F. Mattioli, L. Cipriani, A. Manciaracina, A. Taverna
Teaching innovation research aims to experiment with new practices and methodologies that relate objectives, activities, tools, and other elements to respond to new educational challenges, such as equipping students with the right skills for increasingly complex and changing work contexts. For higher education institutions, innovation of didactic is an increasingly strategic goal to prepare students for jobs that do not yet exist and to be competitive with emerging players in the educational context. This article outlines a funded research project investigating the perimeter of innovation in design education. The research focuses on the context of the Politecnico di Milano to understand how experimentation in university courses can lead to innovation in design education. The paper presents a survey definition process aiming to map experimentation practices in courses over the past decade and how the results of this mapping can define potential models for codifying and defining teaching practices with innovation potential.
{"title":"Exploring Innovation in the Teaching of Design. A Study on the Experimental Teaching Practices in the Context of a School of Design","authors":"F. Mattioli, L. Cipriani, A. Manciaracina, A. Taverna","doi":"10.55612/s-5002-055-002","DOIUrl":"https://doi.org/10.55612/s-5002-055-002","url":null,"abstract":"Teaching innovation research aims to experiment with new practices and methodologies that relate objectives, activities, tools, and other elements to respond to new educational challenges, such as equipping students with the right skills for increasingly complex and changing work contexts. For higher education institutions, innovation of didactic is an increasingly strategic goal to prepare students for jobs that do not yet exist and to be competitive with emerging players in the educational context. This article outlines a funded research project investigating the perimeter of innovation in design education. The research focuses on the context of the Politecnico di Milano to understand how experimentation in university courses can lead to innovation in design education. The paper presents a survey definition process aiming to map experimentation practices in courses over the past decade and how the results of this mapping can define potential models for codifying and defining teaching practices with innovation potential.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48324132","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}
Ulisses da Silva Fernandes, Glívia Angélica Rodrigues Barbosa, Bruno Azevedo Chagas, Gabriel Diniz Junqueira Barbosa, Simone Diniz Junqueira Barbosa, R. Prates
Intelligent conversational agents have become widespread. Inspired by conversations in natural language, they present different degrees of intelligence and autonomy, bringing challenges for Human-Computer Interaction (HCI). One such challenge concerns design languages for modeling user-agent interaction. We focus here on MoLIC, a design-phase dialogue model based on Semiotic Engineering theory devised to represent user-system interactions as conversations. We performed two case studies with MoLIC interaction diagrams representing two conversational agents – the ANA chatbot and Samsung Bixby. We examined how the interactive aspects of these agents could be expressed in MoLIC. Although it was possible to express the general interaction, our results showed limitations related to the language expressiveness or its inadequacy to represent these systems. We identified limitations in the applicability of MoLIC in modeling and pondered on how to extend or adapt it; directing the HCI community to issues and initiatives that can help design and model these technologies.
{"title":"Lessons Learned from Modeling the Interaction with Conversational Agents","authors":"Ulisses da Silva Fernandes, Glívia Angélica Rodrigues Barbosa, Bruno Azevedo Chagas, Gabriel Diniz Junqueira Barbosa, Simone Diniz Junqueira Barbosa, R. Prates","doi":"10.55612/s-5002-055-007","DOIUrl":"https://doi.org/10.55612/s-5002-055-007","url":null,"abstract":"Intelligent conversational agents have become widespread. Inspired by conversations in natural language, they present different degrees of intelligence and autonomy, bringing challenges for Human-Computer Interaction (HCI). One such challenge concerns design languages for modeling user-agent interaction. We focus here on MoLIC, a design-phase dialogue model based on Semiotic Engineering theory devised to represent user-system interactions as conversations. We performed two case studies with MoLIC interaction diagrams representing two conversational agents – the ANA chatbot and Samsung Bixby. We examined how the interactive aspects of these agents could be expressed in MoLIC. Although it was possible to express the general interaction, our results showed limitations related to the language expressiveness or its inadequacy to represent these systems. We identified limitations in the applicability of MoLIC in modeling and pondered on how to extend or adapt it; directing the HCI community to issues and initiatives that can help design and model these technologies.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44519883","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}
In this article, we propose a theoretical framework of reference for the design for wellbeing, mainly in large techno ecosystems like smart cities and smart learning ecosystems taken here as examples. Starting from a people/human-centered vision of such ecosystems and the identification of their smartness with the ASLERD pyramids of needs, the mapping on the levels of this latter of the wellbeing – either defined by the living conditions generated by the context and perceived at the individual level due to the involvement in the technologically augmented processes taking place within the ecosystem – is discussed. It is also shown that the multidimensional smartness-wellbeing construct incorporates the perspective of the design for the experience, whatever the focus and the zoom level applied by the designers to the ecosystem under consideration. Finally, we show that the proposed theoretical framework allows the adoption of a bottom-up participatory approach to evaluate the smartness of the ecosystems of interest and, thus, the possibility of comparing ecosystems with similar characteristics and identifying their peculiarities with respect to the proposed framework.
