Playful Collaborative Exploration: New Research Practice in Participatory Design

Within the Participatory Design community as well as the Computer Supported Cooperative Work tradition, a lot of effort has been put into the question of letting field studies inform design. In this paper, we describe how game-like approaches can be used as a way of exploring a practice from a design point of view. Thinking of ethnographic fieldwork as a base for sketching, rather than descriptions, creates openness that invites collaborative authoring. The concept of playful collaborative exploration suggests certain ways of interacting with material from field studies so that it becomes a design material for an open-ended design process. We have carried out field studies, transformed the field material into design material, and set up a design game for working with it together with the people we followed in the field. The design game builds on an idea about the power of narratives and the benefits of constraining rules. We believe that this framework for collaboration opens for playfulness, experimentation, and new design ideas

Creative idea exploration within the structure of a guiding framework : the card brainstorming game

I present a card brainstorming exercise that transforms a conceptual tangible interaction framework into a tool for creative dialogue and discuss the experiences made in using it. Ten sessions with this card game demonstrate the frameworks' versatility and utility. Observation and participant feedback highlight the value of a provocative question format and of the metaphor of a card game

Proceedings of the 1st International Conference on Live Coding

Open Access peer reviewed papers on live coding published at the 1st International Conference on Live Coding (ICLC) in Leeds

ManneqKit Cards:A Kinesthetic Empathic Design Tool Communicating Depression Experiences

While depression is a mood disorder with significant societal impact, the experiences of people living with depression are yet not easy to access. HCI’s tenet to understand users, particularly addressed by the empathic design approach, has prioritized verbal communication of such experiences. We introduce ManneqKit, a kinesthetic empathic design tool consisting of 15 cards with bodily postures and vignettes leveraging the nonverbal aspects of depression experiences. We report ManneqKit’s co-design with 10 therapists, its piloting with 4 therapists and 10 non-therapists, and evaluation through design workshops with 9 interaction designers. Findings indicate cards’ ability to elicit non-therapists’ increased empathy, and richer emotional depictions when compared to text-based description of depression symptoms. We discuss the value of these findings for interaction design in supporting richer understanding of vulnerable users experiencing depression, for more sensitive conceptual designs in the ideation stage, and more nuanced ethical values underpinning the overall design process

Tabletop Tangible Interfaces for Music Performance: Design and Evaluation

This thesis investigates a new generation of collaborative systems: tabletop tangible interfaces (TTIs) for music performance or musical tabletops. Musical tabletops are designed for professional musical performance, as well as for casual interaction in public settings. These systems support co-located collaboration, offered by a shared interface. However, we still know little about their challenges and opportunities for collaborative musical practice: in particular, how to best support beginners or experts or both. This thesis explores the nature of collaboration on TTIs for music performance between beginners, experts, or both. Empirical work was done in two stages: 1) an exploratory stage; and 2) an experimental stage. In the exploratory stage we studied the Reactable, a commercial musical tabletop designed for beginners and experts. In particular, we explored its use in two environments: a multi-session study with expert musicians in a casual lab setting; and a field study with casual visitors in a science centre. In the experimental stage we conducted a controlled experiment for mixed groups using a bespoke musical tabletop interface, SoundXY4. The design of this study was informed by the previous stage about a need to support better real-time awareness of the group activity (workspace awareness) in early interactions. For the three studies, groups musical improvisation was video-captured unobtrusively with the aim of understanding natural uses during group musical practice. Rich video data was carefully analysed focusing on the nature of social interaction and how workspace awareness was manifested. The findings suggest that musical tabletops can support peer learning during multiple sessions; fluid between-group social interaction in public settings; and a democratic and ecological approach to music performance. The findings also point to how workspace awareness can be enhanced in early interactions with TTIs using auditory feedback with ambisonics spatialisation. The thesis concludes with theoretical, methodological, and practical implications for future research in New Interfaces for Musical Expression (NIME), tabletop studies, and Human-Computer Interaction (HCI)

All in the Family: Exploring Design Personas of Systems for Remote Communication with Preschoolers

