The role of gamification in end-user development

This paper discusses the application of a gamification framework in an end-user development context, in order to investigate a possible solution to the problem of participation and collaboration overload often affecting end-user development activities. Indeed, it has been observed in the literature that when users are required to develop or adapt a system for the sake of other people (belonging or not belonging to the same community) and not just for personal use, motivation mechanisms should be implemented. With the help of an example in the field of ambient intelligence, we propose the integration of end-user development environments with gamification elements. Copyright © 2014 for the individual papers by the papers' authors

Excavating Feminist Phenomenology: Lived-Experiences and Wellbeing of Indigenous Students at Western University

The Truth and Reconciliation Commission underscores the need to incorporate narrative accounts of Indigenous students’ experiences as part of wide-scale de-colonizing efforts. This dissertation asks; how do Indigenous students experience their identities at Western University? What is at stake for phenomenology, feminist methods, and Indigenous theory, in the post Truth and Reconciliation era? There is a gap between theories centering on reflective cognition in philosophy and the embodiment of land, prevalent across Indigenous cultures. However, phenomenology can provide a method to facilitate dialogues with discourses outside Eurocentric domains that empathize with marginalized communities’ struggles, through an understanding of location-based knowledge. I will explore how Indigenous learners’ experiences inform concepts in phenomenology, Haudenosaunee, Cree, and Anishinaabe thinking, before they become marked literary categories. I undertake a ‘two-eyed seeing’ approach, from Eurocentric and Indigenous perspectives, to connect non-hierarchal epistemologies across nation-specific expressions. In chapter two, I discuss relational, land-based methods, through Dolleen Manning’s Anishinaabe ‘mnidoo’ concept, Merleau-Pontian phenomenology, and feminist epistemologies, in terms of dialogues with Indigenous students and Elders. In our discussions, I explore concepts about community, home, health, and belonging, in relation to lived theories of embodiment, places, and beings, within an interpretive circle. Chapter three discusses the impacts of language, reflexivity, emotion, oppression, environmental repossession, and experience, within feminist research methods and Indigenous paradigms, through anthropology’s ontological turn. Chapter four discusses how experiences influence Indigenous artists, in their efforts to create work that is emergent from, and reflexive of culture and identity. Chapter five surveys concepts that include, citizenship, human rights, and freedom, through Indigenous scholars’ episodes of wellbeing and theories about emergent governance. I conclude, by offering Indigenous students’ reflections about education, ally-ship, and reconciliation. Indigenous subjectivities are unique, not homogenously categorized. This project’s interviews bring forth information missing from research involving community-based wellness services, without statistical representation in government and university strategic plan reports. Hearing individuals articulate desires to instigate healing in their communities is a powerful gesture and offers teachable moments, for the listener. I hope that when interviewees speak their gifts and insights, in our interactions, it inspires continued activist incentives that foster community-wide changes

Seven HCI Grand Challenges

This article aims to investigate the Grand Challenges which arise in the current and emerging landscape of rapid technological evolution towards more intelligent interactive technologies, coupled with increased and widened societal needs, as well as individual and collective expectations that HCI, as a discipline, is called upon to address. A perspective oriented to humane and social values is adopted, formulating the challenges in terms of the impact of emerging intelligent interactive technologies on human life both at the individual and societal levels. Seven Grand Challenges are identified and presented in this article: Human-Technology Symbiosis; Human-Environment Interactions; Ethics, Privacy and Security; Well-being, Health and Eudaimonia; Accessibility and Universal Access; Learning and Creativity; and Social Organization and Democracy. Although not exhaustive, they summarize the views and research priorities of an international interdisciplinary group of experts, reflecting different scientific perspectives, methodological approaches and application domains. Each identified Grand Challenge is analyzed in terms of: concept and problem definition; main research issues involved and state of the art; and associated emerging requirements

