| 1. |
- Aliasgari, Mahdis, associate professor, et al.
(author)
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Baby steps or stage dive into a critical design dialogue
- 2017
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In: IxD&A. - 1826-9745 .- 2283-2998. ; :32, s. 38-47
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Journal article (peer-reviewed)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.
(author)
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Educational Location-based Interaction
- 2022
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In: IxD&A. - : ASLERD. - 1826-9745 .- 2283-2998. ; :52, s. 141-143
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Journal article (peer-reviewed)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.
(author)
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Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children
- 2020
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In: Interaction Design and Architecture(s) Journal - IxD&A. - 1826-9745 .- 2283-2998. ; :44, s. 109-128
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Journal article (peer-reviewed)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.
(author)
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Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review
- 2021
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In: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :49, s. 111-134
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Journal article (peer-reviewed)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.
(author)
-
Teaching Design of Technologies for Collaborative Interaction in Physical, Digital, and Hybrid Spaces
- 2023
-
In: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :58, s. 53-71
-
Journal article (peer-reviewed)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.
(author)
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Teaching Design of Technologies for Collaborative Interaction in Physical-Digital Environments
- 2023
-
In: ID&A Interaction design & architecture(s). - 1826-9745 .- 2283-2998. ; :58, s. 53-71
-
Journal article (peer-reviewed)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.
(author)
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Applying Experience Design to Facilitate Wellbeing and Social Inclusion of Older Adults
- 2018
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In: IxD&A. - 1826-9745 .- 2283-2998. ; :36, s. 11-30
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Journal article (peer-reviewed)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.
(author)
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The Merits of Situated Evaluation as an Alternative UX Evaluation Method to Understand Appropriation
- 2018
-
In: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :37, s. 78-98
-
Journal article (peer-reviewed)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.
(author)
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Training designers for vulnerable generations: a quest for a more inclusive design
- 2014
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In: Interaction Design & Architechture. - 1826-9745 .- 2283-2998. ; :21, s. 25-36
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Journal article (peer-reviewed)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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| 11. |
- Çarçani, Klaudia, et al.
(author)
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Enhancing engagement and participation of seniors in society withthe use of Social Media : The case of a reflective participatory design method story
- 2018
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In: IxD&A. - Rom : Scuola IaD. - 1826-9745 .- 2283-2998. ; 36:SI, s. 58-74
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Journal article (peer-reviewed)abstract
- An ageing population is an emerging phenomenon in Europe and the rest of the world. Seniors face issues of social isolation and loneliness. Recently the research focus in ICT design has also turned to social media that can sustain seniors’ engagement and participation in social activities even when it is physically a challenge for them to leave home. Design and re-design of social media may support seniors’ engagement and participation in social activities, contributing to mitigate the feeling of loneliness and social isolation. In this paper, the focus is on understanding seniors’ social activities and their relationship to social media which may support their relationship. With Participatory Design – a reflective design approach, we have involved seniors in reflecting on possible future social media that can support and enrich social relationships. The participative methods used are cartographic mapping and future workshop, both appropriate for seniors to get involved in reflecting, thinking and making design alternatives together with other participants. We discuss how is to involve seniors in PD and what we need to know to design better future social media that can support seniors.
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| 12. |
- Clark, Brendon, associate professor, 1970-, et al.
(author)
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Playing with the elasticity of hybrid design education
- 2023
-
In: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :58, s. 110-131
-
Journal article (peer-reviewed)abstract
- This article explores the shift in design education from traditional, hands-on practices to digitally-based approaches, particularly accelerated by the sudden and temporary remote teaching mandates that affected design schools during the global pandemic restrictions of the early 2020’s. It uses a case involving an interaction design class during such restrictions, where students engaged in, designed, and facilitated 15-minute remote collaborative activities called “Fire-up” sessions, to demonstrate how a short design doing task can provide surface what is at stake in the design of hybrid learning activities. Reflections of the students and teachers are used to take the pulse of remote and hybrid teaching arrangements that are physicality and materiality inherent in design education, emphasizing the perceived elasticity of physical and digital arrangements in these contexts. The paper offers three main sensitizing instruments to consider when arranging and engaging in hybrid design work.
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| 13. |
- Ekanayake, Hiran B., et al.
