Exploring the Embodied Experience of Walking Meetings through Bodystorming – Implications for Design

Walking meetings are a promising way to reduce unhealthy sedentary behavior at the office. Some aspects of walking meetings are however hard to assess using traditional research approaches that do not account well for the embodied experience of walking meetings. We conducted a series of 16 bodystorming sessions, featuring unusual walking meeting situations to engage participants (N=45) in a reflective experience. After each bodystorming, participants completed three tasks: a body map, an empathy map, and a rating of workload using the NASA-TLX scale. These embodied explorations provide insights on key themes related to walking meetings: material and tools, physical and mental demand, connection with the environment, social dynamics, and privacy. We discuss the role of technology and opportunities for technology-mediated walking meetings. We draw implications for the design of walking meeting technologies or services to account for embodied experiences, and the individual, social, and environmental factors at play

BlokCar: Creating Interactive In-Car Entertainment System For Children

The research proposes an in-car entertainment system for children to relieve their in-car boredom and further enhance the travel experience. While more and more attention has already been paid on human-car interaction, there is still very limited research considering the interaction between back seat passengers and the car. This project aims to explore the new research area and solve the problems for the children passengers. Based on the research (Price & Matthews, 2013; Wilfinger et al., 2011), many parents reported the quality time they spent with their children in the car was invaluable. Due to the limited space of a car, car travelling is a perfect opportunity to pull a family together and build the memory. However, the travel experience with children is usually not so pleasant for the parents. More than 60% of parents in the survey (Daily Mail, 2011) admitted that travelling without children made them happier. Besides, driving with children also possibly compromise driving safety. According to the previous studies (Koppel, Charlton, Kopinathan, & Taranto, 2011; Wilfinger et al., 2011), children in the car are 12 times more distracting than using cell phone while driving. And the most distracting child-related activities are 1. Looking back at their children, 2. Helping the children and 3. Playing with their children. If searching the keywords about traveling with children, plenty of strategies are suggested to help parents overcome the difficulty. Among them, one of the most mentioned methods is entertainment. Therefore, I further do the user research to understand the real users and their travel experience especially on the entertainment devices. And I found they are having a hard time in preparing the entertainment devices for their children, figuring out what can be played in the car, selecting the adequate toys for the limited space and worrying about the children’s eyes health. With the findings and insights, I generate the designs iteratively. Finally I proposed a system composed of three major components- 1. Mobile Application, 2. Interactive Block- BlokCar and 3. AR Interactive Window. The mobile application helps to better plan and prepare for the trip and also provide a variety of entertainment resources for the users during the car travel. When they arrive, the application records the travel history automatically and generate the memorable data. On the children’s side, they play with the interactive block which is connected with the mobile application so both of the parents or the children can engage in. Instead of allowing children to play games on the digital devices, the interactive block attempts to entertain children without compromising the eyes health and to create the variations of toys. Finally, the AR interactive window broadens the playground and allows the children to interact with the surroundings. The whole system is cross-media interactive and location-based. It aims not only to solve the problems of the current travel experience, but also to create the values of a family trip

Exploring the Referral and Usage of Science Fiction in HCI Literature

Research on science fiction (sci-fi) in scientific publications has indicated the usage of sci-fi stories, movies or shows to inspire novel Human-Computer Interaction (HCI) research. Yet no studies have analysed sci-fi in a top-ranked computer science conference at present. For that reason, we examine the CHI main track for the presence and nature of sci-fi referrals in relationship to HCI research. We search for six sci-fi terms in a dataset of 5812 CHI main proceedings and code the context of 175 sci-fi referrals in 83 papers indexed in the CHI main track. In our results, we categorize these papers into five contemporary HCI research themes wherein sci-fi and HCI interconnect: 1) Theoretical Design Research; 2) New Interactions; 3) Human-Body Modification or Extension; 4) Human-Robot Interaction and Artificial Intelligence; and 5) Visions of Computing and HCI. In conclusion, we discuss results and implications located in the promising arena of sci-fi and HCI research.Comment: v1: 20 pages, 4 figures, 3 tables, HCI International 2018 accepted submission v2: 20 pages, 4 figures, 3 tables, added link/doi for Springer proceedin

Embodying an Interactive AI for Dance Through Movement Ideation

What expectations exist in the minds of dancers when interacting with a generative machine learning model? During two workshop events, experienced dancers explore these expectations through improvisation and role-play, embodying an imagined AI-dancer. The dancers explored how intuited flow, shared images, and the concept of a human replica might work in their imagined AI-human interaction. Our findings challenge existing assumptions about what is desired from generative models of dance, such as expectations of realism, and how such systems should be evaluated. We further advocate that such models should celebrate non-human artefacts, focus on the potential for serendipitous moments of discovery, and that dance practitioners should be included in their development. Our concrete suggestions show how our findings can be adapted into the development of improved generative and interactive machine learning models for dancers’ creative practice

Children as robot designers

We present the design process of the robot YOLO aimed at stimulating creativity in children. This robot was developed under a human-centered design approach with participatory design practices during two years and involving 142 children as active contributors at all design stages. The main contribution of this work is the development of methods and tools for child-centered robot design. We adapted existing participatory design practices used with adults to ft children’s development stages.We followed the Double-Diamond Design Process Model and rested the design process of the robot on the following principles: Low foor and wide walls, creativity provocations, open-ended playfulness, and disappointment avoidance through abstraction. The fnal product is a social robot designed for and with children. Our results show that YOLO increases their creativity during play, demonstrating a successful robot design project.We identifed several guidelines that made the design process successful: the use of toys as tools, playgrounds as spaces, the emphasis of playfulness for child expression, and child policies as allies for design studies. The design process described empowers children’s in the design of robots.info:eu-repo/semantics/publishedVersio

