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This research article crafted, evaluated, and revised a theoretically underpinned design concept with the purpose of enhancing customers' dine-in experiences. The design concept was motivated by the considerable interest in artificial intelligence (AI), voice user interfaces (VUI) within Human-Computer Interaction (HCI), and the rapid digitalization of online food ordering as a result of the COVID-19 pandemic. The study applied the concept-driven design research approach because it offered to make theoretical contributions while at the same time being design and concept-oriented. The result of this research is a revised design concept that has the potential to digitalize the dine-in restaurant business further and add to the understanding of human experience while interacting with a voice user interface. Finally, the research article manifests as an example of how interaction designers make theoretical contributions through design and how technologies can be combined in new contexts. © 2022 Owner/Author.
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Research activities in interaction design and HCI were widely altered by the COVID-19 pandemic, with many studies shifting online as health concerns inhibited in-person research. Tangible and collaborative activities are often used in informal learning spaces and child-computer interaction, but they are neither designed for nor easily adapted to online formats. In this case study, I present findings and reflections on my experience adapting an in-situ study of embodied, collaborative museum exhibits to a remote user study during COVID-19. I identify several considerations and notes of inspiration for researchers working on similar projects, which I hope can aid in furthering iterative design research on embodied and/or collaborative activities both during the ongoing pandemic and in other current and future contexts that require remote research or interactions. The reflections I present in this case study additionally play a role in documenting the ongoing history of interaction design as researchers adapt to the rapidly changing global circumstances caused by COVID-19. © 2023 Owner/Author.
ABSTRACT
Much of design teaching, learning and research in Australia is determined by Eurocentric traditions and the ongoing colonial project. In this context Indigenous Peoples continue to experience erasure, silencing and appropriation of practices and knowledges. The Visual Communication Design Program, situated in the School of Design at the University of Technology Sydney (UTS), is committed to disrupting this trajectory. In this article we describe an immersive model that seeks to challenge the role of the design educator, creative practitioner and researcher on unceded Gadigal Lands in the city of Sydney, Australia. We reflect on the challenges of facilitating Visual Communication Design and Emergent Practices, for a third iteration as an online studio experience, during COVID-19 in the context of the climate crisis, bushfires and Black Lives Matter. This iteration is the result of four years of deep collaboration with local First Nation Elders, Indigenous scholars and practitioners. The research-focused studio for 180 final-year visual communication design students is led by Local Elders, cultural and research advisers with the support of studio leaders. The consideration of design-led research methods through a process that infuses Indigenous research principles builds on the longitudinal research into the role of the emplaced designer in Indigenous-led projects on Country. Our studio, titled `In Our Own Backyard', provides students with strength-based design capabilities and understandings of the principles of the United Nations Declaration of Indigenous Peoples Rights (UNDRIP), Indigenous Cultural and Intellectual Property Rights (ICIP) and the Australian Indigenous Design Charter. As a studio experience, the aim is to create conditions which spark possibilities for re-orientation towards relational and respectful negotiation of difference, and the capacity to action Indigenous self-determination in complex practitioner scenarios.
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Yo-Yo Machines are playful communication devices designed to help people feel socially connected while physically separated. We designed them to reach as many people as possible, both to make a positive impact during the COVID-19 pandemic and to assess a self-build approach to circulating research products and the appeal of peripheral and expressive communication devices. A portfolio of four distinct designs, based on over 30 years of research, were made available for people to make by following simple online instructions (yoyomachines.io). Each involves connecting a pair of identical devices over the internet to allow simple communication at a distance. This paper describes our motivation for the project, previous work in the area, the design of the devices, supporting website and publicity, and how users have made and used Yo-Yo Machines. Finally, we reflect on what we learned about peripheral and expressive communication devices and implications for the self-build approach.
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PurposeThere has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of "process-driven research", "output-driven research" and "impact". The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of "process-driven research", "output-driven research" and "impact" in the context of small architectural practices.Design/methodology/approachThe study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade.FindingsWhile focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice.Originality/valueThis paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.
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The most promising standard machine learning methods can deliver highly accurate classification results, often outperforming standard white-box methods. However, it is hardly possible for humans to fully understand the rationale behind the black-box results, and thus, these powerful methods hamper the creation of new knowledge on the part of humans and the broader acceptance of this technology. Explainable Artificial Intelligence attempts to overcome this problem by making the results more interpretable, while Interactive Machine Learning integrates humans into the process of insight discovery. The paper builds on recent successes in combining these two cutting-edge technologies and proposes how Explanatory Interactive Machine Learning (XIL) is embedded in a generalizable Action Design Research (ADR) process – called XIL-ADR. This approach can be used to analyze data, inspect models, and iteratively improve them. The paper shows the application of this process using the diagnosis of viral pneumonia, e.g., Covid-19, as an illustrative example. By these means, the paper also illustrates how XIL-ADR can help identify shortcomings of standard machine learning projects, gain new insights on the part of the human user, and thereby can help to unlock the full potential of AI-based systems for organizations and research. © 2023, The Author(s).
