Design Fiction Diegetic Prototyping: A Research Framework for Visualizing Service Innovations

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Purpose: This paper presents a design fiction diegetic prototyping methodology and research framework for investigating service innovations that reflect future uses of new and emerging technologies. Design/methodology/approach: Drawing on speculative fiction, we propose a methodology that positions service innovations within a six-stage research development framework. We begin by reviewing and critiquing designerly approaches that have traditionally been associated with service innovations and futures literature. In presenting our framework, we provide an example of its application to the Internet of Things (IoT), illustrating the central tenets proposed and key issues identified. Findings: The research framework advances a methodology for visualizing future experiential service innovations, considering how realism may be integrated into a designerly approach. Research limitations/implications: Design fiction diegetic prototyping enables researchers to express a range of ‘what if’ or ‘what can it be’ research questions within service innovation contexts. However, the process encompasses degrees of subjectivity and relies on knowledge, judgment and projection. Practical implications: The paper presents an approach to devising future service scenarios incorporating new and emergent technologies in service contexts. The proposed framework may be used as part of a range of research designs, including qualitative, quantitative and mixed method investigations. Originality: Operationalizing an approach that generates and visualizes service futures from an experiential perspective contributes to the advancement of techniques that enables the exploration of new possibilities for service innovation research

Gamedec. UKW in IGDA Curriculum Framework

Launched in October 2013, GAMEDEC: game studies Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications

Designing Sugaropolis:digital games as a medium for conveying transnational narratives

In this paper, the authors present a case study of ‘Sugaropolis’: a two-year practice-based project that involved interdisciplinary co-design and stakeholder evaluation of two digital game prototypes. Drawing on the diverse expertise of the research team (game design and development, human geography, and transnational narratives), the paper aims to contribute to debates about the use of digital games as a medium for representing the past. With an emphasis on design-as-research, we consider how digital games can be (co-)designed to communicate complex histories and geographies in which people, objects, and resources are connected through space and time

Spectators’ aesthetic experiences of sound and movement in dance performance

In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences

The ‘responsibility’ factor in imagining the future of education in China

Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is now increasingly scrutinized on both the level of business organization and of the individual designer. A 4-day design workshop that involved creativity techniques provided the base to explore responsibility in the fuzzy front end of the design process. The future of education in 2030 was defined as the workshop's theme and fifty-six students from China were asked to create detailed alternative scenarios. A number of imagination exercises, implementation of technological innovations and macro-environment evolutions employed in the workshop are discussed. The aim was to incite moral and responsible actions among students less familiar with creative educational contexts of student-led discovery and collaborative learning. This paper reflects on the use of creativity methods to stimulate anticipation in (non)design students

Actores implicados en la consolidación del documental interactivo

The emergence of new formats sets out challenges for research, specially in an initial phase. The difficulty to map the early evolution of the incipient media places the studies in a delicate situation when not approaching a global vision, difficulting the classification, as well as its definition and analysis. This phenomenon is primarily visible in the areas of communication related to new storytelling and applications of technology, such as interactive documentary. This article presents a list of actors involved in the consolidation of the format in its production, distribution and circulation phases, prepared from an exploratory study from 2015 to 2018. The identification of repositories, festivals, awards, academic events, institutions, producers and other types of spaces that promote the interactive documentary will serve as a tool for the investigation of the object of study in the future. The set of initiatives around the interactive documentary allows us to understand the universal nature of its emergence and study one of the formats that narrate facts in the digital eraLa emergencia de nuevos formatos plantea retos para la investigación, especialmente en una fase inicial. La dificultad para mapear la evolución temprana de los medios incipientes coloca los estudios en una situación delicada los estudios al no abordar una visión global, dificultar la clasificación, así como su definición y análisis. Este fenómeno es especialmente visible en las áreas de la comunicación relacionadas con nuevos relatos y aplicaciones de la tecnología, como el documental interactivo. Se presenta en este artículo una relación de actores implicados en la consolidación del formato en sus fases de producción, distribución y difusión, elaborada a partir de un estudio exploratorio desde 2015 a 2018. La identificación de repositorios, festivales, premios, eventos académicos, instituciones, productoras y otro tipo de espacios que promueven el documental interactivo servirá de herramienta para la investigación del objeto de estudio en el futuro. El conjunto de iniciativas alrededor del documental interactivo permite comprender el carácter universal de su emergencia y estudiar uno de los formatos que narran los hechos en la era digitalThis article has been developed within the research project Uses and informative preferences in the new media map in Spain: journalism models for mobile devices (Reference: CSO2015-64662-C4-4-R) funded by the Ministry of Economy and Competitiveness (Government of Spain) and co-funded by the ERDF structural fund, as well as it is part of the activi- ties promoted through the International Research Network of Communication Management – XESCOM (Reference: ED341D R2016/019), supported by Consellería de Cultura, Educación e Ordenación Universitaria of Xunta de Galicia. The author Jorge Vázquez-Herrero is a beneficiary of the Faculty Training Program funded by the Ministry of Science, Innovation and Universities (Government of Spain)S

Consensual (Design) Fictions: co-creating iterative use cases to define technology conceptualization

Design Fiction has become the basic tool with which a team of European institutions has addressed the definition of use cases for the project of a future social network called HELIOS. This article aims to showcase this experience of technological conceptualization that has used a co-creation process of speculative figurations as a methodological resource. The underlying HELIOS project-funded by the EU through the H2020 program [http://heliossocial.eu]- is a proposal for a decentralized social platform. It proposes an alternative to existing networks because of its context awareness and its connectivity based on trust and transparency. Key findings of this practice-based research show a proto-toolkit on how collaborative fictional narratives are useful in innovation processes. Moreover, it presents a procedure to deal with the complexity of not-yet-existing technologies and socio-technical scenarios. The article highlights some challenges to add ethical, political, and environmental concerns to the technology development process itself.Objectius de Desenvolupament Sostenible::10 - Reducció de les DesigualtatsObjectius de Desenvolupament Sostenible::12 - Producció i Consum ResponsablesObjectius de Desenvolupament Sostenible::9 - Indústria, Innovació i InfraestructuraPostprint (author's final draft

Exploring Collaborative Design in a PK-12 Creative Writing Challenge

This study explored how PK-12 participants in the CSTEM Creative Writing Challenge engaged in a collaborative design project to produce a creative non-fiction pop-up book. As both collaboration and creativity are recognized as invaluable skillsets for success in the competitive 21st century economy, they served to focus the inquiry into this constructivist project-based learning (PBL) experience. Using ethnographic methods, this exploratory study wove narratives of student participant experiences and incorporated a variety of data, including product quality ratings derived from a rubric, student-created reflective videos, and a focus group interview. In addition to the researcher, the data were examined by two peer debriefers and one external auditor to ensure trustworthiness. The resulting naturalistic inquiry may provide transferability of a potential framework for PK-12 teachers who wish to engage in similar collaborative design experiences with their own students. The cognitive benefits (including process and multiple literacies) and psychosocial benefits (including altruism and life lessons) that these students voiced throughout their reflection provided a testament to constructivism and experiential learning. Statistical investigation showed that ratings of the pop-up book product did not parallel ratings of the process; however, this study maintained that presenting students with the opportunity to engage in inquiry-based video making of their PBL experience allowed students to authentically and formally address the life lessons they developed.Curriculum and Instruction, Department o