Gwen Klerks, N. B. Hansen, Daisy O'Neill, B. Schouten
Citizens and communities play a significant role in shaping the cities they live in, providing a human touch to the development of smart cities. Designers and researchers aim to support this movement through developing (partly) digital technologies together with citizens and communities. However, while the body of examples on this topic is steadily growing, less effort has been made to aggregate existing research and map the underlying processes. In order to contribute to a better understanding of community technology initiatives, this article presents a qualitative systematic literature review on the design and deployment of (partly) digital technologies for civic communities. The article outlines five important topics in these community technology initiatives, based on a qualitative analysis of findings from 36 empirical studies. The five topics are: connectedness to the community context, establish(ed) networks and relationships, balanced roles and responsibilities, diverse and inclusive involvement, and collaborative development of community technologies. The article provides a starting point for future research and design of community technology initiatives and offers an introduction for researchers new to the field.
{"title":"Designing Community Technology Initiatives: A Literature Review","authors":"Gwen Klerks, N. B. Hansen, Daisy O'Neill, B. Schouten","doi":"10.1145/3441000.3441067","DOIUrl":"https://doi.org/10.1145/3441000.3441067","url":null,"abstract":"Citizens and communities play a significant role in shaping the cities they live in, providing a human touch to the development of smart cities. Designers and researchers aim to support this movement through developing (partly) digital technologies together with citizens and communities. However, while the body of examples on this topic is steadily growing, less effort has been made to aggregate existing research and map the underlying processes. In order to contribute to a better understanding of community technology initiatives, this article presents a qualitative systematic literature review on the design and deployment of (partly) digital technologies for civic communities. The article outlines five important topics in these community technology initiatives, based on a qualitative analysis of findings from 36 empirical studies. The five topics are: connectedness to the community context, establish(ed) networks and relationships, balanced roles and responsibilities, diverse and inclusive involvement, and collaborative development of community technologies. The article provides a starting point for future research and design of community technology initiatives and offers an introduction for researchers new to the field.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131855587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gamification has been recognised for its motivational power and been increasingly integrated into Augmented Reality (AR)-based educational applications. However, results of the existing studies on the effect of gamified AR apps on learning motivation remain inconclusive. To address this issue, we developed an AR learning app and its three gamified variants - Badges, Points, and Timer. Each of the apps was used by a group of 30 students aged 12-16 years to learn 3D geometry. To assess the impact of these AR apps on learning motivation, we constructed a three-item questionnaire, measuring Interest, Confidence and Intention to Use, which was administered after each of the six rounds of interaction with the apps. Results showed that there were no other significant differences in the motivational effect between the gamified and non-gamified apps, and Points had a stronger learning effect than Badges or Timer. Implications for designing the gamification elements are drawn.
{"title":"Analysis of The Motivational Effect of Gamified Augmented Reality Apps for Learning Geometry","authors":"Pornpon Thamrongrat, E. Law","doi":"10.1145/3441000.3441034","DOIUrl":"https://doi.org/10.1145/3441000.3441034","url":null,"abstract":"Gamification has been recognised for its motivational power and been increasingly integrated into Augmented Reality (AR)-based educational applications. However, results of the existing studies on the effect of gamified AR apps on learning motivation remain inconclusive. To address this issue, we developed an AR learning app and its three gamified variants - Badges, Points, and Timer. Each of the apps was used by a group of 30 students aged 12-16 years to learn 3D geometry. To assess the impact of these AR apps on learning motivation, we constructed a three-item questionnaire, measuring Interest, Confidence and Intention to Use, which was administered after each of the six rounds of interaction with the apps. Results showed that there were no other significant differences in the motivational effect between the gamified and non-gamified apps, and Points had a stronger learning effect than Badges or Timer. Implications for designing the gamification elements are drawn.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134188663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Smile recognition plays a vital role in human-human and human-computer interactions. This paper demonstrates a system to recognize the genuine and posed smiles by sensing observers’ galvanic skin response (GSR), while watching sets of images and videos. The smiles were shown either in ‘paired’ or in ‘single’ forms. Here, ‘paired’ means that the same smiler was seen in both genuine and posed smile forms, otherwise the condition is referred to as ‘single’. The GSR signals were recorded and processed, and several time-domain and frequency-domain features were extracted from the processed GSR signals. Classification accuracies were found to be as high as 93.6% and 91.4% from paired and single conditions respectively. In comparison, observers were verbally 59.8% and 56.2% correct. Our results demonstrate that human subconscious responses (i.e. GSR signals) is better than their own verbal response, where the paired condition is slightly better than the single condition.
{"title":"Are paired or single stimuli better to recognize genuine and posed smiles from observers’ galvanic skin response?","authors":"J. Rahman, Md. Zakir Hossain, Tom Gedeon","doi":"10.1145/3441000.3441041","DOIUrl":"https://doi.org/10.1145/3441000.3441041","url":null,"abstract":"Smile recognition plays a vital role in human-human and human-computer interactions. This paper demonstrates a system to recognize the genuine and posed smiles by sensing observers’ galvanic skin response (GSR), while watching sets of images and videos. The smiles were shown either in ‘paired’ or in ‘single’ forms. Here, ‘paired’ means that the same smiler was seen in both genuine and posed smile forms, otherwise the condition is referred to as ‘single’. The GSR signals were recorded and processed, and several time-domain and frequency-domain features were extracted from the processed GSR signals. Classification accuracies were found to be as high as 93.6% and 91.4% from paired and single conditions respectively. In comparison, observers were verbally 59.8% and 56.2% correct. Our results demonstrate that human subconscious responses (i.e. GSR signals) is better than their own verbal response, where the paired condition is slightly better than the single condition.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115351072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deepti Aggarwal, Thuong N. Hoang, Bernd Ploderer, F. Vetere, R. A. Khot, Mark Bradford
In this paper, we describe the design journey of a smart clothing system, SoPhy from the research laboratory to finally being evaluated in the hospital setting. SoPhy is a smart socks-based system, designed to make physiotherapy video consultations effective for assessing lower limb issues. SoPhy is the result of a 3-year journey of development, study and refinement of a research prototype done in collaboration with a physiotherapist. Drawing on this journey, we present seven lessons that emphasize on the importance of fostering strong collaborations with clinicians to move beyond laboratory studies and reach the target health setting. We provide contextual narratives on how we designed a comfortable smart clothing for patients; how we created an intuitive mapping of sensor data for clinicians; how we integrated hospital practice in the system design, and how we managed the ethics clearance for the field evaluation. We hope that these lessons are useful for HCI and health researchers who aim to innovate the field of health but feel restricted with the little knowledge of design and electronics.
{"title":"Lessons Learnt from Designing a Smart Clothing Telehealth System for Hospital Use","authors":"Deepti Aggarwal, Thuong N. Hoang, Bernd Ploderer, F. Vetere, R. A. Khot, Mark Bradford","doi":"10.1145/3441000.3441033","DOIUrl":"https://doi.org/10.1145/3441000.3441033","url":null,"abstract":"In this paper, we describe the design journey of a smart clothing system, SoPhy from the research laboratory to finally being evaluated in the hospital setting. SoPhy is a smart socks-based system, designed to make physiotherapy video consultations effective for assessing lower limb issues. SoPhy is the result of a 3-year journey of development, study and refinement of a research prototype done in collaboration with a physiotherapist. Drawing on this journey, we present seven lessons that emphasize on the importance of fostering strong collaborations with clinicians to move beyond laboratory studies and reach the target health setting. We provide contextual narratives on how we designed a comfortable smart clothing for patients; how we created an intuitive mapping of sensor data for clinicians; how we integrated hospital practice in the system design, and how we managed the ethics clearance for the field evaluation. We hope that these lessons are useful for HCI and health researchers who aim to innovate the field of health but feel restricted with the little knowledge of design and electronics.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124777249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workplace health interventions have predominantly been designed around visualizations of physical activity data in the work routine. Yet, contextual factors, such as computer-based activity, appears to be crucial to support healthier behaviors at work. In this research, we explore the effect of visualizing computer-based activity to prompt physical activity at work, through desktop-based ambient displays. Based on our prototypes Yamin and Apphia, we conducted an exploratory qualitative user study in a lab setting with office workers (N=16). Results showed that visualizing one's computer-based activity could potentially increase the awareness, self-reflection, and social interactions for individuals to become physically active. With our findings, we discuss design implications for using computer activity data in a physical form as a motivational factor to encourage physically active workstyles. We present directions for future field studies to gain further insights on this topic.
{"title":"Visualizing Computer-Based Activity on Ambient Displays to Reduce Sedentary Behavior at Work","authors":"Hans Brombacher, X. Ren, S. Vos, Carine Lallemand","doi":"10.1145/3441000.3441022","DOIUrl":"https://doi.org/10.1145/3441000.3441022","url":null,"abstract":"Workplace health interventions have predominantly been designed around visualizations of physical activity data in the work routine. Yet, contextual factors, such as computer-based activity, appears to be crucial to support healthier behaviors at work. In this research, we explore the effect of visualizing computer-based activity to prompt physical activity at work, through desktop-based ambient displays. Based on our prototypes Yamin and Apphia, we conducted an exploratory qualitative user study in a lab setting with office workers (N=16). Results showed that visualizing one's computer-based activity could potentially increase the awareness, self-reflection, and social interactions for individuals to become physically active. With our findings, we discuss design implications for using computer activity data in a physical form as a motivational factor to encourage physically active workstyles. We present directions for future field studies to gain further insights on this topic.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126251876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Priyanka Bhattacharjee, Steven Baker, Jenny Waycott
Modern society is characterized by the use of information and communication technologies. Older adults are believed to face challenges while learning to use new technologies but there is very limited understanding of what those challenges are or how they should be overcome. In this paper, we present findings from a literature review of 22 articles conducted to a) identify challenges that older adults face learning digital skills, and b) understand older adults’ reactions in response to learning challenges. The findings indicate that older adults mainly face five types of challenges in learning digital skills: 1) age-related barriers, 2) problems related to technology features or design, 3) perceptions of low self-efficacy, 4) negative societal attitude, and 5) complexity of training materials. The findings also indicate that facing and trying to overcome the challenges result in negative emotions like fear and anxiety which are detrimental to gaining confidence in technology use. We identify opportunities to improve digital skills training so that older adults can benefit from confident use of new technology.