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Background Against the problem of declining physical activity among youth after COVID-19, this study has developed a design-led intervention that promotes physical activity using a smartphone service for families with children in upper grades of elementary school. The objective of this research is to evaluate the effectiveness of design elements constituting the intervention program via testing the service against a family with children in upper grades of elementary school. Methods Through forming a multidisciplinary team between the Department of Design and the Department of Children and Families, the study developed a strategy to instigate a constructive behavioral change to help family members become more physically active at home. The strategy used information, empowerment, and motivation as a driver of stimuli. A 13-day home user test was conducted to examine its effectiveness and to identify its limitations for future enhancements. Results Through the home user test, it was achievable to confirm an increase in actual physical activity as well as beneficial improvements in the perception of regulating physiological activity into habits. It was observed that motivation was internalized through family-level behavior intervention, parental role modeling through feed-forward information, reinforcing the importance of physical activity in children and adolescents, and experiencing a sense of accomplishment and self-efficacy from achieving their daily goals. Conclusions Based on theoretical considerations for motivation and the maintenance of changed behavior, a service that combines various intervention elements, is presented in this paper. This resulted in an understanding of the theoretical background and anticipated impacts on the future development of such smartphone-based services for tackling social issues such as sedentary behavior. Through this study, both children and their parents would be better equipped to make positive contributions to building a healthy community. © 2023, Archives of Design Research. All rights reserved.
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About what the teachers of our teacher training institution investigate, is the subject of this work. With a qualitative approach, emerging design methodology and instruments such as Google form, the analysis of the thesis documents of the 2020-2022 generation, we present the answer to this question. The Maestrantes faced the atypical situation of the pandemic and confinement due to covid-19 and carried out their theses under the research-action methodology. They developed competencies of the Institution's graduate profile, by generating knowledge and improving the quality of their teaching for the benefit of their students. © GKA Ediciones, authors. Creative Commons Reconocimiento-NoComercial-SinObraDerivada.
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This article reflects on the impact of COVID-19 on my doctoral research that commenced five months prior to lockdown in England. I reflect on challenges faced in maintaining motivation and resilience when opportunities for informal learning, peer support and interdisciplinary knowledge exchange were removed. The various restrictions to social contact implemented by the UK Government during the pandemic meant I was unable to spend a period of immersion in the context in dementia care settings. As the involvement of people living with dementia was central to my study, I had to develop alternative methods to overcome social distancing restrictions. I used interviews with specialist practitioners to familiarize myself with current practice online. The impact of being unable to engage face-to-face with participants is considered. The design considerations in development of interactive tools to support expression of everyday aesthetic preferences without access to conventional workshop facilities are described. I reflect on how my experience as an interdisciplinary practitioner in design and healthcare helped me to overcome ethical issues in recruitment of participants defined not only as vulnerable, but shielding under UK COVID-19 regulations. The challenges and benefits involved in engaging participants living with dementia using remote sensory ethnography are considered. [ABSTRACT FROM AUTHOR] Copyright of Design for Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Multiorganizational, multistakeholder (MO-MS) collaborations that may span organizational and national boundaries, present design challenges beyond those of smaller-scale collaborations. This study opens an exploratory research stream to discover and document design concerns for MO-MS collaboration systems beyond those of the single-task collaborations that have been the primary focus of collaboration engineering research. We chose the healthcare industry as the first target for this research because it has attributes common to many MO-MS domains, and because it faces significant challenges on a global scale, like the recent COVID-19 pandemic, for which MO-MS collaboration could offer solutions, as, for example, evidenced by the rapid collaborative development and distribution of COVID-19 vaccines. To this end, we reviewed 6,609 articles to find 100 articles that offered insights about the design of MO-MS collaboration systems, then conducted 50 semi-structured interviews in two countries with expert practitioners in the field. From those sources, we derived an eleven-category set of design concerns for MO-MS collaboration systems and argue their generalizability to other MO-MS domains. We offer exemplar probe questions that designers can use to increase the breadth and depth of requirements gathering for MO-MS collaboration systems.
