Exploring Community Building with an Awareness Display

In this paper, we present a field trial of a pervasive system called Panorama that is aimed at supporting social awareness in work environments. Panorama is an intelligent situated display in the staff room of an academic department. It artistically represents non-critical user generated content such as images from holidays, conferences and other social gatherings, as well as textual messages on its display. It also captures images and videos from different public spaces of the department and streams them onto the Panorama screen, using appropriate abstraction techniques. We studied the use of Panorama for two weeks and observed how Panorama affected staff members’ social awareness and community building. We report that Panorama simulated curiosity and learning, initiated new interactions and provided a mechanism for cherishing old memories

The simultaneity of complementary conditions:re-integrating and balancing analogue and digital matter(s) in basic architectural education

The actual, globally established, general digital procedures in basic architectural education,producing well-behaved, seemingly attractive up-to-date projects, spaces and first general-researchon all scale levels, apparently present a certain growing amount of deficiencies. These limitations surface only gradually, as the state of things on overall extents is generally deemed satisfactory. Some skills, such as “old-fashioned” analogue drawing are gradually eased-out ofundergraduate curricula and overall modus-operandi, due to their apparent slow inefficiencies in regard to various digital media’s rapid readiness, malleability and unproblematic, quotidian availabilities. While this state of things is understandable, it nevertheless presents a definite challenge. The challenge of questioning how the assessment of conditions and especially their representation,is conducted, prior to contextual architectural action(s) of any kind

Playful by design: free play in a digital world

To change the world, you must first dream. So often, the digital world of children is stated in binaries – on or offline, good or bad actors, opportunity or harm – but the lived reality of children is much more complicated. Where on and off can be seamless and simultaneous, too much of a good thing can be bad, or something meant for one purpose can be hacked for another: sometimes with harmful outcomes, and sometimes joyous. It is with full understanding of this complicated context that Playful by Design® has been researched, developed and written

The telematic dress: Evolving garments and distributed proprioception in streaming media and fashion performance

Centered around several short films from streaming performances created in 2005, this paper explores new ideas for movement technologies and garment design in an arts and digital research context. The "telematic dress" project, developed at the DAP Lab in Nottingham, involves transdisciplinary intersections between fashion and live performance, interactive system architecture, electronic textiles, wearable technologies, choreography, and anthropology. The concept on an evolving garment design that is materialized (moved) in live performance originates from DAP Lab's experimentation with telematics and distributed media (http://art.ntu.ac. uk/performance_research/birringer/dap.htm] addressing "connective tissues" through a study of perception/proprioception in the wearer (tactile sensory processing) and the dancer/designer/viewer relationship. This study is conducted as cross-cultural communication with online performance partners in Europe, the US, Brazil and Japan. The inter-active space is predicated on transcultural questions: how does the movement with an evolving design and wearable interactive sensors travel, how does movement - and capturing of movement - allow the design to emerge toward a garment statement, and how are bodies-in-relation-to sensory fabrics affected by the multidimensional kinesthetics of a media-rich, responsive environment

Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy

The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills. Keywords: Early education, Edutainment, Internet of Toys (IoToys), Toy-based learning, Toy Literacy, Preschool-children, Transmedia Literacy </p

