DESIGNING PERSUASIVE SYSTEMS FOR USER ENGAGEMENT IN COLLABORATIVE INTERACTION

Social influnce concepts have great potential to positively affect the behaviors and attitudes of individuals. Drawing on socio-psychological theories, this study explores how social influnce design principles alter user engagement in collaborative interaction during public events. Based on a theory-driven research model, a persuasive information system comprising social influnce design principles of cooperation, social learning, and social facilitation was implemented and examined with a sample of 101 participants. The results reveal interactions between the design principles and their capacity to explain the persuasiveness of the system, which further substantially predicts the actual engagement of participants in collaborative interaction and their intention to use such systems in the future. Both cooperation and social learning are significantly correlated to perceived persuasiveness, and the cooperation also noticeably moderates the effect of social facilitation on social learning. These findings are potentially instrumental in achieving a richer understanding of how best to further harness social influnce for enhanced user engagement through novel socio-technical environments and for the future development of persuasive systems

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Interdisciplinary working in service design: case studies for designing touch points

The paper argues that interdisciplinary design can be successful in services design. It offers information about 2 case studies in which interdisciplinary teams address design services problems. The paper explains the design method employed in the case studies. It also identifies “user design centred” as the main concept that drove the design approach. It explains the meaning of “user centred design”, of “services design” and highlights the importance of “interdisciplinary services design”. The paper also offers a framework for interdisciplinary working in service design. KEYWORDS: Service Design, Touch Points, Interdisciplinary workin

Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Applying a User-centred Approach to Interactive Visualization Design

Analysing users in their context of work and finding out how and why they use different information resources is essential to provide interactive visualisation systems that match their goals and needs. Designers should actively involve the intended users throughout the whole process. This chapter presents a user-centered approach for the design of interactive visualisation systems. We describe three phases of the iterative visualisation design process: the early envisioning phase, the global specification hase, and the detailed specification phase. The whole design cycle is repeated until some criterion of success is reached. We discuss different techniques for the analysis of users, their tasks and domain. Subsequently, the design of prototypes and evaluation methods in visualisation practice are presented. Finally, we discuss the practical challenges in design and evaluation of collaborative visualisation environments. Our own case studies and those of others are used throughout the whole chapter to illustrate various approaches

Explaining drug-resistant infection in community pharmacies through effective information design

This paper describes a research project in which information design, human factors, architecture and pharmacy academics worked with pharmacy professionals and pharmacy users to consider how to present information about antimicrobial resistance (AMR) in a community pharmacy setting. Project outcomes – as a result of an innovative design competition – included five different design solutions that explain aspects of AMR within the context of a community pharmacy. The project raised awareness in pharmacy professionals of how design can be used to challenge ideas and encourage new ways of thinking to communicate public health messages. Two winning prototype solutions were installed in a Day Lewis pharmacy in Reading and evaluated by pharmacists and pharmacy users. We make preliminary recommendations for effective health communication in community pharmacies

Physicality and Cooperative Design

CSCW researchers have increasingly come to realize that material work setting and its population of artefacts play a crucial part in coordination of distributed or co-located work. This paper uses the notion of physicality as a basis to understand cooperative work. Using examples from an ongoing fieldwork on cooperative design practices, it provides a conceptual understanding of physicality and shows that material settings and co-worker’s working practices play an important role in understanding physicality of cooperative design

Adaptive and Personalized Gamification Designs: Call for Action and Future Research

Gamification refers to the use of game-like elements in non-entertainment contexts to make activities more engaging and enjoyable to improve utilitarian outcomes. The gamification literature and the use of gamification in practice suggest that gamification can be a useful tool to support behavioral and psychological changes. Recent developments show that there is potential for new waves of gamification research. Therefore, we conducted a workshop at the International Conference on Wirtschaftsinformatik (WI) 2021 to discuss the future of gamification with interested scholars. The discussion with 25 gamification experts led to a research agenda that supports the need for adaptive and personalized gamification designs. Together with the experts, we identify three clusters for future research: 1) the personalization of gamification concepts, 2) theories and concepts for gamified human-computer interaction, and 3) the “dark side” of gamification (e.g., addiction). We also address what the gamification concept means. Aligned with the three clusters, we provide valuable starting points for future research inquiries to help researchers better understand the nature of gamification. We also discuss the capabilities and limits of gamification