Although there have been recent advances in remote communication technologies that foster connectedness and intimacy over a distance, systems designed for communicating with preliterate preschoolers—a desired use case—are not yet prevalent, nor are there clear guidelines for their design. We conducted a mixed-methods study to characterize the current practices, goals, and needs of people who wish to use remote communication systems with young children. We present quantitative and qualitative findings on the motivations for communicating, the habits, activities, and patterns that have been established, and the barriers and concerns faced. We synthesized these findings into four design personas that describe the desired functionality and requirements of systems to support remote communication with preschoolers. For each persona, we systematically evaluated 60 research-based systems based on the extent to which each persona’s requirements were covered, demonstrating that none of the personas were greatly satisfied with the available tools

Designing Hybrid Interactions through an Understanding of the Affordances of Physical and Digital Technologies

Two recent technological advances have extended the diversity of domains and social contexts of Human-Computer Interaction: the embedding of computing capabilities into physical hand-held objects, and the emergence of large interactive surfaces, such as tabletops and wall boards. Both interactive surfaces and small computational devices usually allow for direct and space-multiplex input, i.e., for the spatial coincidence of physical action and digital output, in multiple points simultaneously. Such a powerful combination opens novel opportunities for the design of what are considered as hybrid interactions in this work. This thesis explores the affordances of physical interaction as resources for interface design of such hybrid interactions. The hybrid systems that are elaborated in this work are envisioned to support specific social and physical contexts, such as collaborative cooking in a domestic kitchen, or collaborative creativity in a design process. In particular, different aspects of physicality characteristic of those specific domains are explored, with the aim of promoting skill transfer across domains. irst, different approaches to the design of space-multiplex, function-specific interfaces are considered and investigated. Such design approaches build on related work on Graspable User Interfaces and extend the design space to direct touch interfaces such as touch-sensitive surfaces, in different sizes and orientations (i.e., tablets, interactive tabletops, and walls). These approaches are instantiated in the design of several experience prototypes: These are evaluated in different settings to assess the contextual implications of integrating aspects of physicality in the design of the interface. Such implications are observed both at the pragmatic level of interaction (i.e., patterns of users' behaviors on first contact with the interface), as well as on user' subjective response. The results indicate that the context of interaction affects the perception of the affordances of the system, and that some qualities of physicality such as the 3D space of manipulation and relative haptic feedback can affect the feeling of engagement and control. Building on these findings, two controlled studies are conducted to observe more systematically the implications of integrating some of the qualities of physical interaction into the design of hybrid ones. The results indicate that, despite the fact that several aspects of physical interaction are mimicked in the interface, the interaction with digital media is quite different and seems to reveal existing mental models and expectations resulting from previous experience with the WIMP paradigm on the desktop PC

Developing creativity in exceptional young dancers: An investigation of the Dance4 Centre for Advanced Training (CAT) programme

This research study is an investigation on the development of creativity in dance training for exceptional young dancers in the UK. The aim for this research is to articulate how creativity is conceptualised in dance training and to provide insight into how creativity might be further nurtured. The Dance4 Centre for Advanced Training (CAT) programme, a pre-vocational training programme for young dance talents aged 11-18 in the East Midlands, is the primary field of study. Through an ethnographically informed approach to dance studies, this qualitative research provides a multi-dimensional narrative. As the researcher, I take on the role of both a non-participatory observer as well as an active dance teacher in the programme, allowing for the teaching and learning of dance at Dance4 CAT to be examined from both the periphery as well as within. The notion of modalities of learning is proposed as a new approach in conceptualising how learning is achieved in dance training. In order to capture findings from the ethnographic field, the Replication-Discovery Model of Creativity in Dance Learning is devised to illustrate the relationship between pedagogic intent, modalities of learning and creativity. Through investigation, reflection and development of pedagogical practices and curriculum design, this research aims to contribute to the future development of the Dance4 CAT programme as well as training for exceptional talents in dance both nationally and internationally. This study argues for dance training that embraces the integration of multiplicities stemming from the agency of young dancers as a possible way of nurturing creativity