90,136 research outputs found
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
Location-based technologies for learning
Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio
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Emotional Biosensing: Exploring Critical Alternatives
Emotional biosensing is rising in daily life: Data and categories claim to know how people feel and suggest what they should do about it, while CSCW explores new biosensing possibilities. Prevalent approaches to emotional biosensing are too limited, focusing on the individual, optimization, and normative categorization. Conceptual shifts can help explore alternatives: toward materiality, from representation toward performativity, inter-action to intra-action, shifting biopolitics, and shifting affect/desire. We contribute (1) synthesizing wide-ranging conceptual lenses, providing analysis connecting them to emotional biosensing design, (2) analyzing selected design exemplars to apply these lenses to design research, and (3) offering our own recommendations for designers and design researchers. In particular we suggest humility in knowledge claims with emotional biosensing, prioritizing care and affirmation over self- improvement, and exploring alternative desires. We call for critically questioning and generatively re- imagining the role of data in configuring sensing, feeling, âthe good life,â and everyday experience
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
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
Games against health: a player-centered design philosophy
This paper announces the âGames Against Healthâ (GAH) research agenda, a criticism of, and response to, the cultural imperialism of the âGames for Healthâ paradigm. Committed to player-centric design ethics, GAH seeks to dismantle the âgames for healthâ myth as neo-liberal elitist diktat. We acknowledge the values, tastes and pleasures of billions of game players worldwide. We argue that game designers should engage more efficiently in the disimprovement of player health and wellbeing in order to cater to those playersâ existing preferences. We hope the paper can serve as a convenient reference for those designing psychotic, sociopathic or antisocial games
Custom-designed motion-based games for older adults: a review of literature in human-computer interaction
Many older adults, particularly persons living in senior residences and care homes, lead sedentary lifestyles, which reduces their life expectancy. Motion-based video games encourage physical activity and might be an opportunity for these adults to remain active and engaged; however, research efforts in the field have frequently focused on younger audiences and little is known about the requirements and benefits of motion-based games for elderly players. In this paper, we present an overview of motion-based video games and other interactive technologies for older adults. First, we summarize existing approaches towards the definition of motion-based video games â often referred to as exergames â and suggest a categorization of motion-based applications into active video games, exergames, and augmented sports. Second, we use this scheme to classify case studies addressing design efforts particularly directed towards older adults. Third, we analyze these case studies with a focus on potential target audiences, benefits, challenges in their deployment, and future design opportunities to investigate whether motion-based video games can be applied to encourage physical activity among older adults. In this context, special attention is paid to evaluation routines and their implications regarding the deployment of such games in the daily lives of older adults. The results show that many case studies examine isolated aspects of motion-based game design for older adults, and despite the broad range of issues in motion-based interaction for older adults covered by the sum of all research projects, there appears to be a disconnect between laboratory-based research and the deployment of motion-based video games in the daily lives of senior citizens. Our literature review suggests that despite research results suggesting various benefits of motion-based play for older adults, most work in the field of game design for senior citizens has focused on the implementation of accessible user interfaces, and that little is known about the long-term deployment of video games for this audience, which is a crucial step if these games are to be implemented in activity programs of senior residences, care homes, or in therapy
Resonating Experiences of Self and Others enabled by a Tangible Somaesthetic Design
Digitalization is penetrating every aspect of everyday life including a
human's heart beating, which can easily be sensed by wearable sensors and
displayed for others to see, feel, and potentially "bodily resonate" with.
Previous work in studying human interactions and interaction designs with
physiological data, such as a heart's pulse rate, have argued that feeding it
back to the users may, for example support users' mindfulness and
self-awareness during various everyday activities and ultimately support their
wellbeing. Inspired by Somaesthetics as a discipline, which focuses on an
appreciation of the living body's role in all our experiences, we designed and
explored mobile tangible heart beat displays, which enable rich forms of bodily
experiencing oneself and others in social proximity. In this paper, we first
report on the design process of tangible heart displays and then present
results of a field study with 30 pairs of participants. Participants were asked
to use the tangible heart displays during watching movies together and report
their experience in three different heart display conditions (i.e., displaying
their own heart beat, their partner's heart beat, and watching a movie without
a heart display). We found, for example that participants reported significant
effects in experiencing sensory immersion when they felt their own heart beats
compared to the condition without any heart beat display, and that feeling
their partner's heart beats resulted in significant effects on social
experience. We refer to resonance theory to discuss the results, highlighting
the potential of how ubiquitous technology could utilize physiological data to
provide resonance in a modern society facing social acceleration.Comment: 18 page
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