(författare)
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StringForce - A forced collaborative interaction game for special education
- 2017
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Ingår i: IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we present the forced collaborative interaction game StringForce. StringForce is developed for a special education context to support training of collaboration skills, using readily available technologies and avoiding the creation of a "mobile bubble". In order to play StringForce two or four physically collocated tablets are required. These tablets are connected to form one large shared game area. The game can only be played by collaborating. StringForce extends previous work, both technologically and regarding social-emotional training. We believe StringForce to be an interesting demo for the IDC community, as it intertwines several relevant research fields, such as mobile interaction and collaborative gaming in the special education context.
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