{"title":"Gamification of the Learning Process","authors":"Davide Carneiro, aría-Pilar Cáceres-Reche, Mariana Reimão Carvalho","doi":"10.55612/s-5002-053-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-053-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43488897","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}
William Reyes Cabrera, Jesús Enrique Pinto Sosa, Ricardo Hernández-Dzib
The objective of this study is to propose and validate a questionnaire that identifies gamification skills in teachers. In order to develop this instrument, a two-phase sequential exploratory design was used. In the qualitative phase, the specialized literature on gamification was reviewed, then the structure of the questionnaire, the dimensions and its indicators were obtained through the design of the items and the assessment of a panel of experts who validated the instrument. In the case of the quantitative phase, a pilot study was conducted with 203 teachers who used technology and active methodologies in their undergraduate and postgraduate classes; internal consistency tests, item analysis and both exploratory and confirmatory factor analysis were carried out with the obtained data. Among the results, it was found that the level and behavior of the items was adequate, their internal consistency is satisfactory, and the factor analyses allowed us to identify three dimensions and 22 items that allowed the proper identification of teachers' gamification skills, resulting in a valid and reliable tool for teachers who wish to get started with this new methodology.
{"title":"The construction and validation of a Questionnaire of Gamification Skills in Teachers (QGST)","authors":"William Reyes Cabrera, Jesús Enrique Pinto Sosa, Ricardo Hernández-Dzib","doi":"10.55612/s-5002-053-001","DOIUrl":"https://doi.org/10.55612/s-5002-053-001","url":null,"abstract":"The objective of this study is to propose and validate a questionnaire that identifies gamification skills in teachers. In order to develop this instrument, a two-phase sequential exploratory design was used. In the qualitative phase, the specialized literature on gamification was reviewed, then the structure of the questionnaire, the dimensions and its indicators were obtained through the design of the items and the assessment of a panel of experts who validated the instrument. In the case of the quantitative phase, a pilot study was conducted with 203 teachers who used technology and active methodologies in their undergraduate and postgraduate classes; internal consistency tests, item analysis and both exploratory and confirmatory factor analysis were carried out with the obtained data. Among the results, it was found that the level and behavior of the items was adequate, their internal consistency is satisfactory, and the factor analyses allowed us to identify three dimensions and 22 items that allowed the proper identification of teachers' gamification skills, resulting in a valid and reliable tool for teachers who wish to get started with this new methodology.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46576158","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 : 2022-06-10DOI: 10.55612/s-5002-052-001pfs
Jannicke Baalsrud Hauge, E. Clua, J. Jaldemark, Heinrich Söbke
{"title":"Educational Location-based Applications","authors":"Jannicke Baalsrud Hauge, E. Clua, J. Jaldemark, Heinrich Söbke","doi":"10.55612/s-5002-052-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-052-001pfs","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46759891","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 paper, we propose a VR design tool framework called DREAMSCAPE, which adopts a direct manipulation approach focusing on embody, experience, and manipulation activities in design. The framework defines a VR design process using intuitive controls without being limited by the preconceptions of conventional CAD systems. To establish and demonstrate the framework, we designed and developed a VR design tool called Dreamscape Bricks VR in Unreal Engine 4, using LEGO bricks as base components in a high-fidelity interactive design environment. We conducted user tests and administered questionnaires assessing usability, performance, and comfort. Results showed that the user experience of the tool is positive. The developed tool is expected to establish the abstract framework and provide insights into the future of VR design tools with implications on design education
{"title":"Dreamscape Bricks VR: An Experimental Virtual Reality Tool for Architectural Design","authors":"Oguz Orkun Doma, S. Sener","doi":"10.55612/s-5002-052-013","DOIUrl":"https://doi.org/10.55612/s-5002-052-013","url":null,"abstract":"In this paper, we propose a VR design tool framework called DREAMSCAPE, which adopts a direct manipulation approach focusing on embody, experience, and manipulation activities in design. The framework defines a VR design process using intuitive controls without being limited by the preconceptions of conventional CAD systems. To establish and demonstrate the framework, we designed and developed a VR design tool called Dreamscape Bricks VR in Unreal Engine 4, using LEGO bricks as base components in a high-fidelity interactive design environment. We conducted user tests and administered questionnaires assessing usability, performance, and comfort. Results showed that the user experience of the tool is positive. The developed tool is expected to establish the abstract framework and provide insights into the future of VR design tools with implications on design education","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46626111","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}
E. Eriksson, A. Kok, W. Barendregt, Camilla Gyldendahl Jensen, Elisabet M. Nilsson
We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment forlearning, including active participation of students in the design of learning goals and assessment activities.