Contemplative Practices and Learning: A Holistic Approach to Education in Bhutan

This study examines the comments, behavior, and products of young student monks, who are exposed to an integrated curriculum of contemplative practices and secular lessons, about whether and how they bring their social-emotional learning from the contemplative practices to bear when learning secular functional skills and knowledge. At the beginning of my self-study, I hypothesized that an integrated curriculum of secular learning combined with contemplative practices would result in deeper learning, based on the research and literature on the connection between affective and cognitive learning. My findings support and do not negate previous research that an integrated curriculum, integrating contemplative practices with secular studies—affective and cognitive learning—contributes both to one’s affective, social and emotional development and to improved cognitive learning. My observations of students’ comments, behavior and products lead me to propose that the Dharma lessons incorporated in each thematic unit in the Lhomon Education curriculum work toward that end. I propose that contemplative practices help to build critical, problem-solving, analytic and cognitive skills that educators strive to develop in students. My proposition—and that of Bhutan—is that the ultimate goal of education should be well-being and happiness, and the purpose of education should be to create those conditions that will enable the pursuer to strive for this fundamental goal

Interfaces and interfacings: posthuman ecologies, bodies and identities

This dissertation posits a posthuman theory for a technologically-driven ubiquitous computing (ubicomp) world, specifically theorizing cognition, intentionality and interface. The larger aim of this project is to open up discussions about human and technological relations and how these relations shape our understanding of what it means to be human. Situating my argument within posthuman and rhetorical theories, I discuss the metaphorical cyborg as a site of resistance, the everyday cyborg and its relations to technology through technogenesis and technology extension theories, and lastly the posthuman cyborg resulting from advances in biotechnology. I argue that this posthuman cyborg is an enmeshed network of biological and informatic code with neither having primacy. Building upon Anthony Miccoli, I see the interface (the space in between) as a functional myth, as humans are mutually constituted by material, biological, technological and social substrates of a networked ecology. I, then, reconfigure Kenneth Burke’s identification theory for the technological age and argue that the posthuman subject consubstantiates with the substrates, (or substances), to continuously invent a fluid intersubjectivity in a networked ecology. This project, then, explores both metaphorical and technological interfaces to better understand each. I argue that interfacing is a more thorough term to understand how humans, technologies, objects, spaces, language and code interact and thus constitute what we conceptualize as “human” and “reality.” This framework dismantles the interface as a space in between in favor of a networked ecology of dynamic relations. Then, I examine technological interfaces and their development as they have moved from the desktop to touchscreens to spaces wherein the body becomes a literal interface and site of interaction. These developments require rhetoric and composition scholars to interrogate not only the discourse of technologies but the interfaces themselves if we are to fully understand how human users come to identify with technologies that shape not only our communication but also our sense of subjectivity, autonomy, agency and intentionality. To make my claims clearer, I analyze science fiction representations of interfaces to chart more accessible means through which to understand the larger philosophical arcs in posthuman theory, intentionality as well as artificial intelligence. Using the films, then, this work seeks to elucidate the complexities of relations in the networked ecologies that define how we understand ourselves and the world in which we live

Porting Transmedia Storytelling to Journalism

This thesis examines how the methods of transmedia storytelling emerging in the entertainment industry might be used in a journalism context. Journalism is facing many crises, not the least of which is a loss of readership and perceived relevance to its public. Presented with an ever-expanding array of media with which to interact, the public is more difficult to attract to a socially relevant issue or a politically important story. Faced with similar issues, the entertainment industry has developed a means to engage with fans in a way that draws them across multiple media platforms, better captures their imagination and engages them personally into the story being told. Transmedia Storytelling lets narrative unfold on multiple lines, from varying perspectives and with the help of the fans themselves. Scholars of the methodology describe it as the art of world building. This thesis illustrates that journalists can better engage their publics by adapting the methods of transmedia storytelling to journalism. By comparing entertainment transmedia storytelling theory and technique with examples of journalism that illustrate one or more of these techniques, this thesis explores whether journalists can reach more individuals, achieve better engagement and participation from their publics and more thoroughly communicate the complexity and context of any story