This study used eye-tracking glasses to better understand how children explore low-fidelity prototypes in the context of user experience studies and to explore the potential of eye tracking in this context. The main research question that was being explored was whether the aesthetic refinement, either wireframe or high-resolution images, would affect children’s self-report and if so, or if not, what could be learned from knowing where children looked when exploring the prototypes. The results showed that the aesthetic refinement had little influence over the children’s overall ratings of the game. The eye-tracking data demonstrated that there were no differences in the time spent viewing the prototypes and most of the children focused on both the visuals and text on all the pages. However, there were a higher number of fixations recorded in the wireframe prototype compared to the photo-realistic version. This paper contributes to the design of prototypes through an understanding of how children interact with prototypes, demonstrating the importance of the text along with the visuals when evaluating game concepts with children. Further research is required to understand the differences and whether similar results are replicated with different games.
{"title":"Using Eye-Tracking to Demonstrate Children’s Attention to Detail When Evaluating Low-Fidelity Prototypes","authors":"Gavin Sim, Janet C Read","doi":"10.1093/iwc/iwad052","DOIUrl":"https://doi.org/10.1093/iwc/iwad052","url":null,"abstract":"This study used eye-tracking glasses to better understand how children explore low-fidelity prototypes in the context of user experience studies and to explore the potential of eye tracking in this context. The main research question that was being explored was whether the aesthetic refinement, either wireframe or high-resolution images, would affect children’s self-report and if so, or if not, what could be learned from knowing where children looked when exploring the prototypes. The results showed that the aesthetic refinement had little influence over the children’s overall ratings of the game. The eye-tracking data demonstrated that there were no differences in the time spent viewing the prototypes and most of the children focused on both the visuals and text on all the pages. However, there were a higher number of fixations recorded in the wireframe prototype compared to the photo-realistic version. This paper contributes to the design of prototypes through an understanding of how children interact with prototypes, demonstrating the importance of the text along with the visuals when evaluating game concepts with children. Further research is required to understand the differences and whether similar results are replicated with different games.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139476740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Websites for university units provide lists of faculty (teaching staff) to support a variety of users’ tasks including creating collaborations and student choice for projects and courses. However, these lists often only provide shallow features about the faculty such as pictures and names and not the semantic attributes of expertise, interest, or accomplishments. Prospective students, faculty, parents, donors, and those in the community often cannot directly access these semantic attributes and sometimes not without extensive search. Not having scholarship-focused individual entries leaves the selection process more open for implicit and explicit biases to be applied when searching for areas of expertise—if the website is face-focused (only pictures and names are provided), users can only choose (or choose who to explore further) based solely on name and physical appearance, thus including race, clothing and attractiveness. This paper argues for ease of access to the right information and self-authorship of the public-facing information. We document that this problem is pervasive at universities across the world (n = 275). We suggest good practices for decreasing the prominence of less relevant information to summarize faculty. This is accomplished by increasing the prominence and accessibility of more relevant information, including self-reported research interests and accomplishments. We provide example templates to support more semantic choices that would be applicable to similar organizational lists. This approach could be applied to other sets of professionals, such as doctors and lawyers.