{"title":"From simplex to complex: designing for wellbeing at scale,","authors":"C. Giovannella","doi":"10.55612/s-5002-055-006","DOIUrl":"https://doi.org/10.55612/s-5002-055-006","url":null,"abstract":"In this article, we propose a theoretical framework of reference for the design for wellbeing, mainly in large techno ecosystems like smart cities and smart learning ecosystems taken here as examples. Starting from a people/human-centered vision of such ecosystems and the identification of their smartness with the ASLERD pyramids of needs, the mapping on the levels of this latter of the wellbeing – either defined by the living conditions generated by the context and perceived at the individual level due to the involvement in the technologically augmented processes taking place within the ecosystem – is discussed. It is also shown that the multidimensional smartness-wellbeing construct incorporates the perspective of the design for the experience, whatever the focus and the zoom level applied by the designers to the ecosystem under consideration. Finally, we show that the proposed theoretical framework allows the adoption of a bottom-up participatory approach to evaluate the smartness of the ecosystems of interest and, thus, the possibility of comparing ecosystems with similar characteristics and identifying their peculiarities with respect to the proposed framework.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43340493","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}
Marcel Schmitz, Maren Scheffel, Roger Bemelmans, H. Drachsler
Learning analytics offers opportunities to enhance the design of learning activities by providing information on the impact of different learning designs. Despite the availability of design methods that aim to facilitate the integration of learning analytics in learning design, there is a lack of research evaluating their effectiveness. This study aims to assess the effectiveness of the FoLA2 method. Sixty participants utilized the FoLA2 method to create fourteen learning activities in higher education settings. To measure the impact, participants completed a technology acceptance test both before and after each session. Additionally, the researchers analyzed audio recordings of the sessions using epistemic network analysis to gain insights into the discussions surrounding learning analytics and the design of enriched learning activities. The results of both the technology acceptance test and the epistemic network analysis indicated that the FoLA2 method effectively supports the integration of learning analytics during the design of learning activities.
{"title":"Evaluating the Impact of [BlindedMethodName] on Learning Analytics Knowledge Creation and Acceptance during Multidisciplinary, Co-Design of Learning Activities","authors":"Marcel Schmitz, Maren Scheffel, Roger Bemelmans, H. Drachsler","doi":"10.55612/s-5002-055-001","DOIUrl":"https://doi.org/10.55612/s-5002-055-001","url":null,"abstract":"Learning analytics offers opportunities to enhance the design of learning activities by providing information on the impact of different learning designs. Despite the availability of design methods that aim to facilitate the integration of learning analytics in learning design, there is a lack of research evaluating their effectiveness. This study aims to assess the effectiveness of the FoLA2 method. Sixty participants utilized the FoLA2 method to create fourteen learning activities in higher education settings. To measure the impact, participants completed a technology acceptance test both before and after each session. Additionally, the researchers analyzed audio recordings of the sessions using epistemic network analysis to gain insights into the discussions surrounding learning analytics and the design of enriched learning activities. The results of both the technology acceptance test and the epistemic network analysis indicated that the FoLA2 method effectively supports the integration of learning analytics during the design of learning activities.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49369506","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}
Smart Learning Ecosystems are intelligent, purpose-oriented platforms supporting innovative learning. However, for these ecosystems to be true engines of innovation they should be fully accessible. This vision reflects the inclusion policies underpinning the SDGs of the Agenda 2030 that recommend the adoption of knowledge and technologies to drive a social change in the direction of inclusion and social sustainability. In this paper we present the case of a smart learning ecosystem that brings together hearing parents of deaf children and other stakeholders involved in the care and education of deaf children. After an intense user research based on digital ethnography, interviews, and a questionnaire, a prototype of a digital application supporting learning of the Italian Sign Language and communication among stakeholders was designed and tested. The prototype served the objective to raise awareness about current biases on deafness and the need to stimulate the creation of a culture of inclusion and peer-to-peer learning.