(author)
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Comparing Expert and Novice Driving Behavior in a Driving Simulator
- 2013
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In: Interaction Design and Architecture(s) Journal - IxD&A. - : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :19, s. 115-131
-
Journal article (peer-reviewed)abstract
- This paper presents a study focused on comparing driving behavior of expert and novice drivers in a mid-range driving simulator with the intention of evaluating the validity of driving simulators for driver training. For the investigation, measurements of performance, psychophysiological measurements, and self-reported user experience under different conditions of driving tracks and driving sessions were analyzed. We calculated correlationsbetween quantitative and qualitative measures to enhance the reliability of the findings. The experiment was conducted involving 14 experienced drivers and 17 novice drivers. The results indicate that driving behaviors of expert and novice drivers differ from each other in several ways but it heavily depends on the characteristics of the task. Moreover, our belief is that the analytical framework proposed in this paper can be used as a tool for selecting appropriate driving tasks as well as for evaluating driving performance in driving simulators.
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| 14. |
- Eriksson, Eva, et al.
(author)
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Envisioning Future Scenarios : Teaching and Assessing Values-based Design Approaches
- 2021
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In: IxD&A. - : TT press. - 1826-9745 .- 2283-2998. ; :51, s. 132-151
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Journal article (peer-reviewed)abstract
- This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios,which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended learning outcomes with teaching and assessment activities, and by applying a general structural framework such as e.g. the SOLO taxonomy, for defining and evaluating learning outcomes. The suggested teaching and assessment activities can be applied in educational domains as diverse as product and service design, engineering, architecture, media and communication, human-computer interaction, socio-technical studies and other creative fields.
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| 15. |
- Eriksson, Eva, et al.
(author)
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Teaching for Values in Interaction Design : A Discussion About Assessment
- 2022
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In: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :52, s. 221-233
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Journal article (peer-reviewed)abstract
- We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment for learning, including active participation of students in the design of learning goals and assessment activities.
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| 16. |
- Gulz, Agneta, et al.
(author)
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Early Math in a Preschool Context : Spontaneous Extension of the Digital into the Physical
- 2020
-
In: Interaction Design and Architecture(s). - : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; 44, s. 129-154
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Journal article (peer-reviewed)abstract
- The paper presents a systematic examination of data from two early math interventions, involving 188 children aged 3,5-6,5 and their teachers. The aim is to cast light on how a digital early math game can be spontaneously extended into the physical environment by children and by teachers. Questions were: i) how the math content was extended to the physical room, ii) which elements of the game and the interventions inspired and provided affordances for the extensions iii) implications for children’s learning of early math. The analyses revealed a great variety of ways in which children and teachers – acting on their own or together – brought the game out to the physical room. Among the underlying factors for this were everyone’s experiences with the game, familiar narratives, and simple game design in terms of rules and visual features. Finally, positive influences on early math learning from the extensions were identified.
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| 17. |
- Lampinen, Airi, et al.
(author)
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Challenges to Participation in the Sharing Economy : The Case of Local Online Peer-to-Peer Exchange in a Single Parents' Network
- 2015
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In: IxD&A. - 1826-9745 .- 2283-2998. ; :24, s. 16-32
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Journal article (peer-reviewed)abstract
- This paper depicts an initiative to deploy an online peer-to-peer exchange system for a community network of single parents - a group of people in need of goods, services, and social support in their local neighborhoods. We apply participant observation and semi-structured interviews to uncover key issues that can hinder the emergence of sharing practices in local community networks of this type. Our study illustrates how pressures related to single parenthood can impede opportunities to engage in peer-to-peer exchange, even when community members view the social and material benefits of participation as desirable and necessary. This complicates the prevalent narrative that local peer-to-peer exchange systems are an accessible and convenient alternative to traditional markets. Moreover, we discuss our collaboration with the community as well as the developers of the sharing platform, highlighting the challenges of user-centered design in the sharing economy.
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| 18. |
- Lundin, Johan, 1975, et al.
