| 1. |
- Alenljung, Beatrice, 1971-, et al.
(författare)
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The User Experience Design Program : Applying Situated and Embodied Cognition Together With Reflective Teaching
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media S.A.. - 2624-9898. ; 4, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- The education of students to become competent user experience designers is a delicate matter as students need to obtain a multitude of knowledge, skills, and judgmental abilities. In this paper, our effort to manage this multiplicity in a bachelor’s program in user experience design is shared along with our experiences and teaching practices influenced by theories of situated and embodied cognition together with reflective teaching. The program was followed up through interviews with eight alumni and a company representative that employs user experience designers. The results show that the program overall works well, although some of the identified issues need to be addressed in the future. The interpretation is that our program curricula and teaching practices are fruitful, which hopefully can contribute to thoughts and discussions for other teachers in the field of user experience design and human-computer interaction.
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| 2. |
- Axelsson, Agnes, 1992-, et al.
(författare)
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Modeling Feedback in Interaction With Conversational Agents—A Review
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media SA. - 2624-9898. ; 4
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Forskningsöversikt (refereegranskat)abstract
- Intelligent agents interacting with humans through conversation (such as a robot, embodied conversational agent, or chatbot) need to receive feedback from the human to make sure that its communicative acts have the intended consequences. At the same time, the human interacting with the agent will also seek feedback, in order to ensure that her communicative acts have the intended consequences. In this review article, we give an overview of past and current research on how intelligent agents should be able to both give meaningful feedback toward humans, as well as understanding feedback given by the users. The review covers feedback across different modalities (e.g., speech, head gestures, gaze, and facial expression), different forms of feedback (e.g., backchannels, clarification requests), and models for allowing the agent to assess the user's level of understanding and adapt its behavior accordingly. Finally, we analyse some shortcomings of current approaches to modeling feedback, and identify important directions for future research.
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| 3. |
- Axelsson, Agnes, 1992-, et al.
(författare)
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Multimodal User Feedback During Adaptive Robot-Human Presentations
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media SA. - 2624-9898. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- Feedback is an essential part of all communication, and agents communicating with humans must be able to both give and receive feedback in order to ensure mutual understanding. In this paper, we analyse multimodal feedback given by humans towards a robot that is presenting a piece of art in a shared environment, similar to a museum setting. The data analysed contains both video and audio recordings of 28 participants, and the data has been richly annotated both in terms of multimodal cues (speech, gaze, head gestures, facial expressions, and body pose), as well as the polarity of any feedback (negative, positive, or neutral). We train statistical and machine learning models on the dataset, and find that random forest models and multinomial regression models perform well on predicting the polarity of the participants' reactions. An analysis of the different modalities shows that most information is found in the participants' speech and head gestures, while much less information is found in their facial expressions, body pose and gaze. An analysis of the timing of the feedback shows that most feedback is given when the robot makes pauses (and thereby invites feedback), but that the more exact timing of the feedback does not affect its meaning.
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| 4. |
- Eriksson, Eva, et al.
(författare)
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Teaching for Values in Human–Computer Interaction
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media S.A.. - 2624-9898. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness of the importance of considering values in the design of technology. There are several research approaches focused on this, such as e.g., value-sensitive design, value-centred human–computer interaction (HCI), and value-led participatory design, just to mention a few. However, less attention has been given to developing educational materials for the role that values play in HCI, why hands-on teaching activities are insufficient, and especially teaching activities that cover the full design process. In this article, we claim that teaching for ethics and values in HCI is not only important in some parts of the design and development process, but equally important all through. We will demonstrate this by a unique collection of 28 challenges identified throughout the design process, accompanied by inspirational suggestions for teaching activities to tackle these challenges. The article is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching and assessment activities and pedagogical framework, and from pilot testing. Preliminary results from pilots of parts of the teaching activities indicate that student participants experience achieving knowledge about how to understand and act ethically on human values in design, and teachers experience an increased capacity to teach for values in design in relevant and innovative ways. Hopefully, this overview of challenges and inspirational teaching activities focused on values in the design of technology can be one way to provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers by learning how to address and work with values in HCI.
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| 5. |
- Gamboa, Mafalda, 1988, et al.
(författare)
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Designerly Ways of Knowing in HCI Education: A Case Study of a Peer Community-Based Studio
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media SA. - 2624-9898. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- Design methods and approaches are common within Human-Computer Interaction. And while design is recognized as a discipline with its own epistemology and pedagogy outside of HCI, there is a lot of work to be done in incorporating, facilitating, and developing designerly knowledge in HCI education. The abrupt shift toward distance education caused by COVID-19 surfaced the necessity for course design to purposely support online informal learning environments and facilitating tacit knowledge as previously prevalent in the design studio environment. Firstly, we present theory on design epistemology, related to "designerly ways of knowing" and the role of the studio in the learning process. Secondly, a case study presents the set up of a digital studio for a course in Designing User Experiences, with an emphasis on supporting a community-based studio. The empirical material includes an overview of the course set up and a thorough qualitative analysis of the feedback provided by a cohort of 48 students with diverse backgrounds. The course was conducted online and heavily based on the use of software such as Zoom and Miro. We conclude by offering a set of themes in three categories to be considered when designing community-based "designerly" courses within HCI. As future work, we suggest the Community-Based Designerly Scale to be used, adapted, and developed by teachers and students as a tool in their educational practice.
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| 6. |
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| 7. |
- Rasmuson, Sverker, 1986, et al.
(författare)
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PERF: Performant, Explicit Radiance Fields
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media SA. - 2624-9898. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- We present a novel way of approaching image-based 3D reconstruction based on radiance fields. The problem of volumetric reconstruction is formulated as a non-linear least-squares problem and solved explicitly without the use of neural networks. This enables the use of solvers with a higher rate of convergence than what is typically used for neural networks, and fewer iterations are required until convergence. The volume is represented using a grid of voxels, with the scene surrounded by a hierarchy of environment maps. This makes it possible to get clean reconstructions of 360° scenes where the foreground and background is separated. A number of synthetic and real scenes from well-known benchmark-suites are successfully reconstructed with quality on par with state-of-the-art methods, but at significantly reduced reconstruction times.
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