{"title":"Designing inclusion: a smart learning ecosystem for hearing parents of deaf children","authors":"Aleš Peče, P. Marti","doi":"10.55612/s-5002-055-005","DOIUrl":"https://doi.org/10.55612/s-5002-055-005","url":null,"abstract":"Smart Learning Ecosystems are intelligent, purpose-oriented platforms supporting innovative learning. However, for these ecosystems to be true engines of innovation they should be fully accessible. This vision reflects the inclusion policies underpinning the SDGs of the Agenda 2030 that recommend the adoption of knowledge and technologies to drive a social change in the direction of inclusion and social sustainability. In this paper we present the case of a smart learning ecosystem that brings together hearing parents of deaf children and other stakeholders involved in the care and education of deaf children. After an intense user research based on digital ethnography, interviews, and a questionnaire, a prototype of a digital application supporting learning of the Italian Sign Language and communication among stakeholders was designed and tested. The prototype served the objective to raise awareness about current biases on deafness and the need to stimulate the creation of a culture of inclusion and peer-to-peer learning.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006077","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}
The use of a student’s own mobile digital device for learning purposes has been driven by extremely different perspectives. On one side some educational actors advocating the integration and strategically well-planned use of such technologies. On the other end of this spectrum some actors just completely continue to deny the use of such technologies, with students obliged to leave their mobile technologies switched off and kept away in a specific place controlled by the teacher in the classroom. This paper reports an empirical study that used student’s smartphone experience narratives, in their daily lives, to design and validate an infocommunicational services model for a learning ecosystem. This work was developed in a school cluster at the north of Portugal in a case study research setup with 141 students, 49 teachers and 46 parents. A smartphone application prototype was designed as a research instrument to simulate the model’s characteristics and used to inquire the participants and validate the proposed model. The 8 different prototype task scenarios are explained and the final list of infocommunicational services that comprise the model proposed, designed and tested within this educational community, are a main outcome of this paper. The characteristics of the model are directly related to the case study community’s wishes and needs and due to this with generalizable constraints. On the other hand, the research process reveals potential to be adapted and applied to any other educational community, ecosystem, or school cluster.
{"title":"Student experience and new media to leverage an Infocommunicational case study model","authors":"M. J. Fonseca, Ó. Mealha","doi":"10.55612/s-5002-055-003","DOIUrl":"https://doi.org/10.55612/s-5002-055-003","url":null,"abstract":"The use of a student’s own mobile digital device for learning purposes has been driven by extremely different perspectives. On one side some educational actors advocating the integration and strategically well-planned use of such technologies. On the other end of this spectrum some actors just completely continue to deny the use of such technologies, with students obliged to leave their mobile technologies switched off and kept away in a specific place controlled by the teacher in the classroom. This paper reports an empirical study that used student’s smartphone experience narratives, in their daily lives, to design and validate an infocommunicational services model for a learning ecosystem. This work was developed in a school cluster at the north of Portugal in a case study research setup with 141 students, 49 teachers and 46 parents. A smartphone application prototype was designed as a research instrument to simulate the model’s characteristics and used to inquire the participants and validate the proposed model. The 8 different prototype task scenarios are explained and the final list of infocommunicational services that comprise the model proposed, designed and tested within this educational community, are a main outcome of this paper. The characteristics of the model are directly related to the case study community’s wishes and needs and due to this with generalizable constraints. On the other hand, the research process reveals potential to be adapted and applied to any other educational community, ecosystem, or school cluster.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43443901","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}
Fundamental factors such as constantly changing space usage habits, evolving technology, and various physical and demographic characteristics of space users today call the accuracy of anthropometric assumptions into question. This paper aims to reveal whether VR could be used as an anthropometric measurement tool based on VR’s capacity to measure size perception. For this, the parameters that reveal the difference in size perception between VR and the real world were determined, and it was aimed to reveal their effect on the size perception process. Participants received instructions to estimate the sizes of various space components in experimental environments in both real and virtual reality. However, this approach was used to analyze the convergence and divergence between the assumptions rather than the accuracy of user-generated dimensional assumptions. The study’s findings are presented as comparative graphical narratives of user estimates in physical and virtual environments.