(author)
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A Remedy to the Unfair Use of AI in Educational Settings
- 2024
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In: ID&A Interaction design & architecture(s). - 1826-9745 .- 2283-2998. ; :59, s. 62-78
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Journal article (peer-reviewed)abstract
- This paper addresses concerns related to the ethical implications of artificial intelligence (AI) and its impact on human values, with a particular focus on fair outcomes. Existing design frameworks and regulations for ensuring fairness in AI are too general and impractical. Instead, we advocate for understanding fairness as situated in practice, shaped by practitioners' values, allowing stakeholders control in the situation. To accomplish this, the paper contributes by conceptually exploring a potential synergy by combining Cultural-Historical Activity Theory (CHAT) and Meta-Design. By doing so, human activities can be transformed to deal with challenges, in this case, those emerging from adaptive AI tools. While professional software developers are essential for making significant changes to the tool and providing solutions, users' involvement is equally important. Users are domain experts when it comes to determining practical solutions and aligning structures with their work practices. CHAT contributes through its emphasis on context, history, and mediation by tools. This enables a critical analysis of activity systems, helping to reveal underlying contradictions and identify areas where improvements or innovations are necessary. Meta-Design provides design concepts and perspectives that aim to empower participants, allowing them to actively shape the processes of tool design to align with their specific local needs and evolving conceptions of fairness in use-time. This offers an approach to empowering people and promoting more fair AI design.
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| 19. |
- Lyckvi, Sus, 1970
(author)
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Controlled Confusion: Teaching complex multidisciplinary group work
- 2007
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In: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :3-4, s. 90-93
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Journal article (peer-reviewed)abstract
- The project described in this paper exemplifies how interaction design students can be prepared for working in groups that are part of a larger, complex, multidisciplinary structure. It shows how a task can be designed to engage a whole class of students, letting each student be a member of at least two groups; one related to that student’s assigned discipline, and one related to the sub-project that he or she is working in. This way of intertwining groups necessitates and enables communication. The general aim of the project is to increase the understanding of working in these kinds of structures, help students to explore strategies for doing it successfully, inculcate the necessity of communication, clarity and leadership, encourage respect for people from other disciplines, and develop negotiation and communication skills. How the project can be focused towards certain aims is also discussed, as is its strengths, weaknesses and special requirements.
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| 20. |
- Lyckvi, Sus, 1970
(author)
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Teaching Gameplay Design is Teaching Interaction Design
- 2007
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In: Interaction Design and Architecture(s). - 2283-2998 .- 1826-9745. ; :3-4, s. 102-109
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Journal article (peer-reviewed)abstract
- This paper describes the benefits of integrating gameplay design in interaction design teaching since this allows students to practice designing for unusual situations, considering ethic and aesthetic issues as well as issues of use and abuse, often all in the same project. Some examples – ranging from a three week group project to a half day exercise – are described, each together with aims and noted learning outcomes related to interaction design, as well as with a general discussion. In addition, a few student projects are described together with learning outcomes. Finally the pros and cons of this approach are discussed, and educators willing to try it, but inexperienced in games, are getting some useful information on what to look into.
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| 21. |
- Matviienko, Andrii, et al.
(author)
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Towards new ambient light systems : A close look at existing encodings of ambient light systems
- 2015
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In: IxD&A. - : Scuola Iad. - 1826-9745 .- 2283-2998. ; 26:1, s. 10-24
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Journal article (peer-reviewed)abstract
- Ambient systems provide information in the periphery of a user's attention. Their aim is to present information as unobtrusively as possible to avoid interrupting primary tasks (e.g. writing or reading). In recent years, light has been used to create ambient systems to display information. Examples of ambient light systems range from simple notification systems such as displaying messages or calendar event reminders, to more complex systems such as focusing on conveying information regarding health activity tracking. However, for ambient light systems, there is a broad design space that lacks guidelines on when to make use of light displays and how to design them. In this paper we provide a systematic overview of existing ambient light systems over four identified information classes derived from 72 existing ambient light systems. The most prominent encoding parameters among the surveyed ambient light systems are color, brightness, and their combination. By analyzing existing ambient light systems, we provide a first step towards developing guidelines for designing future ambient light systems.
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| 22. |
- Mårell-Olsson, Eva, 1966-
(author)
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Teachers’ perception of gamification as a teaching design
- 2022
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In: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :53, s. 70-100
-
Journal article (peer-reviewed)abstract
- This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use ofcontemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration, (b) needing pedagogical balance to achieve deeper learning and (c) organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.