{"title":"Professors Need Not Be Just a Pretty Face: How Faculty Directories Can Decrease the Opportunity for Bias and Better Support Users by Directly Providing Semantic Information","authors":"Frank E Ritter, Aidan C Engleka","doi":"10.1093/iwc/iwad053","DOIUrl":"https://doi.org/10.1093/iwc/iwad053","url":null,"abstract":"Websites for university units provide lists of faculty (teaching staff) to support a variety of users’ tasks including creating collaborations and student choice for projects and courses. However, these lists often only provide shallow features about the faculty such as pictures and names and not the semantic attributes of expertise, interest, or accomplishments. Prospective students, faculty, parents, donors, and those in the community often cannot directly access these semantic attributes and sometimes not without extensive search. Not having scholarship-focused individual entries leaves the selection process more open for implicit and explicit biases to be applied when searching for areas of expertise—if the website is face-focused (only pictures and names are provided), users can only choose (or choose who to explore further) based solely on name and physical appearance, thus including race, clothing and attractiveness. This paper argues for ease of access to the right information and self-authorship of the public-facing information. We document that this problem is pervasive at universities across the world (n = 275). We suggest good practices for decreasing the prominence of less relevant information to summarize faculty. This is accomplished by increasing the prominence and accessibility of more relevant information, including self-reported research interests and accomplishments. We provide example templates to support more semantic choices that would be applicable to similar organizational lists. This approach could be applied to other sets of professionals, such as doctors and lawyers.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"164 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139476783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dyslexia is a reading difficulty that can be found everywhere, regardless of a person’s ethnicity or race. The manifestation of dyslexia depends on the structure and orthography of a language. There is a lack of research into Arabic dyslexia, particularly the benefits of adaptive learning in this area. The study presented in this paper aimed to understand the impact on learners’ reading performance, satisfaction and behaviour when matching e-training material with learner attributes. The focus is on learners with short vowel dyslexia. The study was undertaken with 22 female primary school children in Saudi Arabia, all of whom were native Arabic speakers. These children were divided into two groups: a matched group (which included learners with short vowel dyslexia) and a mismatched group (which included learners with vowel dyslexia). An e-training system ‘DysTypeTrain2’ was designed and developed to support the study. A mixed-methods approach was used to collect both quantitative and qualitative data. The quantitative data were collected from (i) pre- and post-test results to calculate the improvement in reading performance and (ii) learner satisfaction scores. The qualitative data were collected from observations of learners’ behaviour. It was found that the learners’ reading performance and satisfaction improved in both experimental conditions (short vowel dyslexia group and vowel dyslexia group), regardless of their Arabic dyslexia type, indicating that the system was effective and the learning process was improved. Further, the learners were happy and excited about the system.
{"title":"Exploring the Impact of Matching E-Training Material to Arabic Dyslexia Type on Learners’ Reading Performance, Satisfaction and Behaviour","authors":"Hadeel Mohammed Al-Dawsari, Robert Hendley","doi":"10.1093/iwc/iwad050","DOIUrl":"https://doi.org/10.1093/iwc/iwad050","url":null,"abstract":"Dyslexia is a reading difficulty that can be found everywhere, regardless of a person’s ethnicity or race. The manifestation of dyslexia depends on the structure and orthography of a language. There is a lack of research into Arabic dyslexia, particularly the benefits of adaptive learning in this area. The study presented in this paper aimed to understand the impact on learners’ reading performance, satisfaction and behaviour when matching e-training material with learner attributes. The focus is on learners with short vowel dyslexia. The study was undertaken with 22 female primary school children in Saudi Arabia, all of whom were native Arabic speakers. These children were divided into two groups: a matched group (which included learners with short vowel dyslexia) and a mismatched group (which included learners with vowel dyslexia). An e-training system ‘DysTypeTrain2’ was designed and developed to support the study. A mixed-methods approach was used to collect both quantitative and qualitative data. The quantitative data were collected from (i) pre- and post-test results to calculate the improvement in reading performance and (ii) learner satisfaction scores. The qualitative data were collected from observations of learners’ behaviour. It was found that the learners’ reading performance and satisfaction improved in both experimental conditions (short vowel dyslexia group and vowel dyslexia group), regardless of their Arabic dyslexia type, indicating that the system was effective and the learning process was improved. Further, the learners were happy and excited about the system.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"14 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexander Bilz, Lynsay A Shepherd, Graham I Johnson
Abstract Romance scams involve cybercriminals engineering a romantic relationship on online dating platforms for monetary gain. It is a cruel form of cybercrime whereby victims are left heartbroken, often facing financial ruin. We characterize the literary landscape on romance scams, advancing the understanding of researchers and practitioners by systematically reviewing and synthesizing contemporary qualitative and quantitative evidence. The systematic review establishes influencing factors of victimhood and explores countermeasures for mitigating romance scams. We searched 10 scholarly databases and websites using terms related to romance scams. The methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines: a total of 279 papers were screened. One hundred seven papers were assessed for eligibility, and 53 were included in the final analysis. Three main contributions were identified: common profile features and techniques used by romance scammers, countermeasures for mitigating romance scams and factors predisposing an individual to become a scammer or a victim. Despite a growing corpus of literature, the total number of empirical or experimental examinations remained limited. The paper concludes with avenues for future research and victimhood intervention strategies for practitioners, law enforcement and the industry.