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The COVID-19 pandemic has shifted the work environment to a new reality of remote work and virtual collaboration. This shift has occurred in various work settings with an impact on spaces, approaches, applied techniques, and tools. This has resulted in the broad use of virtual tools in the health care sector to avoid physical encounters and in-person interactions that will likely outlast the COVID-19 pandemic. Developing effective virtual approaches requires the knowledge and skills of using digital technologies collaboratively combined with a deep understanding of the context or contexts in which these approaches may be used. The implementation of virtual health design methods, including web-based co-design, has increased to meet the realities of COVID-19 restrictions and is likely to outlast them. Adapting the use of co-design methodologies to a virtual configuration requires rethinking methods of collaboration and communication, adapting to virtual environments, and creating new methods of engagement and facilitation. With this viewpoint, we reviewed the current work on co-design (in person and web based) to propose techniques for the design, planning, and implementation of web-based co-design. We propose 7 considerations that may enable web-based co-design projects in the health care sector. The key considerations that affect the success of a web-based co-design approach should be considered in the process of planning, developing, and conducting web-based co-design sessions. These include facilitation, collaboration, accessibility and equity, communication, sensemaking, tangible tools and games, and web-based research ethics. We illustrate this work with a case study of co-design for an emergency department discharge tool developed during the pandemic.
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BACKGROUND: The prepandemic period saw a rise in web-based teaching. However, web-based tools for teaching the essential clinical skill of cognitive empathy (also known as perspective taking) remain limited. More of these tools are needed and require testing for ease of use and understanding by students. OBJECTIVE: This study aimed to evaluate the usability of the In Your Shoes web-based empathy training portal application for students using quantitative and qualitative methods. METHODS: This 3-phase formative usability study used a mixed methods design. In mid-2021, we conducted a remote observation of student participants interacting with our portal application. Their qualitative reflections were captured, followed by data analysis and iterative design refinements of the application. Overall, 8 third- and fourth-year nursing students from an undergraduate baccalaureate program at a Canadian university, in the western province of Manitoba, were included in this study. Participants in phases 1 and 2 were remotely observed by 3 research personnel while engaged in predefined tasks. In phase 3, two student participants were asked to use the application as they liked in their own environments, after which a video-recorded exit interview with a think-aloud process was conducted as participants responded to the System Usability Scale. We calculated descriptive statistics and performed content analysis to analyze the results. RESULTS: This small study included 8 students with a range of technology skills. Usability themes were based on participants' comments on the application's appearance, content, navigation, and functionality. The biggest issues that participants experienced were with navigating the application's "tagging" features during video analysis and the length of educational material. We also observed variations in 2 participants' system usability scores in phase 3. This may be because of their different comfort levels with technology; however, additional research is required. We made iterative refinements to our prototype application (eg, added pop-up messages and provided a narrated video on the application's "tagging" function) based on participant feedback. CONCLUSIONS: With increasing engagement in web-based teaching, technology has become an essential medium for receiving health care education. We developed a novel prototype application as a supplemental classroom tool to foster students' self-directed learning of empathy. This study provided direction for refinements to optimize the usability of and satisfaction with this innovative application. Qualitative feedback revealed favorable input toward learning perspective taking place on the web and helpful recommendations for improving user experiences with the application. We could not fully assess the application's key functions owing to the COVID-19 protocols. Thus, our next step is to obtain feedback from a larger sample of student users, whose experiences performing "live" video capture, annotation, and analysis will be more authentic and wholesome with the refined application. We discuss our findings in relation to research on nursing education, perspective taking, and adaptive e-learning.
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PurposeThere has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of "process-driven research", "output-driven research" and "impact". The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of "process-driven research", "output-driven research" and "impact" in the context of small architectural practices.Design/methodology/approachThe study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade.FindingsWhile focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice.Originality/valueThis paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.
ABSTRACT
Purpose: There has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of "process-driven research”, "output-driven research” and "impact”. The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of "process-driven research”, "output-driven research” and "impact” in the context of small architectural practices. Design/methodology/approach: The study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade. Findings: While focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice. Originality/value: This paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses. © 2022, Emerald Publishing Limited.
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We seek to guide design, development, and adoption of Renewable Assignments by testing ways learners can contribute to Open Educational Resources (OER). We design, test, and iterate four assignment structures to this end. Testing was completed in an upper-division undergraduate endocrinology course, taught emergency remote due to COVID-19. Using mixed methods: surveys, focus groups, and iterations, we assessed assignment structures and created design guidance for renewable assignments and open pedagogy. We find that in a remote course, these assignments were effective in advancing learning goals. Both students and teachers favored their inclusion in the course. Analysis revealed six design principles to maximize effectiveness of renewable assignments and courses. and empowering teachers and learners to contribute to open knowledge. These principles also provide insight to praxis related to theories of open pedagogy, scaffolding, peer interaction, and active learning.
