Designing an AI Assistant for Student Telehealth: A Case Study Using Human-Centered Design

The interactions of AI systems in human-autonomy teams are designed to support user understanding, confidence, and trust. This research puts these useful interactions in a broader context of how a healthcare team could work to best meet the goals of the human user. The use of technology including AI and automation solutions to deliver various virtual healthcare services has substantially increased over the past two years following the COVID-19 pandemic. This paper presents a case study on following a service design thinking methodology to investigate the potential impact of AI solutions on the patient-user experience targeted at university student patients using telehealth services. The service design thinking approach is focused on the whole user experience and quality of service. It incorporates temporal processes and considerations of the user's needs throughout their healthcare journey. User needs and requirements were elicited using interviews with a subject matter expert from the healthcare domain and with graduate student users. The collected data were analyzed and used to create two personas and storyboard scenarios. Then, three patient journey maps were created. The first 'As Is' journey map demonstrates the patients' pain points. Then, two alternative journey maps were developed to illustrate solutions using AI assistance, providing a holistic view of the patient experience during the telehealth journey. Low-fidelity prototypes and wireframes were produced in the prototyping phase. The added value of the journey map is that it shows where in the patient journey the AI assistant should best be integrated to reduce the risk and increase patient benefits. Moreover, the project identifies five main stages of the telehealth journey and offers key design improvements at each stage. For example, the process improvements point out how using an AI assistant can reduce time and effort by guiding the patient through the decision-making process to navigate the care options. Similarly, the AI assists the healthcare provider by gathering and integrating the patients' required health information to accelerate the care process. © 2022 IEEE.

Applying Human-Centered Data Science to Healthcare: Hyperlocal Modeling of COVID-19 Hospitalizations

Algorithms as a component of decision-making in healthcare are becoming increasingly prevalent and AI in healthcare has become a topic of mass consideration. However, pursuing these methods without a human-centered framework can lead to bias, thus incorporating discrimination on behalf of the algorithm upon implementation. By examining each step of the design process from a human-centered perspective and incorporating stakeholder motivations, algorithmic implementation can become vastly useful, and more accurately tailored to stakeholder needs. We examine previous work in healthcare executed with a human-centered design, to analyze the multiple frameworks which effectively create human-centered application, as extended to healthcare. © 2023 Owner/Author.

Illuminated Devices: A Sociotechnical System to Broaden Access to Digital Assistance

User training and support are crucial factors in bridging the digital divide. The Illuminated Devices sociotechnical system, inspired by our experiences providing online support during COVID-19, will provide personal digital tutoring, accessible anywhere, even with limited prior technology experience. System development leverages a human-centered, design-based research approach. The project will culminate in a pilot rollout and evaluation at three community sites. © ISLS.

Integrating Anti-Racism and Social Justice throughout the Chemical Engineering Curriculum to Create More Conscious Engineers

Traditional chemical engineering homework and in-class problems are often theoretical or simplified and lack societal context. However, a design made without context may only work for the demographics of the person(s) creating the design and unmarries the work of chemical engineers from the tangible impacts the field has on the world. In these contextless problems, students aren't given the opportunity to consider the positive or negative impact of their design on different demographic groups. Working towards de-centering western civilization, being sensitive to oppressions, integrating more cultural context and ethics into teaching, and reflecting on the role of identity in and outside chemical engineering will encourage critical thinking with an equity lens [1]. In light of the ongoing COVID-19 pandemic and anti-Black and anti-Asian racism and violence, institutes of higher learning, which have historically exacerbated systemic inequalities that disproportionately impact minorities and people of color, need to critically rethink and redesign curriculum to be more widely inclusive, accommodating, and thoughtful of social justice. Incorporating context, such as the context in human-centered design or service learning, provides relevancy for students and improves learning, engagement, and increased community engagement [2]-[3]. There are already examples of institutions and faculty incorporating social justice and environmental considerations into their curriculum through human-centered design and service learning and a few who are incorporating context into class examples [4]. However, we have yet to see evidence of incorporating anti-racist and social justice principles in a systematic and curriculum-wide way within a chemical engineering context. Thus, we present an approach to normalize anti-racism and social justice ideals throughout curriculum, rather than presenting them as one-off, disconnected ideas, such that these become virtues students gain and take with them into their professional careers after graduating. Our work is part of a larger effort of the Anti-Racism, Diversity, Equity, and Inclusion (ARDEI) Committee in the Chemical and Biological Engineering Department at Northwestern University, which is comprised of undergraduate students, graduate students, and faculty. The larger goal of the committee is to work together to build and contribute to a Department that is diverse, equitable, and inclusive through actionable ideas that the Department can pursue together to make lasting change in its culture. Collectively we tackled the initiative of incorporating anti-racism and social justice into the undergraduate curriculum. We aimed to find a low-cost, low-barrier-to-entry method for faculty to include anti-racism and social justice into the classroom. Specifically, we advocate for the inclusion of these principles into homework problems and course project designs at all course levels. In order to achieve this goal and get faculty support, we decided to create a bank of example problems, spanning freshmen to senior courses, incorporating critical thinking or example problems with the context of anti-racism and social justice. We subsequently shared these example problems with the faculty and invited them to bring example problems from their courses to a workshop where we help them incorporate these principles into the desired problem. We also aimed to incorporate anti-racism and social justice principles into lectures. For example, in the senior design course, topics of environmental and social justice are worked into lectures along with the term-long process design project, where traditionally economic and technical evaluations were emphasized, now environmental and societal impact evaluations are required for decision making in the feasibility study. Though most faculty are not trained in anti-racism work, we hope to alleviate this challenge and lower the barrier by working with them to create these examples. Additionally, we must carefully manage our work to ensure the anti-racism and social justice ontexts and materials included do not lead to unintentional harm. We hope our work will serve as an example that other institutions can follow to incorporate anti-racism and social justice into the chemical engineering curriculum. However, we importantly note that this should not be the only actions taken by an institution to participate in anti-racism and social justice;otherwise the inclusion of anti-racism into courses will be seen as hypocritical if the institution is not also working towards making more equitable, inclusive, safe learning spaces. This work can be seen as one of many important steps in creating these improved learning spaces and ideally lead to more anti-racist and socially just engineers. © 2021 American Institute of Chemical Engineers. All rights reserved.

