KKse -包丁調理における児童の安全教育システム-

　本研究では,小学校低学年児童を対象に,包丁調理の安全教育システム,KKse(Kitchen Knife Safety Educator)を提案した.料理の初心者にとって安全の確保と安全に調理を行うための技能の習得は,最初に重要である.包丁調理は,安全の確保が必要な調理であるにもかかわらず,実体験を伴わず,安全に包丁調理を行うための技能を伝達することが難しい.何故ならば,包丁調理においては力加減など,言葉では伝達の難しい情報を扱う必要があるためである.　そこで,児童の安全が確保されたまま,体感的に包丁調理の危険行動を学習可能な KKse システムを提案した.具体的には安全な包丁調理方法として,押し出し切りと食材を安定して支える方法の 2 つを教示する.視覚的には認識できない,ユーザの包丁動作を包丁の刃先と食材との接触面圧力,また食材底面の圧力値変化を取得し分析することで明らかにした.　さらに,安全かつ直感的な学習を可能にするために,ユーザ動作の正誤に応じて,包丁で食材に切り込んだ時の触覚フィードバックを再現する,糸鋸型の包丁型デバイスを提案した.糸の張力を調整することで,包丁で食材を切る時の反力を提示することの出来る道具型デバイスは新しく今後安全調理学習以外にも,技術伝承やユーザインタフェース開発など様々な場面での応用が期待される.実験を通して提案システムの学習効果を検討したところ,児童は,KKse を通して,押し出し切りの体の動きを習得することが可能であることがわかった.しかし,現行のシステムでは,力加減のモデル化ができていないため,正しい力加減までは伝達できていない.これは今後改良の必要がある.さらに,食材の安定性を計測するデバイスについては,ユーザに対する実験を実施できていない.今後,実験を実施し,その効果と課題点を明らかにしていく必要がある.　今後はこれらの点について改善に努める.電気通信大学201

Designing Knowledge Management System for Supporting Craftsmen’s Collaboration beyond Temporal Boundaries

Knowledge of traditional craft practitioners has been transmitted through demonstration in master-apprentice relations. These rare skills are in danger of being lost due to their low productivity and labor intensiveness in our modern industrialized society. In collaboration with traditional craft practitioners in the metal casting industry, we designed an interactive knowledge management system that captures and passes on distributed tacit knowledge of experts. We found that collaborative social practice with focus on computational alternatives helped craftsmen with limited design knowledge to recognize and reflect upon their own skills, as well as values of the industry. Furthermore, technologically enhanced communication possibilities beyond temporal boundaries encourage craftsmen to conduct seamless skill transfer to the next generation. We discuss how design participation of craftsmen led to mindset changes and argue how their receptive collaboration contributed to the design life cycle of a knowledge management system

Revisiting Reflection in HCI: Four Design Resources for Technologies that Support Reflection

Reflection is a commonly addressed design goal in commercial systems and in Human-Computer Interaction (HCI) research. Yet, it is still unclear what tools are at the disposal of designers who want to build systems that support reflection. Understanding the design space of reflection support systems and the interaction techniques that can foster reflection is necessary to enable building technologies that contribute to the users\u27 well-being. In order to gain additional insight into how interactive artefacts foster reflection, we investigated past research prototypes and reflection-supporting smartphone applications (apps). Through a structured literature review and an analysis of app reviews, we constructed four design resources for reflection: temporal perspective, conversation, comparison and discovery. We also identified design patterns in past digital artefacts that implement the resources. Our work constitutes intermediate-level knowledge that is intended to inspire future technologies that better support reflection

Makers and Quilters: Investigating Opportunities for Improving Gender-Imbalanced Maker Groups

© {Owner/Author | ACM} 2019. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Proceedings of the ACM on Human-Computer Interaction, http://dx.doi.org/10.1145/3359131.Recent efforts to diversify participation in STEM (Science, Technology, Engineering & Math) activities through informal learning environments, such as hackathons and makerspaces, confirm a real desire for inclusion among potential female participants. However, understanding factors that may contribute to longer-term, sustainable diversification of such groups remains a challenge. In this paper, we present the results of a mixed-methods study of two microcosms of making: game development, and quilting. Our findings reveal parallel structures within these groups despite being highly skewed towards male or female participation, respectively. Our results shed light on attitudes, behaviours, and experiences indicating that similar desires for wider community support among other factors exist in both groups, but these needs are not satisfied in the STEM context. We conclude by discussing the implications of our findings as opportunities for rethinking how we design the environments that are meant to support design itself, considering the role of technology in these spaces, and prioritizing nurturing the development of the maker community beyond the maker space.Funder 1, NSERC Discovery Grant 2016-04422 || Funder 2, NSERC Discovery Accelerator Grant 492970-2016 || Funder 3, NSERC CREATE Saskatchewan-Waterloo Games User Research (SWaGUR) Grant 479724-2016 || Funder 4, Ontario Early Researcher Award ER15-11-18