{"title":"Older adults and their acquisition of digital skills: A review of current research evidence","authors":"Priyanka Bhattacharjee, Steven Baker, Jenny Waycott","doi":"10.1145/3441000.3441053","DOIUrl":"https://doi.org/10.1145/3441000.3441053","url":null,"abstract":"Modern society is characterized by the use of information and communication technologies. Older adults are believed to face challenges while learning to use new technologies but there is very limited understanding of what those challenges are or how they should be overcome. In this paper, we present findings from a literature review of 22 articles conducted to a) identify challenges that older adults face learning digital skills, and b) understand older adults’ reactions in response to learning challenges. The findings indicate that older adults mainly face five types of challenges in learning digital skills: 1) age-related barriers, 2) problems related to technology features or design, 3) perceptions of low self-efficacy, 4) negative societal attitude, and 5) complexity of training materials. The findings also indicate that facing and trying to overcome the challenges result in negative emotions like fear and anxiety which are detrimental to gaining confidence in technology use. We identify opportunities to improve digital skills training so that older adults can benefit from confident use of new technology.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125064208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kira Oberschmidt, C. Grünloh, Sefora Tunç, L. V. Velsen, F. Nijboer
Technological innovations have the potential to support the ageing society, by providing tools to improve quality of life, overall health, preserving independence and reducing loneliness. Acceptance of such innovations and long-term user engagement, however, depends highly on a proper fit between the technology and different kinds of stakeholders (including end-users). In this article, we report on a co-design process with different stakeholders and the negotiation that ensued after the elicitation of their wishes. A first session was held with older adults (n=11, aged 64 to 88 years), leading to nine challenges and opportunities that older adults face. In a second workshop service and technology providers (n=8) jointly ideated new service concepts. This process laid bare the discrepancies between project objectives, end-user challenges, service providers’ interests and researcher aims. This article outlines the difficulties when aligning stakeholder interests and suggests interest mapping and direct, iterative dialogue as a possible solution.
{"title":"You can’t always get what you want: Streamlining stakeholder interests when designing technology-supported services for Active and Assisted Living","authors":"Kira Oberschmidt, C. Grünloh, Sefora Tunç, L. V. Velsen, F. Nijboer","doi":"10.1145/3441000.3441040","DOIUrl":"https://doi.org/10.1145/3441000.3441040","url":null,"abstract":"Technological innovations have the potential to support the ageing society, by providing tools to improve quality of life, overall health, preserving independence and reducing loneliness. Acceptance of such innovations and long-term user engagement, however, depends highly on a proper fit between the technology and different kinds of stakeholders (including end-users). In this article, we report on a co-design process with different stakeholders and the negotiation that ensued after the elicitation of their wishes. A first session was held with older adults (n=11, aged 64 to 88 years), leading to nine challenges and opportunities that older adults face. In a second workshop service and technology providers (n=8) jointly ideated new service concepts. This process laid bare the discrepancies between project objectives, end-user challenges, service providers’ interests and researcher aims. This article outlines the difficulties when aligning stakeholder interests and suggests interest mapping and direct, iterative dialogue as a possible solution.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126791823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leena Ventä-Olkkonen, Marianne Kinnula, Heidi Hartikainen, N. Iivari
Previous literature highlights the importance of teaching children design and Making skills. However, there are fundamental differences in projects engaging children in design and Making, concerning the objects and motives of design. They vary depending on whether one emphasizes participatory design, user centered design, Making philosophy or entrepreneurship education, among others. In the first two, the emphasis is on the appreciation and engagement with the user, who is seen as separable from the designer. The third one often starts with solving one's own problems while the fourth one prioritizes the customer. In this paper, we analyze the existing literature and three of our own design and Making projects with children. We reveal diversity in the projects reported in the literature and challenges among children in our projects in understanding the design goals and practices, particularly relating to designing for oneself versus designing for others. We propose a categorization for mapping and managing this diversity.
{"title":"Embedded assumptions in design and Making projects with children","authors":"Leena Ventä-Olkkonen, Marianne Kinnula, Heidi Hartikainen, N. Iivari","doi":"10.1145/3441000.3441077","DOIUrl":"https://doi.org/10.1145/3441000.3441077","url":null,"abstract":"Previous literature highlights the importance of teaching children design and Making skills. However, there are fundamental differences in projects engaging children in design and Making, concerning the objects and motives of design. They vary depending on whether one emphasizes participatory design, user centered design, Making philosophy or entrepreneurship education, among others. In the first two, the emphasis is on the appreciation and engagement with the user, who is seen as separable from the designer. The third one often starts with solving one's own problems while the fourth one prioritizes the customer. In this paper, we analyze the existing literature and three of our own design and Making projects with children. We reveal diversity in the projects reported in the literature and challenges among children in our projects in understanding the design goals and practices, particularly relating to designing for oneself versus designing for others. We propose a categorization for mapping and managing this diversity.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126133919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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