Society 5.0 as Digital Strategy for Scalability: Tamba’s COVID-19 Vaccination Management System and Its Expansion

Society 5.0, Japan’s innovation policy, aims to build a human-centered society with information technologies. However, it is not easy to satisfy human-centered design and country wide or global scalability. In this paper, we discuss ways to realize a regional digital strategy of enhancing the services provided by utilizing data provided by various stakeholders outside of the region with case analysis of COVID-19 vaccine management system in Tamba city with lens of the adaptive integrated digital architecture framework (AIDAF). Society 5.0 Reference Architecture and related specifications help municipalities to enhance their digital strategy to comply with global environment. It is especially important to realize alignment in technology architecture of trust framework and data architecture. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries

Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Website Usability Evaluation using Human Centered Design (HCD) Approach

As a result of the COVID-19 pandemic that is endemic throughout the world including Indonesia, which forces all activities to be done at home, including teaching and learning activities. This study aims to see the level of usability on an online college website and provide input based on human-centered design. The method used is the Usability testing criteria by Nielsen and the task to respond to the HCD approach, and consider the Quality Requirement tree for the academic websites. The results of the evaluation in this study indicate that the value of usability acceptance by users on the online college website is at 3.52, meaning that the online college website is quite user-friendly. The average value for usability testing, they are 3.4 for learnability, 3.4 for efficiency, and 3.52 for satisfaction, while memorability and error rate both get a value of 3.5. © 2021 IEEE.

Observing the Patient Experience: Inside the Doctor's Office in a Pandemic

Focusing on the clinical doctor-patient consultation setting, this paper outlines the methodology and presents the results from a series of observational studies between doctor and patients undertaken in September and October 2020 within a public hospital setting during the COVID-19 pandemic. Using a design thinking methodology, the authors gained empathy and insights into the challenges experienced from both doctor and patient perspectives, during this period. This paper also discusses emergent themes from this qualitative investigation and examines the role of empathy in helping define the extent of the challenges that arose. As the first phase in a planned set of research phases, this work is informing and helping to shape subsequent ideation and design of multimedia related interventions to see if these human-centred design interventions can assist in improving the complex doctor-patient communication process. © 2021 IEEE.

Collaborative Learning in an Online-only Design for Manufacturability Course

In contemporary design-for-manufacturability education, the use of design-thinking (or human-centered design) and team-based design projects are ubiquitous. Students are typically taken on a journey to better appreciate synthesis of the “big picture” while learning to consider an open-ended manufacturability problem from various perspectives and discovering the value in empathy and co-creation. However, with the onset of online-only modes of instruction to cope with the Covid-19 pandemic, meaningful collaborative learning has become challenging. Students regularly cite the lack of social interaction as a main reason for poor virtual teamwork and tend to display entrenched preference for face-to-face interactions to perform ideation and to understand or resolve issues, which hampers the use of online counterparts. However, online learning has brought to light several digital platforms that are easily customizable for online collaboration among students. When it comes to virtual ideation (or virtual “brainstorming”), effective generation of new ideas or concepts is difficult. Social media platforms like WeChat, GroupMe, and Discord are beneficial for high-level idea sharing;Zoom and other videoconferencing platforms might be similarly helpful. Still, engineering students tend to have trouble when using computer-aided drawing platforms that do not allow interactive collaboration in real-time (e.g. Fusion 360). Instructors also must contend with student apprehension to use unfamiliar digital tools. Among online collaborative platforms, Miro may pose a solution to these challenges, as it allows for synchronous interaction and captures essential elements of a face-to-face ideation environment. This platform could also facilitate empathy-mapping and journey-mapping labs, where team members would capture the team's combined user knowledge and map-out user attitudes, behaviors, needs, and pain points. This study investigates if and how the use of the Miro virtual ideation platform affects ideation of small teams of engineering students (n = 65) in a sophomore-level design-for-manufacturability course. Questionnaires were used to evaluate 1) students' perceived cognitive and emotional engagement when using Miro, 2) Miro's utility in authentically subjecting students to aspects of design-thinking, and 3) the degree of psychological safety in Miro's virtual collaborative environment. The effective use of online ideation tools, like Miro, is of paramount importance when engineering students are collaborating in an online-only learning environment. Findings from this study will provide insight toward the utility in adopting Miro (or similar platforms) for such purposes as well as help identify psychological issues that could be suitably addressed when using online collaborative platforms such as Miro. This study contributes to the body of knowledge pertaining to effective student engagement during online or hybrid modes of education. © American Society for Engineering Education, 2021

Evaluating UI in Digital Skills Training: Human Centered-Design approach from UI Sanbercode Bootcamp

Sanbercode is a digital skill training program, which can be studied by various classes of training. In the Covid-19 pandemic, much is felt: health, economics, to learning activities. These conditions require learning activities to be carried out at home. The purpose of this training is to enhance a person’s digital abilities or digital skilss. Sanbercode training is done online the web that is easy to access, it is hoped can take place more interactive, real, and fun. The approach applied to UI involves human centered-design. Found eight issues on the features consistent with human centered-design and conducted heuristic evaluations by evaluators. The results show a decline in the number following improvement solutions. © 2021 Institute of Physics Publishing. All rights reserved.