Interactive spaces for children: gesture elicitation for controlling ground mini-robots

[EN] Interactive spaces for education are emerging as a mechanism for fostering children's natural ways of learning by means of play and exploration in physical spaces. The advanced interactive modalities and devices for such environments need to be both motivating and intuitive for children. Among the wide variety of interactive mechanisms, robots have been a popular research topic in the context of educational tools due to their attractiveness for children. However, few studies have focused on how children would naturally interact and explore interactive environments with robots. While there is abundant research on full-body interaction and intuitive manipulation of robots by adults, no similar research has been done with children. This paper therefore describes a gesture elicitation study that identified the preferred gestures and body language communication used by children to control ground robots. The results of the elicitation study were used to define a gestural language that covers the different preferences of the gestures by age group and gender, with a good acceptance rate in the 6-12 age range. The study also revealed interactive spaces with robots using body gestures as motivating and promising scenarios for collaborative or remote learning activities.This work is funded by the European Development Regional Fund (EDRF-FEDER) and supported by the Spanish MINECO (TIN2014-60077-R). The work of Patricia Pons is supported by a national grant from the Spanish MECD (FPU13/03831). Special thanks are due to the children and teachers of the Col-legi Public Vicente Gaos for their valuable collaboration and dedication.Pons Tomás, P.; Jaén Martínez, FJ. (2020). Interactive spaces for children: gesture elicitation for controlling ground mini-robots. 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Engaging educators in the ideation of scenarios for cross-reality game-based learning experiences

Cross-reality media technology creates alternate reality experiences in which the physical and the virtual world are interconnected and influence each other through a network of sensors and actuators. Despite technological advances, the landscape of cross-reality technology as an enabler of alternate reality educational experiences has not been explored yet. The technical expertise required to set up and program such mixed environments is too high to engage the problem owners (i.e. educational experts) in the design process and, hence, user-driven innovation remains challenging. In this paper we explore the co-creation of cross-reality experiences for educational games. We created a no-programming toolkit that provides a visual language and interface abstractions to quickly build prototypes of cross-reality interactions. The toolkit supports experience prototyping and allows designers to coproduce, with educational experts, meaningful scenarios while they create, try out and reconfigure their prototypes. We report on a workshop with 36 educators where the toolkit was used to ideate cross-reality games for education. We discuss use cases of game-based learning applications developed by the participants that follow different pedagogical strategies and combine different physical and virtual spaces and times. We outline implications for the design of cross-reality interactions in educational settings that trigger further research and technological developments.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature (Funding for APC: Universidad Carlos III de Madrid - Read & Publish Agreement CRUE-CSIC 2022). This work is supported by the projects CROSS-COLAB (PGC2018–101884-B-I00) and Sense2makeSense (PID2019-109388GB-I00) funded by the Spanish State Research Agency

Sensory probes:An exploratory design research method for Human-Food Interaction

Designing interactions with food holds potential for rich multisensory experiences but their pervasiveness can challenge our understanding of them. This paper presents the design and evaluation of Sensory probes, a novel, exploratory design research method aimed to sensitize participants towards their food experiences. We report on workshops with 8 participants for co-designing the probes, followed by iterative revision through two-week diary studies with 18 participants. Findings indicate strong engagement with the sensory probes and how they brought forward the bodily and sensory aspects of these experiences, alongside emotional and social ones. We highlight the design rationale for the sensory probes which has been both empirically- and theoretically-grounded, provide reflections on the value of these probes for enabling novel perspectives on food experiences, and on probes’ ability to capture what we called sensory fragments of participants’ experience reflecting distinct sensory aspects form both internal and external senses

Designing for STEM E-Mentoring for Young Women: the Saudi Context

PhD ThesisThe underrepresentation of women in the STEM workforce is a global issue. In Saudi Arabia, women constitute 48% of undergraduates in STEM. This is in large part a result of the unique cultural context, gender segregation in educational institutions and the perceived prestige associated with studying a STEM subject for both women and men. However, these high levels of educational participation have not translated into a significant increase in the number of women in the STEM workforce. The exposing of girls to female role models and mentors in STEM, and raising awareness of their achievements and successes, is an approach that has been developed by previous research to address perceptions that girls are less likely to succeed in a STEM field than boys. In Saudi Arabia, the lack of female role models and the absence of mentoring and support programmes are likely some of the factors that have contributed to the low levels of progression of female graduates into STEM professions. In this research, I explore the current state of e-mentoring, seek to understand the requirements in designing STEM e-mentoring platforms for teenagers and young women in the Saudi context and understand how mentors and mentees interact within an e-mentoring relationship. I conducted four studies that aimed to understand, design and evaluate e-mentoring in the Saudi context. First, I deployed a structured STEM e-mentoring program, with the aims of understanding the applicability of e-mentoring in Saudi Arabia. The findings from this study led to carrying out two co-design studies to explore the perceived barriers to, and opportunities for, alternative and more flexible forms of e-mentoring. The findings from the three studies have led to the design of Qudwa based on four design requirements: 1) flexibility and control; 2) visibility; 3) integration of e-mentoring with daily internet activity; and 4) a trusted connection between mentors and mentees. Finally, I discuss the deployment and evaluation of Qudwa. This research makes three contributions, first it is the first systematic investigation of e-mentoring in Saudi Arabia. While I aimed to understand the role of cultural norms, the studies show that the findings are affected less by cultural norms and more by the traits of the participants’ age group. The second novel contribution of this research is the application of co-design methods to help address the gap in understanding the needs and opportunities in designing e-mentoring for young people. The results point to a need for a shift in the design of e-mentoring models for younger generations into less committed and more flexible relationships. Finally, it presents the design and evaluation of Qudwa, which facilitates e-mentoring through existing social media technologies and practices (un-platforming)