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| 23. |
- Mårell-Olsson, Eva, 1966-
(author)
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University Students as Co-creators in Designing Gamification Teaching Activities using Emergent Technologies in Swedish K-12 Education
- 2019
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In: IxD&A. - Roma : Interaction Design and Architectures. - 1826-9745 .- 2283-2998. ; :42, s. 47-69
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Journal article (peer-reviewed)abstract
- This paper reports on a study exploring the use of university students as co-creators when designing activities for an emergent teaching practice such as gamification, using emergent technologies in a Swedish K-12 education context. More specifically, the aim was to empirically explore and develop knowledge about the process of designing for gamification teaching in K-12 education, to develop gamification teaching design principles and, in addition, to study how emergent technologies could be used in this context. Four sub-studies were conducted between 2014 and 2018 which included four groups of university students as co-creators in the teaching designs. The empirical material is based on observations from the field test in which school students tested university student designs. Post interviews were conducted with participating school teachers and university students. In addition, university student written reports were included. Findings illustrate four themes; 1) The design process of the gamification teaching activities, 2) The gamification teaching design principles developed, 3) The school students’ experiences of the gamification designs and 4) Designing gamification teaching activities – a complex process. Findings show that designing for gamification teaching designs using emergent technologies is quite a complex process. This complexity concerns, among other things, the puzzle of combining the different knowledge domains into the TPACK Model (i.e. technological knowledge, pedagogical knowledge, content knowledge) in an emergent teaching practice (gamification) with the use of emergent technologies. The co-creation process and the move between these knowledge domain areas could maximize the effect of achieving a pedagogical balance concerning what school students perceive as fun without sacrificing focus on their knowledge acquisition and learning processes.
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| 24. |
- Mårell-Olsson, Eva, 1966-
(author)
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Using gamification as an online teaching strategy to develop students' 21st century skills
- 2021
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In: IxD&A. - : Scuola Iad. - 1826-9745 .- 2283-2998. ; :47, s. 69-93
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Journal article (peer-reviewed)abstract
- This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper-secondary students' 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students' and teachers' experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities' design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students' design, a survey with the school students, postinterviews with the teachers and the university students, and the university students' written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students' experiences, and 3) the participating teachers' experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students' 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students' learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student's knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems.
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| 25. |
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| 26. |
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| 27. |
- Osz, Katalin, 1983-, et al.
(author)
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Building Collaborative Test Practices : Design Ethnography and WOz in Autonomous Driving Research
- 2018
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In: IxD&A. - Rome : Interaction Design & Architectures. - 1826-9745 .- 2283-2998. ; :37, s. 12-20
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Journal article (peer-reviewed)abstract
- This article outlines a novel way of performing experimental "Wizard of Oz" (WOz) User Experience (UX) research that specifically targets driving in different levels of self-driving modes. The reasons for exploring the possibilities of combining experimental and ethnographic WOz-testing have been twofold. On the one hand, this mixed-method approach responds to a growing body of critique concerning how the WOz test is biased by the claim that it explores real-life behaviour in an experimental setting. On the other hand, our approach also meets the demands for innovative research methodologies that can contribute to deeper understandings of how to better evaluate and account for human expectations and experiences when automated technologies become integrated in everyday life contexts. This knowledge is inevitable for a broader understanding of the overall user experience and expectations of autonomous driving and, more specifically, building an interdisciplinary collaborative testing approach.
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| 28. |
- Rolf, Elisabeth, 1961-, et al.
(author)
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Teachers’ Design Processes : An Analysis of Teachers’ Design Talk and Use of Pedagogical Patterns
- 2021
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In: IxD&A. - 1826-9745 .- 2283-2998. ; 49, s. 135-160
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Journal article (peer-reviewed)abstract
- Research on how teachers design to support learning and how teachers use different learning designs is still in its infancy. The explorative study reported here aims to approach an understanding of how teachers design learning activities by analysing upper secondary teachers’ design work while using pedagogical patterns. Ten teachers working in pairs of two were invited to design and document learning activities based on pedagogical patterns. The findings reveal that (1) pedagogical patterns inspire teachers to embark on a design process that aligns with their own context, and (2) teachers’ design processes share common general design characteristics and are, among other things, different, dynamic, unpredictable, and unsystematic. It is concluded that knowledge about teachers’ design processes and the use of learning designs may inform researchers on how to develop design-supporting tools and resources.