{"title":"Teaching for Values in Interaction Design: A Discussion About Assessment","authors":"E. Eriksson, A. Kok, W. Barendregt, Camilla Gyldendahl Jensen, Elisabet M. Nilsson","doi":"10.55612/s-5002-052-012","DOIUrl":"https://doi.org/10.55612/s-5002-052-012","url":null,"abstract":"We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment forlearning, including active participation of students in the design of learning goals and assessment activities.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45891321","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}
{"title":"May the Patterns Be with You: A Framework for HCI Patterns Development","authors":"Diego Moreira da Rosa, M. Silveira","doi":"10.55612/s-5002-054-008","DOIUrl":"https://doi.org/10.55612/s-5002-054-008","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005328","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 co-design, solutions are generated to serve people’s needs, short term and/or long term, through their involvement in parts of the design process. Methods like contextmapping and explorative prototyping serve these participatory processes. They help designers to step into the users’ shoes, to explore design solutions from and with their perspectives. In circumstances where contact with users is restricted, such as the recent lockdowns, user involvement is hindered and we need to find alternative ways to proceed with involving users in design processes. Instead of focussing on what is impossible because of the restrictions, we focussed on the opportunities it can bring. This paper shows that co-design is possible in times of a lockdown by deploying users in the role of co-explorer, creating ownership among users, using digital means, and obtaining an opportunity-oriented mindset.
{"title":"Remote contextmapping and prototyping during lockdown, a case study","authors":"Wies van Nifterik, F. S. Visser, Jeroen van Erp","doi":"10.55612/s-5002-050-001","DOIUrl":"https://doi.org/10.55612/s-5002-050-001","url":null,"abstract":"In co-design, solutions are generated to serve people’s needs, short term and/or long term, through their involvement in parts of the design process. Methods like contextmapping and explorative prototyping serve these participatory processes. They help designers to step into the users’ shoes, to explore design solutions from and with their perspectives. In circumstances where contact with users is restricted, such as the recent lockdowns, user involvement is hindered and we need to find alternative ways to proceed with involving users in design processes. Instead of focussing on what is impossible because of the restrictions, we focussed on the opportunities it can bring. This paper shows that co-design is possible in times of a lockdown by deploying users in the role of co-explorer, creating ownership among users, using digital means, and obtaining an opportunity-oriented mindset.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005272","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 : 2021-12-20DOI: 10.55612/s-5002-050-001pfs
Vasiliki Mylonopoulou, Guido Giunti
{"title":"Design during and for Pandemics","authors":"Vasiliki Mylonopoulou, Guido Giunti","doi":"10.55612/s-5002-050-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-050-001pfs","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43731806","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 2020, we gave a large-scale first-year informatics course an assignment to speculatively design hypothetical solutions for issues they were experiencing due to social distancing measures during the COVID-19 pandemic. In this paper, we present a speculative design mini-project, then analyse student feedback and present insights about applying speculative design mini-projects around personal issues and in a large-scale technology education context. Our findings indicate that students had strong emotional experiences throughout the process and gained deeper insights into both design and the issues they were engaging with. Through peer reviews, students found new perspectives and feelings of relatedness in the face of shared hardships. From this, we summarise learnings for teaching practice about 1) peer review as a tool for feedback loops and discussions, 2) safety and student well-being when addressing personally experienced issues, 3) abridged design processes for trans-disciplinary competency, and 4) fostering safe spaces for creative vulnerability.
{"title":"Insights for Educational Practice from a Thematic Analysis of Student Experiences with Speculative Design Mini-Projects about Personal Issues","authors":"Kay Kender, Peter Purgathofer","doi":"10.55612/s-5002-051-011","DOIUrl":"https://doi.org/10.55612/s-5002-051-011","url":null,"abstract":"In 2020, we gave a large-scale first-year informatics course an assignment to speculatively design hypothetical solutions for issues they were experiencing due to social distancing measures during the COVID-19 pandemic. In this paper, we present a speculative design mini-project, then analyse student feedback and present insights about applying speculative design mini-projects around personal issues and in a large-scale technology education context. Our findings indicate that students had strong emotional experiences throughout the process and gained deeper insights into both design and the issues they were engaging with. Through peer reviews, students found new perspectives and feelings of relatedness in the face of shared hardships. From this, we summarise learnings for teaching practice about 1) peer review as a tool for feedback loops and discussions, 2) safety and student well-being when addressing personally experienced issues, 3) abridged design processes for trans-disciplinary competency, and 4) fostering safe spaces for creative vulnerability.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44158764","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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