Flowcuits: Crafting Tangible and Interactive Electrical Components with Liquid Metal Circuits

We present Flowcuits, a DIY fabrication method to prototype tangible, interactive and functional electrical components by manipulating liquid metal mechanisms. The generated prototypes afford both physical and visual interactions to demonstrate the inner working, underlying concepts and mechanics of fundamental electronic elements and circuits, which we propose as a method to support playful learning. The fabrication process follows simple imprinting and sealing of fluidic circuits with a 3D printed stamp on a commonly accessible and inexpensive moldable substrate such as 'blu tack'. Utilizing gallium-indium (Ga-In) liquid metal as the conductive element, we demonstrated our approach can create interactive and customizable electronic components such as switches, variable resistors, variable capacitors, logic gates and pressure sensors. In this paper, we present the design analogy of Flowcuits, DIY fabrication approach including a parametric 3D stamp design toolkit and results from a technical evaluation of the demonstrators. The stamps are printed with a low-cost 3D printer and all the materials are inexpensive and reusable, enabling Flowcuits to be easily used without any advance lab facilities

Interactive textiles

The fusion of computing with textile materials has enhanced the interactive capabilities of textiles. Applying these electronic aspects of textile design is an evolving discipline. This study introduces a case study of teaching textile design in higher education with an interactive focus on art and design. We analysed projects and contents that appeared to be significant in the students’ processes as well as findings from the point of view of art and design pedagogy. Working on design education in multidisciplinary teams together with accessible technology was found rewarding. Knowing the basics of textile design is essential, but when developing e-textiles, interdisciplinary teachers are recommended. Moreover, creating positive experiences, circumstances and possibilities to continue the design process in the future is also important

A soft circuit curriculum to promote technological self-efficacy

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from PDF version of thesis.Includes bibliographical references (p. 35-36).The development of technological self-efficacy in young people can have a dramatic impact on diversity in the field of computing. Students'self-efficacy and scientific understanding can benefit from engaging in hands-on activities, such as creating soft, electronic textile (e-textile) circuits. There is, however, a notable lack of instructional materials to support such learning experiences. I have developed a workshop facilitation guide which outlines five e-textile activities, accompanied by a collection of low-cost craft and electronic components. The instructional materials target educators, who may facilitate e-textile activities in settings such as science museums, after-school programs, or summer camps. I have assessed the effectiveness and usability of the materials through a short series of workshops, during which I also evaluated their impact on students'technological self-efficacy.by Emily Marie Lovell.S.M

Collaborative and Creative Thinking Skill Development Through the Design of Wearable Technologies

Skills inherent in the creative thinking process such as reflecting and collaborating are needed for success in many careers. However, a focus on standardized testing in K-12 schools in the United States has resulted in the restructuring, reduction, and in some cases, elimination of arts in the curriculum to the detriment of students\u27 creative thinking process. The purpose of this study was to discover whether creative thinking and collaborative skills were positive unintended consequences of a curriculum that includes the design of wearable technologies. Jonassen\u27s modeling using Mindtools for conceptual change and Rosen\u27s culture of collaboration provided the conceptual framework. This qualitative case study explored students\u27 and teachers\u27 perceptions of collaborative and creative thinking skill development while designing wearable technologies. The data analysis used interviews with 3 students and 1 teacher and an evaluation of participant wearable technology artifacts. Rich themes and patterns were determined through open coding. The themes identified to explain the perceived development of creative thinking skills were divergent thinking, stimulation of the imagination, generation of new knowledge, and creative climate. The themes identified to explain the perceived development of collaborative skills were diverse membership, culture of collaboration, and community building. The design of wearable technologies as a Mindtool showed promise as a new way to integrate art with science, technology, engineering, and math (STEM). This study may effect positive social change by informing educational policy and influencing school budgetary consideration toward including art as a value-added benefit to STEM curriculum

Toyetic tooling: 3D printing and convergent media platforms

This research addresses convergence of 3D printing with digital games and media products and outlines opportunities for development in production of media related goods including toys and merchandise. It does this principally through a field study involving participatory access to MakieLab, a start-up using 3D printing in the production of user-generated, 3D printable toys directly related to game content. This study incorporates participant observation, a survey of prospective consumers and a netnography of online 3D printing repositories. The netnography investigates user interactions with media content enabled by 3D printing and finds emerging forms of fan-production and a related economy of fan-produced, 3D printable goods. Here the research contributes to gaps in understanding of what people are making with 3D printing, providing insights into what media products people reference, what they make and why. Noting the legally ambiguous status of fan activity and research momentum aimed at creating legislative responses to inhibit such activity this research presents MakieLab as an example of a market based alternative. The research describes MakieLab as a convergent media platform and documents how MakieLab designed products and platforms to facilitate fan production and to co-opting or commodotise fan production. This research contributes understanding of how 3D printing may provide new revenue streams for media producers and facilitate engagement between firm and consumer. The research finds in conclusion that 3D printing in conjunction with automated translation of game, film or animation content to user editable and 3D printable formats has potential to alter relationships between media firm and consumer. In doing so it identifies a role for 3D printing in transmedia, implications for evaluations of toyetic or merchandise potential, potential for between-media interactivity, in-media merchandising and development of convergent media platforms, commodification of fan art as well as commodification of creative making experiences. The research concomitantly considers implications for stakeholders involved in production of media related toys and merchandise indicating that convergent media platforms are likely to have significant impact for media producers