{"title":"Tainted Love: a Systematic Literature Review of Online Romance Scam Research","authors":"Alexander Bilz, Lynsay A Shepherd, Graham I Johnson","doi":"10.1093/iwc/iwad048","DOIUrl":"https://doi.org/10.1093/iwc/iwad048","url":null,"abstract":"Abstract Romance scams involve cybercriminals engineering a romantic relationship on online dating platforms for monetary gain. It is a cruel form of cybercrime whereby victims are left heartbroken, often facing financial ruin. We characterize the literary landscape on romance scams, advancing the understanding of researchers and practitioners by systematically reviewing and synthesizing contemporary qualitative and quantitative evidence. The systematic review establishes influencing factors of victimhood and explores countermeasures for mitigating romance scams. We searched 10 scholarly databases and websites using terms related to romance scams. The methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines: a total of 279 papers were screened. One hundred seven papers were assessed for eligibility, and 53 were included in the final analysis. Three main contributions were identified: common profile features and techniques used by romance scammers, countermeasures for mitigating romance scams and factors predisposing an individual to become a scammer or a victim. Despite a growing corpus of literature, the total number of empirical or experimental examinations remained limited. The paper concludes with avenues for future research and victimhood intervention strategies for practitioners, law enforcement and the industry.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"46 05","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136312086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Voice-based assistants (VBAs) are transforming how we interact with technology. We rely heavily on VBAs (such as Siri, Alexa and Google Assistant) to manage our daily routines and tasks. The current study extends past research on blurting to the human–machine communication (HMC) context. An online survey (n = 185) was conducted to investigate blurting with a VBA. We analysed open-ended accounts of instances in which participants had blurted during conversations with a VBA. In addition, findings show that blurting with a VBA is related to the less sophisticated views of interpersonal arguments and higher argument seeking, verbal aggressiveness, psychological reactance, extraversion and neuroticism. Our findings suggest that although people blurt with VBAs, in line with the general Computers Are Social Actors paradigm, the reasons are unique to HMC.
{"title":"‘Hey Siri, You’re Dumb!’: Investigating Blurting Instances of Voice-Based Assistants","authors":"V Rijhwani, C Edwards","doi":"10.1093/iwc/iwad047","DOIUrl":"https://doi.org/10.1093/iwc/iwad047","url":null,"abstract":"Abstract Voice-based assistants (VBAs) are transforming how we interact with technology. We rely heavily on VBAs (such as Siri, Alexa and Google Assistant) to manage our daily routines and tasks. The current study extends past research on blurting to the human–machine communication (HMC) context. An online survey (n = 185) was conducted to investigate blurting with a VBA. We analysed open-ended accounts of instances in which participants had blurted during conversations with a VBA. In addition, findings show that blurting with a VBA is related to the less sophisticated views of interpersonal arguments and higher argument seeking, verbal aggressiveness, psychological reactance, extraversion and neuroticism. Our findings suggest that although people blurt with VBAs, in line with the general Computers Are Social Actors paradigm, the reasons are unique to HMC.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hyeyoung Ryu, Hyeonseok Bang, Daeun Hwang, Younah Kang
Abstract In this study, we investigated how to design a usable augmented reality (AR) profile conversation assistant focusing on how and which information leads to enhanced conversation experience and satisfaction. We drew on usability practices including user need interviews, information disposition sessions and an experiment comparing the conversation experiences between AR profile usage and non-usage. We provide insights into how to design a user interface that can enhance users' conversation experience and satisfaction compared to existing interfaces, especially in terms of type, quantity and placement of information on the AR profile. The three main design insights are to (1) limit the topics to personal information, recent events, preferences and hobbies; (2) use a text-based card format with emojis and make a clear distinction between preferred and not preferred topics through font size and placement difference; and (3) limit the number of information provision pages to less than four pages; however, we were not able to resolve the problem of the guilt and artificiality users feel in acquiring information about others from the AR profile. Thus, to resolve this problem, we suggest shifting our paradigm from a techno-solutionist perspective to breaking the illusion of the omnipotence of technology.