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| 29. |
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| 30. |
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| 31. |
- Tärning, Betty, et al.
(author)
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Young children's experience and preference of feedback - Sense and sensibility
- 2018
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In: Interaction Design and Architecture(s). - Rome : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :37, s. 206-230
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Journal article (peer-reviewed)abstract
- This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3 rd and 5 th graders preferred 1 or 3 bars but where the 2 nd graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.
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| 32. |
- Canova Calori, Ilaria, et al.
(author)
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Understanding Trajectories of Experience in Situated Learning Field Trips
- 2013
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In: Interaction Design and Architecture(s). - 2283-2998. ; 16, s. 17-26
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Journal article (peer-reviewed)abstract
- This paper discusses the role context plays in promoting engagement and exploration in situated learning experiences during field trips. We look at field trips where children engage with the physical and social environment in order to learn about cultural and social aspects of the city they live in. By drawing on empirical data collected by means of qualitative methods, we discuss how learning unfolds along trajectories of experience towards pre-defined and emerging learning objectives. We reflect of the role technology can play in supporting learning experiences outside the classroom.
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| 33. |
- Cerna, Katerina, 1986, et al.
(author)
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Transformation of HCI co-research with older adults: researchers' positionality in the COVID-19 pandemic
- 2021
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In: Interaction Design and Architecture(s). - 1826-9745. ; :50, s. 27-47
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Journal article (peer-reviewed)abstract
- In the time of COVID-19, many measurements to contain the pandemic contributed to social isolation and loneliness. Older adults in particular experience various forms of ageism in this regard, for example by being stereotyped as digitally illiterate. Hence, we need to learn more about the aging discourse in the context of participatory approaches, as it is currently lacking. This article presents the results from two participatory research projects that were significantly affected by the 1st COVID-19 lockdown. We specifically focus on the ways the relationships and modes of cooperation with our older research partners, i.e. the positionalities, have been impacted. We draw on the projects' results, reflecting on the possible implications for the involvement of older adults in design and HCI research and specifically, technologies that are supportive and empowering for the individuals against the background of the pandemic situation. © 2021. All Rights Reserved.
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| 34. |
- Thies, Anna
(author)
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On the value of design thinking for innovation in complex contexts : A case from healthcare
- 2015
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In: ID&A Interaction design & architecture(s). - 1826-9745. ; 27, s. 159-171
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Journal article (peer-reviewed)abstract
- This paper discusses the use of different approaches to design in complex contexts, exemplified through a case from healthcare. Specifically, the value of Design Thinking (DT) for understanding of a problem at hand is discussed. The paper argues that a design approach based on a holistic understanding of problems constitutes a prerequisite for innovations in complex contexts where problems are open, complex, dynamic, networked and have a wicked character. The argument is made for the importance of differentiating design approaches with respect to their ability to support broader and more open explorations of the underlying problems, especially those in complex contexts. A case from healthcare illustrates the value of DT and is used to discuss the importance of avoiding what I refer to as deceptive problems. The potential of DT to increase the relevance of innovations through a better understanding of underlying problems is discussed.
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| 35. |
- Tärning, Betty, et al.
(author)
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A tale about facts and opinions : The impact of a drama intervention on middle-school students´ information literacy
- 2023
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In: Interaction Design and Architecture(s). - 1826-9745. ; :57, s. 65-81
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Journal article (peer-reviewed)abstract
- Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence is often referred to as information literacy. It is of utmost importance that students are adequately scaffolded to develop this ability, to be able to become democratic citizens. The study presented combines learning science and drama to explore whether this approach can make 6 grade students more aware of certain aspects of information literacy, such as false balance, the burden of proof, and filter bubbles. Half of the students watched a play and participated in a pedagogical follow-up before answering a questionnaire. The other half answered the questionnaire before the intervention. Results show that students watching the play had grasped the core of the more tangible questions, writing more elaborated and relevant answers than students in the control group.
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