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Collaborative engagement in research and education often involves the need for a shared workspace among participants. With improved web-based technologies, and limitations to in-person interactions presented by the COVID-19 pandemic, educators and researchers need to adapt their methods and tools to support meaningful engagement. We reflect on our experiences and iterative experiments navigating these challenges in the domains of design education and design research. As design educators, our team utilized various online platforms including video conferencing, whiteboards, spreadsheets, surveys, and polling tools, to support teaching and student collaboration. As design researchers working in the domain of maternal healthcare, we borrowed from our experiences in the classroom and applied some of these tools to our research with patient and clinician stakeholders, to support data collection and research team collaboration. In this paper, we elaborate on these experiences by drawing from examples across our teaching and research activities to share key strengths, challenges, and considerations of the online workspaces, with a particular focus on online whiteboards. We compare the two settings and reflect on barriers and facilitators of online engagement specific to these. Lastly, we suggest recommendations for designing online activities and selecting appropriate online tools based on the objective, contextual needs, and the affordances of tools and activities. Our findings may support decisions of educators, designers, and researchers in planning for online engagement. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
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This article describes the usage of an online podcast workshop as an arts‐based research method to reflect on intercultural participation. The podcast workshop was co‐developed by researchers, local civil society actors, and administrative employees and deployed in a research infrastructure based on real‐world labs. We show how the online podcast workshop as a research tool elicits co‐creation with agonistic as well as communicative practices. The podcast combined practices of making with socially engaged research, using digital storytelling. It aimed at enhancing intercultural dialogue and participation and was used as an opportunity for voices that are not sufficiently represented in local public discourse on neighbourhood development to become recognised and challenge marginalisation. Based on one online podcast workshop, the article addresses new possibilities for collective and collaborative action during the Covid‐19 pandemic and frames the podcast as a moderated place for exchange and reflection in the digital space. The podcast workshop intended to foster further discussion on the topic of intercultural participation and was conceived as a tool for empowerment that participants can use for further conversations and exchange in their communities. © 2022 by the author(s).
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The digitalization in public administrations has seen, through the COVID-19 pandemic, the appearance of health surveillance technologies at the workplace. Wearable health devices, such as physiolytics, may then have an increasing role in the management of public agents. Still, little is known about the use of these systems in work settings, as research is mainly oriented towards ethical debates or legal considerations. Accordingly, we propose to consider a concrete case of implementation of physiolytics in a Swiss public administration. We particularly investigate employees' use rates as well as the perceived opportunities and threats that are linked to physiolytics and health surveillance technologies. This is done through an action design research perspective, where we search to extract from the field guidelines and knowledge for practitioners. We especially highlight that physiolytics' use steadily decline after the first weeks, due to the design of such devices, the fear of surveillance, and the impression of competition that these systems bring into the workplace. It is therefore vital for public managers to introduce interventions, such as regular feedback, gamification, or nudging to support the engagement of public agents and ensure the viability of such novel health initiatives. © 2022 ACM.
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The COVID-19 pandemic forced educators and students to transition to online instruction. This change brought the importance of user interfaces into stark relief for engineering lab classes, compelling educators to consider how the design of online courses and virtual laboratory experiences either served or worked against student learning. In summer 2020, we began educational and user experience (UX) research with the online laboratory experiences in an electrical engineering lab classroom at the University of Georgia's College of Engineering. The NSF-funded project work draws on ready-to-use remote labs for electronics applied to several courses. It seeks to explore the faculty and student perspective on online experimentation in engineering curricula. However, the UX thrust of the project rounds out a holistic view of the online learning ecosystem and might specifically uncover barriers or factors of success related to the implementation of online labs. This project highlighted the importance of UX design in delivering science curriculum via virtual laboratory exercises with the specific conclusion that deficits in perspicuity in the UX create an obstacle to learning for engineering students. © American Society for Engineering Education, 2022.
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In this workshop, we invite researchers, practitioners and designers to reflect on ethical issues arising from Distributed Participatory Design (DPD) research with children. As participatory design research practices require rethinking and innovative adaptation in light of the COVID-19 pandemic, distributed, asynchronous and online (D)PD approaches may provide solutions to participation barriers. However, in light of this adaptation, additional ethical complexities may arise. Ongoing collaborative discussion is required to identify and address the different types of ethical issues which may arise when planning and conducting DPD projects with children. This workshop builds on previous workshops held at IDC 2021 and 2020, which provided insights into developing a protocol for a world-wide DPD project with children. © 2022 Owner/Author.