{"title":"Exploring the Extent of Usability for Augmented Profile Interfaces in Enhancing Conversation Experiences","authors":"Hyeyoung Ryu, Hyeonseok Bang, Daeun Hwang, Younah Kang","doi":"10.1093/iwc/iwad045","DOIUrl":"https://doi.org/10.1093/iwc/iwad045","url":null,"abstract":"Abstract In this study, we investigated how to design a usable augmented reality (AR) profile conversation assistant focusing on how and which information leads to enhanced conversation experience and satisfaction. We drew on usability practices including user need interviews, information disposition sessions and an experiment comparing the conversation experiences between AR profile usage and non-usage. We provide insights into how to design a user interface that can enhance users' conversation experience and satisfaction compared to existing interfaces, especially in terms of type, quantity and placement of information on the AR profile. The three main design insights are to (1) limit the topics to personal information, recent events, preferences and hobbies; (2) use a text-based card format with emojis and make a clear distinction between preferred and not preferred topics through font size and placement difference; and (3) limit the number of information provision pages to less than four pages; however, we were not able to resolve the problem of the guilt and artificiality users feel in acquiring information about others from the AR profile. Thus, to resolve this problem, we suggest shifting our paradigm from a techno-solutionist perspective to breaking the illusion of the omnipotence of technology.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Group projects are part of the core educational experience in higher education, but many students report bad experiences with them, characterized by negative emotions and group problems. Group problems may undermine learning and cause stress and frustration. This may be prevented by monitoring and supporting groups, but this is often not feasible for teachers, who lack time and resources. This research aims to find a method for early identification of group work problems via computer-supported assessment. First, interviews and focus groups provided insights into the most common group problems and which visual features students preferred in a peer assessment. Next, two assessment versions were created: a simple, time-efficient version, and a more engaging, interactive one. We also created an initial version of E-Mate, a virtual agent that provides feedback on the assessment. These were tested in a field study. Most students reported a positive experience with the peer assessment, regardless of the version used. Teachers were also positive about its usefulness. Based on the feedback received, new features were added to the peer assessment survey and the E-Mate was redesigned; this new version was tested in a second field study. The results are in line with the previous field study and confirm the positive reception and usefulness of the survey, supporting the use of five attributes to evaluate group collaboration and the usage of a peer assessment survey to assess group work.
{"title":"Identifying Students’ Group Work Problems: Design and Field Studies of a Supportive Peer Assessment","authors":"Isabella Saccardi, Danny Veth, Judith Masthoff","doi":"10.1093/iwc/iwad044","DOIUrl":"https://doi.org/10.1093/iwc/iwad044","url":null,"abstract":"Abstract Group projects are part of the core educational experience in higher education, but many students report bad experiences with them, characterized by negative emotions and group problems. Group problems may undermine learning and cause stress and frustration. This may be prevented by monitoring and supporting groups, but this is often not feasible for teachers, who lack time and resources. This research aims to find a method for early identification of group work problems via computer-supported assessment. First, interviews and focus groups provided insights into the most common group problems and which visual features students preferred in a peer assessment. Next, two assessment versions were created: a simple, time-efficient version, and a more engaging, interactive one. We also created an initial version of E-Mate, a virtual agent that provides feedback on the assessment. These were tested in a field study. Most students reported a positive experience with the peer assessment, regardless of the version used. Teachers were also positive about its usefulness. Based on the feedback received, new features were added to the peer assessment survey and the E-Mate was redesigned; this new version was tested in a second field study. The results are in line with the previous field study and confirm the positive reception and usefulness of the survey, supporting the use of five attributes to evaluate group collaboration and the usage of a peer assessment survey to assess group work.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135424839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Åsa Cajander, Marta Larusdottir, Thomas Lind, Magdalena Stadin
Abstract As the complexity of IT systems increases, the demand for methods taking the whole work situation into account grows. The Vision Seminar (VS) process addresses the future usage of technologies in complex digital work environments. This paper describes the experiences of conducting the VS process in the context of a large IT project to improve study-administrative work. The participants and stakeholders' experiences of participating in VS workshops were studied as the effect the participants and stakeholders believed the vision might have. Data were gathered through interviews and a survey. The participants were confident that the time spent on workshops was worthwhile and that achieving the future described in the resulting vision was feasible. The stakeholders perceived the VS process as rigorous. They were happily surprised by the positive spirit and engagement displayed by the participants. The utility of the resulting vision not being obvious was the most notable weakness mentioned.
