Taking real-life seriously : an approach to decomposing context beyond 'environment' in living labs

The maturity of Living Labs has grown and several researchers have tried to create a uniform definition of what Living Labs are by emphasizing the multi-method and real-life, contextual approach. Although researchers thus recognize the importance of context in Living Labs, they do not provide insights into how context can be taken into account. The real-life context predominantly focuses on the in-situ use of a product during field trials where users are observed in their everyday life. The contribution of this paper will be twofold. By means of a case study we will show how context can be evaluated in the front end of design, so Living Lab researchers are no longer dependent on the readiness level of a product, and we will show how field trials can be evaluated in a more structured way to cover all components of context. By using a framework to evaluate the impact of context on product use, Living Lab researchers can improve the overall effectiveness of data gathering and analysis methods in a Living Lab project

A framework for field testing in living lab innovation projects

Within innovation research and, more specifically, living lab projects, a crucial component is to test an innovation in a real-life context with potential end users. Such a field test can validate assumptions by combining insights on behaviour and attitudes towards the innovation. This allows for iterative tailoring of the innovation to the needs and wants of the potential end users. Moreover, relevant insights can be gathered to stop or rescope the innovation project before big investments are made. Although studies indicate that testing innovations (or prototypes) in real-life contexts improves the innovation process, there is no specific framework on how to conduct a field test for an innovation. This is important because, in living lab field tests, users are actively involved in co-creating the solutions, which impacts the operational side of setting up living lab projects. Therefore, within this article, we propose a framework for field testing based on the degree to which it reflects reality and the stage within the living lab process. We distinguish four types of field tests: concept, mock-up, pilot, and go2market field test. Based on this framework, we propose some practical guidelines for setting up living lab field tests

A Consolidated View of Context for Intelligent Systems

This paper's main objective is to consolidate the knowledge on context in the realm of intelligent systems, systems that are aware of their context and can adapt their behavior accordingly. We provide an overview and analysis of 36 context models that are heterogeneous and scattered throughout multiple fields of research. In our analysis, we identify five shared context categories: social context, location, time, physical context, and user context. In addition, we compare the context models with the context elements considered in the discourse on intelligent systems and find that the models do not properly represent the identified set of 3,741 unique context elements. As a result, we propose a consolidation of the findings from the 36 context models and the 3,741 unique context elements. The analysis reveals that there is a long tail of context categories that are considered only sporadically in context models. However, particularly these context elements in the long tail may be necessary for improving intelligent systems' context awareness

Navigating the role of mobile technologies in shaping information behavior: A meta-synthesis

Mobile technology, primarily via smartphones, has become increasingly ubiquitous in the modern world, and this change is impacting information behavior in important ways. As LIS educators, we must study this new phenomenon and incorporate it in our teaching in order to stay current in the information science field. With this goal in mind, we used the relatively new meta-synthesis methodology to collect qualitative studies that examined the intersection of mobile technology and information behavior, systematically evaluating them for patterns and trends that provide insight into technology-driven change in behavior we are witnessing. Through this process we identified four primary ways mobile technology is affecting information behavior, and these will be incorporated into a graduate level Information Behavior cours

High School Teachers' Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study

BACKGROUND: Stress in education is an adverse reaction that teachers have to excessive pressures or other types of demands placed on them. Consumer digital technologies are already being used by teachers for stress management, albeit not in a systematic way. Understanding teachers' experiences and the long-term use of technologies to support stress self-management in the educational context is essential for meaningful insight into the value, opportunity, and benefits of use. OBJECTIVE: The aim of this study was first to understand teachers' experiences of consumer technologies for stress management. They were chosen by teachers from a taxonomy tailored to their stress management. The second aim was to explore whether their experiences of use evolved over time as teachers transitioned from working at home during lockdown to working full time on school premises. METHODS: A longitudinal study intended for 6 weeks in the summer term (2020) was extended because of COVID-19 into the autumn term, lasting up to 27 weeks. Teachers chose to use a Withings smartwatch or the Wysa, Daylio, or Teacher Tapp apps. In total, 2 semistructured interviews and web-based surveys were conducted with 8 teachers in South London in the summer term, and 6 (75%) of them took part in a third interview in the autumn term. The interviews were analyzed by creating case studies and conducting cross-case analysis. RESULTS: The teachers described that the data captured or shared by the technology powerfully illustrated the physical and psychosocial toll of their work. This insight gave teachers permission to destress and self-care. The social-emotional confidence generated also led to empathy toward colleagues, and a virtuous cycle of knowledge, self-compassion, permission, and stress management action was demonstrated. Although the COVID-19 pandemic added a new source of stress, it also meant that teachers' stress management experiences could be contrasted between working from home and then back in school. More intentional self-care was demonstrated when back in school, sometimes without the need to refer to the data or technology. CONCLUSIONS: The findings of this study demonstrate that taking a situated approach to understand the real-world, existential significance and value of data generates contextually informed insights. Where a strategic personal choice of consumer technology is enabled for high school heads of year, the data generated are perceived as holistic, with personal and professional salience, and are motivational in the educational context. Technology adoption was aided by the pandemic conditions of home working, and this flexibility would otherwise need workplace facilitation. These findings add to the value proposition of technologies for individual stress management and workforce health outcomes pertinent to educators, policy makers, and designers