44,878 research outputs found

    Influencing interaction: Development of the design with intent method

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    Persuasive Technology has the potential to influence user behavior for social benefit, e.g. to reduce environmental impact, but designers are lacking guidance choosing among design techniques for influencing interaction. The Design with Intent Method, a ‘suggestion tool’ addressing this problem, is introduced in this paper, and applied to the briefs of reducing unnecessary household lighting use, and improving the efficiency of printing, primarily to evaluate the method’s usability and guide the direction of its development. The trial demonstrates that the DwI Method is quick to apply and leads to a range of relevant design concepts. With development, the DwI Method could be a useful tool for designers working on influencing user behavior

    The design with intent method: A design tool for influencing user behaviour

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    The official published version can be found at the link below.Using product and system design to influence user behaviour offers potential for improving performance and reducing user error, yet little guidance is available at the concept generation stage for design teams briefed with influencing user behaviour. This article presents the Design with Intent Method, an innovation tool for designers working in this area, illustrated via application to an everyday human–technology interaction problem: reducing the likelihood of a customer leaving his or her card in an automatic teller machine. The example application results in a range of feasible design concepts which are comparable to existing developments in ATM design, demonstrating that the method has potential for development and application as part of a user-centred design process

    Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

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    "This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

    Choice architecture and design with intent

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    Motivation – Choice architecture (Thaler & Sunstein, 2008) is a phrase of the moment among politicians and economists seeking to influence public behaviour, but the relevance of the concept to designers has received little attention. This paper places choice architecture within the context of Design with Intent—design intended to influence user behaviour. Research approach – The concepts are introduced and choice architecture is deconstructed. Findings/Design – Affordances and Simon’s behavioural model (1955) help understand choice architecture in more detail. Research limitations/Implications – This is only a very brief, limited foray into what choice architecture is. Originality/Value – User behaviour can be a major determinant of product efficiency: user decisions can contribute significantly to environmental impacts. Understanding the reasons behind them, a range of design techniques can be identified to help users towards more efficient interactions. Take away message – The intended outcome is a useful design method for helping users use things more efficiently

    A Social-Centred Gamification Approach to Improve Household Water Use Efficiency

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    The research community is showing a growing interest in gamification and there are works showing the usefulness of gamification in different problem domains. Recently, a special interest has been given to the gamification design on systems addressing natural resource consumption issues such as to encourage efficient household water consumption. Despite the potential benefits, the gamification design method for such system is not conclusive. In this paper, we proposed a social-centred gamification approach to improve household water use efficiency. The approach firstly identified the water use related social network activities based upon existing popular social network activities. The approach then gamified each identified activity in terms of traditional instruments for improving water use efficiency and gamification rewards. The approach also used a set of indicators to explicitly detect and monitor both online social network activities and offline water use activities. With this approach the gamification effectiveness can be better traced and evaluated.ISS-EWATUS, Integrated Support System for Efficient Water Usage and Resources Management, FP7 project (grant no. 619228), funded by the European Communit

    Wattsup? Motivating reductions in domestic energy consumption using social networks

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    This paper reports on the design, deployment and evaluation of “Wattsup”, an innovative application which displays live autonomously logged data from the Wattson energy monitor, allowing users to compare domestic energy consumption on Facebook. Discussions and sketches from a workshop with Facebook users were used to develop a final design implemented using the Facebook API. Wattson energy monitors and the Wattsup app were deployed and trialled in eight homes over an eighteen day period in two conditions. In the first condition participants could only access their personal energy data, whilst in the second they could access each others’ data to make comparisons. A significant reduction in energy was observed in the socially enabled condition. Comments on discussion boards and semi-structured interviews with the participants indicated that the element of competition helped motivate energy savings. The paper argues that socially-mediated banter and competition made for a more enjoyable user experience

    There's a monster in my kitchen: using aversive feedback to motivate behaviour change

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    In this paper we argue that “persuasive technologies,” developed to motivate behaviour change in users, have so far failed to exploit the established body of empirical research within behavioural science. We propose that persuasive technologies may benefit from both adapting to individual preferences, and a constructive use of aversive, in addition to appetitive, feedback. We detail an example application that demonstrates how this approach can be incorporated into an application designed to train users to adopt more environmentally friendly behaviours in their domestic kitchens

    Persuasive Technology for Learning in Business Context

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    "Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.
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