89,479 research outputs found

    Include 2011 : The role of inclusive design in making social innovation happen.

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    Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

    Categorisation of visualisation methods to support the design of Human-Computer Interaction systems

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    During the design of Human-Computer Interaction (HCI) systems, the creation of visual artefacts forms an important part of design. On one hand producing a visual artefact has a number of advantages: it helps designers to externalise their thought and acts as a common language between different stakeholders. On the other hand, if an inappropriate visualisation method is employed it could hinder the design process. To support the design of HCI systems, this paper reviews the categorisation of visualisation methods used in HCI. A keyword search is conducted to identify a) current HCI design methods, b) approaches of selecting these methods. The resulting design methods are filtered to create a list of just visualisation methods. These are then categorised using the approaches identified in (b). As a result 23 HCI visualisation methods are identified and categorised in 5 selection approaches (The Recipient, Primary Purpose, Visual Archetype, Interaction Type, and The Design Process).Innovate UK, EPSRC, Airbus Group Innovation

    Profile of On-Line Anatomy Information Resources: Design and Instructional Implications

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    This study is based on a review of 40 on-line anatomy web resources compiled from sites selected from our own searches as well as sites reviewed and published by an external group (Voiglio et al., 1999, Surg. Radiol. Anat. 21:65-68; Frasca et al., 2000, Surg. Radiol. Anat. 22:107-110). The purpose of our survey was to propose criteria by which anatomy educators could judge the characteristics of the currently available web-based resources for incorporation into the courses they teach. Each site was reviewed and scored based on a survey matrix that included four main categories: 1). site background information, 2). content components, 3). interactivity features, and 4). user interface design components. The average score of the reviewed sites was 3.3 of the total possible score of 10, indicating the limited use of computer-based design features by the majority of sites. We found, however, a number of programs in each of the survey categories that could serve as prototypes for designing future on-line anatomy resources. From the survey we conclude that various design features are less important than the comprehensiveness, depth, and logical organization of content. We suggest that the content should be sufficient for supporting explicitly defined educational objectives, which should target specific end-user populations. The majority of anatomy programs currently accessible on-line fall short of these requirements. There is a need for a coordinated and synergistic effort to generate a comprehensive anatomical information resource that is of sufficient quality and depth to support higher levels of learning beyond the memorization of structure names. Such a resource is a prerequisite for meaningful on-line anatomy education

    Studying web 2.0 interactivity: a research framework and two case studies

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    With more than one third of the world’s population being online, the Internet has increasingly become part of modern living, giving rise to popular literature that often takes a teleological and celebratory perspective, heralding the Internet and Web 2.0 specifically, as an enabler of participation, democracy, and interactivity. However, one should not take these technological affordances of Web 2.0 for granted. This article applies an interaction framework to the analysis of two Web 2.0 websites viewed as spaces where interaction goes beyond the mere consultation and selection of content, i.e., as spaces supporting the (co)creation of content and value. The authors’ approach to interactivity seeks to describe websites in objective, structural terms as spaces of user, document, and website affordances. The framework also makes it possible to talk about the websites in subjective, functional terms, considering them as spaces of perceived inter-action, intra-action and outer-action affordances. Analysis finds that both websites provide numerous user, document, and website affordances that can serve as inter-action or social affordances

    Youth and Digital Media: From Credibility to Information Quality

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    Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

    Self-Control in Cyberspace: Applying Dual Systems Theory to a Review of Digital Self-Control Tools

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    Many people struggle to control their use of digital devices. However, our understanding of the design mechanisms that support user self-control remains limited. In this paper, we make two contributions to HCI research in this space: first, we analyse 367 apps and browser extensions from the Google Play, Chrome Web, and Apple App stores to identify common core design features and intervention strategies afforded by current tools for digital self-control. Second, we adapt and apply an integrative dual systems model of self-regulation as a framework for organising and evaluating the design features found. Our analysis aims to help the design of better tools in two ways: (i) by identifying how, through a well-established model of self-regulation, current tools overlap and differ in how they support self-control; and (ii) by using the model to reveal underexplored cognitive mechanisms that could aid the design of new tools.Comment: 11.5 pages (excl. references), 6 figures, 1 tabl
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