A user-centred approach to affective interaction

We have built eMoto, a mobile service for sending and receiving affective messages, with the explicit aim of addressing the inner experience of emotions. eMoto is a designed artifact that carries emotional experiences only achieved through interaction. Following on the theories of embodiment, we argue emotional experiences can not be design in only design for. eMoto is the result of a user-centered design approach, realized through a set of initial brain-storming methods, a persona, a Laban-analysis of body language and a two-tiered evaluation method. eMoto is not a system that could have been designed from theory only, but require an iterative engagement with end-users, however, in combination with theoretical work. More specifically, we will show how we have managed to design an ambiguous and open system that allows for users’ emotional engagement

Infusing social emotional learning into the teacher education curriculum

Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children’s social and emotional readiness for classroom learning has been recognized, but instruction in children’s well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers’ views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers’ conceptions of SEL and its association with children’s classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children’s social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants’ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.peer-reviewe

Mapping a multi-sensory identity territory at the early design stage

This article presents a kansei design methodology. It is placed at the very beginning of the design process and aims to influence the following steps in order to improve the user's understanding and experiencing of the designed product. The experimentation combines in a subtle way the design thinking approach of learning by doing and the kansei engineering quantitative approach. The research presented is based on the results of a previous study that defined the semantic and emotional scope of future hybrid cars for European using visual stimuli. This kansei design methodology creates and assesses multi-sensory atmospheres is order to provide tangible direction composed of vision, touch, hearing and smell stimuli. From the cognitive and affective responses of the 42 participants we were able to detail 3 directions for future cars interiors that aim to enrich the styling design briefs and to influence the design strategies such as the management of the different grades. The research presented here was supported by the Kansei Design department from Toyota Motor Europe (TME-KD). This collaboration also brought an industrial context to it.SUPPORTED BY TOYOTA EUROP

Towards a kansei-based user modeling methodology for eco-design

We propose here to highlight the benefits of building a framework linking Kansei Design (KD), User Centered Design (UCD) and Eco-design, as the correlation between these fields is barely explored in research at the current time. Therefore, we believe Kansei Design could serve the goal of achieving more sustainable products by setting up an accurate understanding of the user in terms of ecological awareness, and consequently enhancing performance in the Eco-design process. In the same way, we will consider the means-end chain approach inspired from marketing research, as it is useful for identifying ecological values, mapping associated functions and defining suitable design solutions. Information gathered will serve as entry data for conducting scenario-based design, and supporting the development of an Eco-friendly User Centered Design methodology (EcoUCD).ANR-ECOUS

General characteristics of anticipated user experience (AUX) with interactive products

Providing a positive user experience (UX) has become the key differentiator for products to win a competition in mature markets. To ensure that a product will support enjoyable experiences for its users, assessment of UX should be conducted early during the design and development process. However, most UX frameworks and evaluation techniques focus on understanding and assessing user’s experience with functional prototypes or existing products. This situation delays UX assessment until the late phases of product development which may result in costly design modifications and less desirable products. A qualitative study was conducted to investigate anticipated user experience (AUX) to address this issue. Twenty pairs of participants were asked to imagine an interactive product, draw their product concept, and anticipate their interactions and experiences with it. The data was analyzed to identify general characteristics of AUX. We found that while positive AUX was mostly related to an imagined/desired product, negative AUX was mainly associated with existing products. It was evident that the pragmatic quality of product was fundamental, and significantly influenced user’s anticipated experiences. Furthermore, the hedonic quality of product received more focus in positive than negative AUX. The results also showed that context, user profile, experiential knowledge, and anticipated emotion could be reflected in AUX. The understanding of AUX will help product designers to better foresee the users’ underlying needs and to focus on the most important aspects of their positive experiences, which in turn facilitates the designers to ensure pleasurable UX from the start of the design process

eMoto - Affectively Involving both Body and Mind

It is known that emotions are experienced by both body and mind. Oftentimes, emotions are evoked by sub-symbolic stimuli, such as colors, shapes, gestures, or music. We have built eMoto, a mobile service for sending affective mes-sages to others, with the explicit aim of addressing such sensing. Through combining affective gestures for input with affective expressions that make use of colors, shapes and animations for the background of messages, the interac-tion pulls the user into an embodied ‘affective loop’. We present a user study of eMoto where 12 out of 18 subjects got both physically and emotionally involved in the interac-tion. The study also shows that the designed ‘openness’ and ambiguity of the expressions, was appreciated and under-stood by our subjects

Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed