A participatory approach for digital documentation of Egyptian Bedouins intangible cultural heritage

The Bedouins of Egypt hold a unique intangible cultural heritage (ICH), with distinct cultural values and social practices that are rapidly changing as a consequence of having settled after having been nomadic for centuries. We present our attempt to develop a bottom-up approach to document Bedouin ICH. Grounded in participatory design practices, the project purpose was two-fold: engaging Egyptian Engineering undergraduates with culturally-distant technology users and introducing digital self-documentation of ICH to the Bedouin community. We report the design of a didactic model that deployed the students as research partners to co-design four prototypes of ICH documentation mobile applications with the community. The prototypes reflected an advanced understanding for the values to the Bedouins brought by digital documentation practices. Drawing from our experience, three recommendations were elicited for similar ICH projects. Namely, focusing on the community benefits; promoting motivation ownership, and authenticity; and pursuing a shared identity between designers and community members. These guidelines hold a strong value as they have been tested against local challenges that could have been detrimental to the project

Profiling the educational value of computer games

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenari

Teaching Energy Efficiency: A Cross-Border Public Class and Lesson Study in STEM

As part of an APEC educational project on the cross-cutting concept of energy, researchers and teachers from 6 countries spent 8 months designing, testing and implementing a pilot STEM public class with two schools from Chile and one from the US. One of the researchers taught a lesson from a school in Chile, with a live transmission to the other two schools via Skype. At the same time, the lesson was also broadcasted via video streaming. In addition to live questions and answers, students used individual devices to answer four open-ended questions that were commented on by the researcher as he received them. The experience demonstrated that Cross-Border Public Classes boost student engagement and represent a promising strategy for introducing a key 21st century skill: synchronous learning involving multiple teams across the world. It also revealed how Lesson Study and Public Classes integrated with ICT network technology can form a powerful learning ecosystem for regional development and social innovation

Participatory Design and Critical Media Studies:A Convivial Conversation

Nell'era della società delle piattaforme, i Critical Media Studies si trovano di fronte alla sfida di sviluppare non solo proposte teoriche in grado di affrontare criticamente il potere esercitato sulla società dalle piattaforme digitali di proprietà della GAFAM, ma anche di immaginare una prassi capace di cambiare l'economia politica di questo ecosistema mediatico digitale guidato dalle aziende. Per fare questo, crediamo che il Participatory Design e i Critical Media Studies debbano dialogare quando si tratta di quadri teorici e pratiche di intervento. In questo articolo proponiamo di iniziare questo dialogo partendo dal lavoro di Ivan Illich, in particolare dal suo libro Tools for Conviviality. Riteniamo che per immaginare un possibile processo di progettazione dei media digitali in grado di evitare la creazione di monopoli radicali, sia necessario adottare un approccio di Convivial Participatory Design in cui le questioni relative alla scala, ai bisogni delle persone e alle disuguaglianze di potere siano considerate dai designer in collaborazione con gli utenti.In the age of platform society, Critical Media Studies are faced with the challenge of developing not only theoretical proposals capable of critically addressing the power exerted on society by GAFAM-owned digital platforms, but also of envisioning a praxis capable of changing the political economy of this corporate-driven digital media ecosystem. To do this, we believe that Participatory Design and Critical Media Studies should dialogue when it comes to theoretical frameworks and intervention practices. In this paper we propose to start this dialogue building upon the work of Ivan Illich, especially his book Tools for Conviviality. We find that in order to imagine a possible digital media design process able to avoid the creation of radical monopolies, it is necessary to adopt a Convivial Participatory Design approach where issues related to scale, people needs and power inequalities are considered by designers in collaboration with the users

How non-designers understand the architecture design project: a comparative study using immersive virtual reality

This study focusses on how people who are not familiar with the traditional methods used to represent architecture understand architecture design projects. The main objective of the study was to assess the client's level of comprehension of a design project presented using traditional representation methods in comparison with a method based on the use of immersive virtual reality. Two experiments were conducted, involving architects, design projects and real clients. In both experiments an architecture design project was presented using two different methods: i) the traditional method, ii) the immersive method, using virtual reality, viewed by means of a Head Mounted Display. The results were used to address the questions posed during the study regarding comprehension of architecture design projects. They confirmed the hypothesis that individuals who are not familiar with architectural representations have a better and more accurate perception of a project after viewing it using immersive virtual reality rather than looking at technical drawings, renders and scale models.info:eu-repo/semantics/publishedVersio

Complexity, design and culture: convergences for digital experiences

The design of digital experiences and sociotechnical solutions in the contemporary society is characterized by increasing complexity. More and more variables are present and unpredictable effects are observed. The complexity of systems calls for increased awareness and problem-solving abilities. In this survey, design in general, and design of the user experience in particular, is positioned in the scope of complexity. Moreover, the design reasoning and methods are framed by culturally determined factors and cognitive styles. This survey aims to converge complexity and complex problem solving, design of the user experience, and cultural variations, reviewing bodies of work to inspire and map interdependencies that shape future challenges in systems and experience design.info:eu-repo/semantics/publishedVersio

Investigating Human-Rare Historic Book Interaction among Young Adults

This paper reports on research conducted to improve understanding of human-rare historic book interaction as a necessary first step in order to design and develop physical-virtual renderings of rare books that provide integrated haptic, audio, olfactory, visual and cognitive human-rare book interaction for the public. Our synthesis of relevant literature proposes that current research and technology can be categorized according to five characteristics: expected users, content and content management, navigation, presentation, and interaction control. Our research investigates how young adults (novices) in northern Europe interact with a rare historic book and their reflections about their interaction. Results indicate that interaction engendered appreciation and curiosity regarding individual human behaviour and social practices, and regarding design and technology for novices. Interaction also had an affective impact, eliciting personal memories and emotions. Participants reported that interacting only visually with books or their representations would not have afforded the same results. The results suggest several design recommendations for future physical-virtual renderings of rare historic books

Children with Motor Impairments Play a Kinect Learning Game: First Findings from a Pilot Case in an Authentic Classroom Environment

This paper presents the first very positive findings from an empirical study about the effectiveness of the use of a Kinect learning game for children with gross motor skills problems and motor impairments. This game follows the principles of a newly presented approach, called Kinems, which advocates that special educators and therapists should use learning games that via embodied touchless interaction – thanks to the Microsoft Kinect camera- children with dyspraxia and other related disorders such as autism, Asperger's Syndrome, and Attention Deficit Disorder, can improve related skills. Several Kinems games have been proposed (http://www.kinems.com). These games are innovative and are played with hand and body gestures. Kinems suggests that games should be highly configurable so that a teacher can modify the settings (e.g. difficult level, time settings, etc.) for the individual needs of each child. Also, a teacher should have access to kinetic and learning analytics of the child’s interaction progress and achievements should be safely stored and vividly presented