Design Strategies for Playful Technologies to Support Light-intensity Physical Activity in the Workplace

Moderate to vigorous intensity physical activity has an established preventative role in obesity, cardiovascular disease, and diabetes. However recent evidence suggests that sitting time affects health negatively independent of whether adults meet prescribed physical activity guidelines. Since many of us spend long hours daily sitting in front of a host of electronic screens, this is cause for concern. In this paper, we describe a set of three prototype digital games created for encouraging light-intensity physical activity during short breaks at work. The design of these kinds of games is a complex process that must consider motivation strategies, interaction methodology, usability and ludic aspects. We present design guidelines for technologies that encourage physical activity in the workplace that we derived from a user evaluation using the prototypes. Although the design guidelines can be seen as general principles, we conclude that they have to be considered differently for different workplace cultures and workspaces. Our study was conducted with users who have some experience playing casual games on their mobile devices and were able and willing to increase their physical activity.Comment: 11 pages, 5 figures. Video: http://living.media.mit.edu/projects/see-saw

The Creative Workspace”: A Comparative Analysis of Stakeholder Perceptions

The rise of information technologies and creative industries formed a new class of “creative knowledge workers” with special needs for a workspace design. The recent tendency of playful and bold workspace designs for creative industries was labeled by some researchers as a “creative workspace,” but a body of knowledge about design strategies supporting “creative knowledge workers’” performance is still limited. This master’s thesis research attempts to define “creative workspace” design phenomenon based on the three main stakeholder groups’ perceptions. The research analyzes existing literature and conducts in-depth interviews with designers and users to collect the data and compare the findings. Based on the findings, research proposes an interactive exploratory design game helping to easier communicated spatial ideas related to the “creative workspace” design

Playing at Work : Organizational Play as a Facilitator of Creativity

This thesis investigates how play may benefit creativity in organizational contexts. Play and playfulness have previously been linked to creativity in children and adults, but empirical organizational research is scarce. A widely accepted definition of creativity is that it involves the production of something that is both novel and appropriate. Play is defined as a behavioral approach that is characterized by play being: voluntary, fun, frivolous, imaginative, and in some way bound by structure or rules. An important distinguishing feature of play is that it is frivolous, which means that play is done just for fun and no other results or outcomes are expected. The first study was an exploration of how play is used by organizational consultants to promote creativity, how play was thought to enhance creativity, as well as how play is encouraged in organizational contexts. The results suggested that play promotes organizational creativity via the mediating factors openness, intrinsic motivation, and the collaborative relationships needed to co-create and innovate. The investigation also identified a number of encouragers and discouragers of organizational play. Playful contextual cues and explicit permission to play are examples of encouragers, while imposed play activities and a stressful work environment are examples of discouragers. The second study explored the effect of playful cues introduced during a scheduled workplace meeting versus a control condition receiving a conventional refreshments. The findings suggested that playful cues are a promising means by which to enhance the creative climate and playfulness in workplace meetings. The findings furthermore indicated that introducing play-cues does not risk meeting productivity. The third study investigated the impact of an intervention of playful improvisational theater on organizational creativity. Organizational teams participated in a play intervention that consisted of three workshops of playful improvisational theater. Compared with the control condition receiving no intervention, the intervention group reported an increase of workplace playfulness and scored higher on post-test measures of individual and group creativity. The combined results of these three studies support previously proposed creativity enhancing effects of organizational play. The implications for organizations wishing to enhance creativity and innovation are that fostering a climate of playfulness may be a means of stimulating organizational creativity

Dealing with mobility: Understanding access anytime, anywhere

The rapid and accelerating move towards the adoption and use of mobile technologies has increasingly provided people and organisations with the ability to work away from the office and on the move. The new ways of working afforded by these technologies are often characterised in terms of access to information and people ‘anytime, anywhere’. This paper presents a study of mobile workers that highlights different facets of access to remote people and information, and different facets of anytime, anywhere. Four key factors in mobile work are identified from the study: the role of planning, working in ‘dead time’, accessing remote technological and informational resources, and monitoring the activities of remote colleagues. By reflecting on these issues, we can better understand the role of technology and artefact use in mobile work and identify the opportunities for the development of appropriate technological solutions to support mobile workers

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

Human experience in the natural and built environment : implications for research policy and practice

22nd IAPS conference. Edited book of abstracts. 427 pp. University of Strathclyde, Sheffield and West of Scotland Publication. ISBN: 978-0-94-764988-3

Designing Engaging Learning Experiences in Programming

In this paper we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies to explore how programming tasks could be framed to motivate learners. Our empirical findings from these four field studies are summarized here, with a particular focus upon one – Whack a Mole – which compared the use of a physical interface with the use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions reported by two sets of participant undergraduate students were analyzed, identifying the links between the emotions experienced during programming and their origin. Evidence was collected of the very positive emotions experienced by learners programming with a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface. A follow-up study provided further evidence of the motivation of personalized design of programming tangible physical artefacts. Collating all the evidence led to the design of a set of ‘Learning Dimensions’ which may provide educators with insights to support key design decisions for the creation of engaging programming learning experiences

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Supporting community engagement through teaching, student projects and research

The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research

Designing for a playful future:a review of how humorous play within the urban realm can make adult play a part of everyday life

Abstract. Everybody plays. It is a behaviour that is common to all people and indeed most species. A person’s inclination to play is dependant, not only on his mental and emotional state, but also on his surroundings. Despite our physiological separation from the rest of the evolving natural kingdom, our brains have scarcely evolved further than those of our hunter-gatherer forefathers. So often the playful side of adults is forgotten, un-nurtured and neglected, much to the detriment of public physical and mental health. In this ever-changing and fast-paced human society, we are constantly trying to avoid or subdue our primal instincts because we believe we are somehow different... “We are not animals”. We make our primal desire to be free and rampant something to be ashamed of, afraid of and even embarrassed by. This thesis discusses the importance of play with regard to mental health and how urban environments can be and become conducive to play in adults. It poses some ideas about how designers can provide opportunities for both active and fantasy play in transitional urban spaces that we use on a regular basis. The thesis addresses the issue of ‘what is play?’ by establishing a working definition of play in terms of an individual adult player and their surroundings. This definition then serves as the basis for evaluating how contemporary urban design uses a wide array of techniques and strategies to incorporate adult play within everyday life through literature review and case studies. Moreover, it tackles the concept of humour and identifies the benefits to encouraging communication of the self through humour and freedom of expression within the urban realm. These observations provide the basic structure for developing some design parameters which an architect or urban designer might utilise in designing spaces and environments that facilitate play and designing humour for playable cities in order to attain the ‘playful’ city