{"title":"Experiences of Extensive User Involvement through Vision Seminars in a Large IT Project","authors":"Åsa Cajander, Marta Larusdottir, Thomas Lind, Magdalena Stadin","doi":"10.1093/iwc/iwad046","DOIUrl":"https://doi.org/10.1093/iwc/iwad046","url":null,"abstract":"Abstract As the complexity of IT systems increases, the demand for methods taking the whole work situation into account grows. The Vision Seminar (VS) process addresses the future usage of technologies in complex digital work environments. This paper describes the experiences of conducting the VS process in the context of a large IT project to improve study-administrative work. The participants and stakeholders' experiences of participating in VS workshops were studied as the effect the participants and stakeholders believed the vision might have. Data were gathered through interviews and a survey. The participants were confident that the time spent on workshops was worthwhile and that achieving the future described in the resulting vision was feasible. The stakeholders perceived the VS process as rigorous. They were happily surprised by the positive spirit and engagement displayed by the participants. The utility of the resulting vision not being obvious was the most notable weakness mentioned.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135585401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper draws on diverse psychological, behavioural and numerical literature to understand some of the challenges we all face in making sense of large-scale phenomena and use this to create a road map for HCI responses. This body of knowledge offers tools and principles that can help HCI researchers deliver value now, but also highlights challenges for future HCI research. The paper is framed by looking at patterns and information that highlight some of the common misunderstandings that arise—not just for politicians and the general public but also for many in the academic community. This paper does not have all the answers to this, but we hope it provides some and, perhaps more importantly, raises questions that we need to address as scientific and technical communities.
{"title":"Why Pandemics and Climate Change Are Hard to Understand and Make Decision-Making Difficult","authors":"Alan Dix, Raymond Bond, Ana Caraban","doi":"10.1093/iwc/iwad043","DOIUrl":"https://doi.org/10.1093/iwc/iwad043","url":null,"abstract":"Abstract This paper draws on diverse psychological, behavioural and numerical literature to understand some of the challenges we all face in making sense of large-scale phenomena and use this to create a road map for HCI responses. This body of knowledge offers tools and principles that can help HCI researchers deliver value now, but also highlights challenges for future HCI research. The paper is framed by looking at patterns and information that highlight some of the common misunderstandings that arise—not just for politicians and the general public but also for many in the academic community. This paper does not have all the answers to this, but we hope it provides some and, perhaps more importantly, raises questions that we need to address as scientific and technical communities.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Colombo, Estefania Ciliotta, Lucia Marengo, Houjiang Liu, Piero Molino, Paolo Ciuccarelli
Abstract In the COVID-19 pandemic, digital technologies (DT) supported the design and implementation of solutions addressing new needs and living conditions. We describe Design for Emergency, a digital open design platform developed to ideate solutions for people's fast-changing needs in the pandemic, to analyze how DT can affect human-centered design processes during emergencies. We illustrate how DT: i) helped quickly collect and analyse people's needs in different countries, visualize such data, and identify design directions and problem spaces; ii) facilitated the creation of a virtual network of stakeholders and an open-innovation digital platform; iii) inspired the ideation of solutions responding to people's changing needs and affected their implementation. We discuss the implications of adopting DT in designing for and during emergencies, as well as their current and future potential to promptly respond to emergency situations through a human-centered approach.
{"title":"Design for Emergency: How Digital Technologies Enabled an Open Design Platform to Respond to COVID-19","authors":"Sara Colombo, Estefania Ciliotta, Lucia Marengo, Houjiang Liu, Piero Molino, Paolo Ciuccarelli","doi":"10.1093/iwc/iwad042","DOIUrl":"https://doi.org/10.1093/iwc/iwad042","url":null,"abstract":"Abstract In the COVID-19 pandemic, digital technologies (DT) supported the design and implementation of solutions addressing new needs and living conditions. We describe Design for Emergency, a digital open design platform developed to ideate solutions for people's fast-changing needs in the pandemic, to analyze how DT can affect human-centered design processes during emergencies. We illustrate how DT: i) helped quickly collect and analyse people's needs in different countries, visualize such data, and identify design directions and problem spaces; ii) facilitated the creation of a virtual network of stakeholders and an open-innovation digital platform; iii) inspired the ideation of solutions responding to people's changing needs and affected their implementation. We discuss the implications of adopting DT in designing for and during emergencies, as well as their current and future potential to promptly respond to emergency situations through a human-centered approach.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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