{"title":"A Study of the Application of Virtual Reality Technology as an Anthropometric Measurement Tool","authors":"Uğur Efe Uçar, Gözde Gökdemir, E. Garip","doi":"10.55612/s-5002-055-009","DOIUrl":"https://doi.org/10.55612/s-5002-055-009","url":null,"abstract":"Fundamental factors such as constantly changing space usage habits, evolving technology, and various physical and demographic characteristics of space users today call the accuracy of anthropometric assumptions into question. This paper aims to reveal whether VR could be used as an anthropometric measurement tool based on VR’s capacity to measure size perception. For this, the parameters that reveal the difference in size perception between VR and the real world were determined, and it was aimed to reveal their effect on the size perception process. Participants received instructions to estimate the sizes of various space components in experimental environments in both real and virtual reality. However, this approach was used to analyze the convergence and divergence between the assumptions rather than the accuracy of user-generated dimensional assumptions. The study’s findings are presented as comparative graphical narratives of user estimates in physical and virtual environments.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42040694","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}
The aim of the experiment was to investigate how older people perform a task of hazard perception within different dual-task scenarios when being supported by an assistance system. Baseline performance of 27 subjects aged 60+ was compared to the use of a thermotactile, a vibrotactile and an auditory system. Results indicate that all three systems significantly reduce response time, while only the vibration and the auditory system reduce the number of errors. Error reduction only took place when conducting a visual secondary task, but not with a cognitive secondary task. While workload was reduced by all three systems in the visual task condition, that was not the case with the cognitive task. The vibration system was accepted best by the participants, while the thermal system received the least acceptance. Findings suggest the use of an assistance system using vibration cues to remind older pedestrians of potential hazards in traffic.
{"title":"Evaluation of Thermotactile and Vibrotactile Cues to Improve Hazard Perception of Older Pedestrians","authors":"Rebecca Wiczorek","doi":"10.55612/s-5002-055-008","DOIUrl":"https://doi.org/10.55612/s-5002-055-008","url":null,"abstract":"The aim of the experiment was to investigate how older people perform a task of hazard perception within different dual-task scenarios when being supported by an assistance system. Baseline performance of 27 subjects aged 60+ was compared to the use of a thermotactile, a vibrotactile and an auditory system. Results indicate that all three systems significantly reduce response time, while only the vibration and the auditory system reduce the number of errors. Error reduction only took place when conducting a visual secondary task, but not with a cognitive secondary task. While workload was reduced by all three systems in the visual task condition, that was not the case with the cognitive task. The vibration system was accepted best by the participants, while the thermal system received the least acceptance. Findings suggest the use of an assistance system using vibration cues to remind older pedestrians of potential hazards in traffic.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43155695","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}
Pub Date : 2023-02-01DOI: 10.55612/s-5002-055-001psi
M. Dascalu, P. Marti, F. Pozzi
{"title":"Preface - Smart Learning Ecosystems: toward the polyphonic construction of a new normality","authors":"M. Dascalu, P. Marti, F. Pozzi","doi":"10.55612/s-5002-055-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-055-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44821695","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}
Pub Date : 2022-11-15DOI: 10.55612/s-5002-054-001psi
A. Veloso, Carlos Santos, Sónia Ferreira
{"title":"Online Social Environments for Active Ageing - Preface of issue 54","authors":"A. Veloso, Carlos Santos, Sónia Ferreira","doi":"10.55612/s-5002-054-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-054-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49559574","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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