How play moves us: Toys, technologies, and mobility in a digital world

The 21st century has been described as the Century of Play. The change in current play is particularly noticeable when looking at technological developments. This thesis deals with the technologization, digitalization, and connectedness of play between 2010–2020. The research explores forms of contemporary play, playthings, and players in a time when digitalization and connectedness have extended to various tools and realms of play—devices, toys, games, apps, and mediated playful environments. At the heart of the research are playthings and technologies conceptualized here as play machines, players using these tools within their communities and contexts, and, due to technological change, play research that increasingly expands into digital and networked cultures. Interactive digital devices have made play ubiquitous, and this includes play activities related to toys, mobile technologies, digital cameras, smartphones, digital toys, social media, and social robotics. The purpose of the thesis is to increase the understanding of what the rapid technologization of play, or what is conceptualized in the thesis as the digital leap of play, means in terms of mobilizing the players physically, cognitively, and emotionally. The thesis opens up prospects for technology-enriched play by presenting a range of empirical studies interested in the mobilization tendencies of current digital devices, toys, and connected media cultures that inform and inspire contemporary play and players of different ages as a form of digital culture that unites players and generations. The assumption is that digital technology connected to modern play experiences can move players in physical, cognitive, and emotional terms. Through six qualitative case studies, the thesis proposes to answer the central question: “How has play moved human players of the Western world in 2010–2020 in terms of physical, cognitive, and emotional mobility/movement?” The sub-question inquires what kinds of digital play are encountered in interactions of people of different ages as part of technologically enhanced leisure, learning, and environments where play is increasingly happening with and through machines and social media platforms by asking: “How are the acts of play realized in each instance of digital play through technology use, and what are the functions of the play for the players in each study?” The thesis seeks to understand the nature and various aspects of the digital transformation of play and balance the prevailing negative assumptions with more positive and optimistic views on the effect of technology-oriented play on the lives of players of different ages. The scholarly contribution of the thesis is to generate new play knowledge: The publications included in the thesis highlight various play patterns and practices among children of preschool age, adults, and seniors who engage in digital play through the use of digital devices or digital toys, either solitarily or socially, as part of intergenerational play. The findings of the thesis illustrate how changes in the ecosystem of play (primarily made possible by developing mobile technology and social media) are linked to the opportunities for players to engage in creative play activities, their documentation, and their social sharing. The connections of evolving digital technology (for example, digital toys, social media networking, and social robotics) to play are diverse; mobile devices with and without screens are used as an extension of play to enrich the experiences and outcomes of play and to empower the players by allowing them to showcase their imagination, creativity, and ability to connect with peers and other player communities. The thesis concludes that contemporary technology embodied in digital devices and Internet-connected playthings as the play machines of 2010–2020 allows for the expansion of play into human and toy interactions that non-technological playthings would not support. Technological development thus expands the historical, digital-material, and narrative dimensions of play. Social, technology-supported play triggers cultural processes that also support intergenerational interaction in play. Consequently, this thesis suggests that 1) digital technology is a driver for societal changes that affect play, 2) digital technology is a mobilizer of players in a physical, cognitive, emotional, and social sense, and 3) digital technology is an enabling, empowering, and enriching resource for contemporary digital play

A hybrid digital parenting programme delivered within the Malaysian preschool system: protocol for a feasibility study of a small scale cluster randomised factorial trial

Background: Achieving Sustainable Development Goal 4, and in particular target 4.2, to ensure that all children have access to quality early childhood development, care and preprimary education so that they are ready for primary education, is far from being attained. COVID-19 further compromised progress by disrupting early education, reducing access to wellbeing resources, and increasing family violence. Evidence from low- and middle-income countries suggests in-person parenting interventions are effective at improving child learning and preventing violence. Scaling-up these programmes, however, is challenged because of resource constraints. Integrating digital and human-delivered intervention components is one potential solution to addressing these challenges. There is a need to understand the feasibility and the effectiveness of such interventions in low resource settings including Malaysia. Objectives: This study aims to determine the feasibility and the effectiveness of a digital parenting programme (Naungan Kasih) delivered with varying combinations of two components included to encourage engagement in Malaysia. The study is framed around the following objectives 1) to determine the recruitment, retention, and engagement rates in each intervention conditions; 2) to document implementation fidelity; 3) to explore programme acceptability among key stakeholders; 4) to estimate the costs of the intervention; and 5) to provide preliminary indications of the effectiveness of the different components. Methods: This ten week factorial cluster randomised trial compares ParentText, a chatbotled intervention that delivers parenting and violence prevention content to caregivers of preschool aged children, in combination with two engagement components 1) a WhatsApp support group, and 2) either one or two in-person sessions. The trial aims to recruit 160 primary and 160 secondary caregivers of children (aged between four and six years) from eight schools split equally across two states in Malaysia: Kuala Lumpur and Negeri Sembilan. Primary outcomes relate to the feasibility and acceptability of the intervention and its components, including recruitment, retention and engagement. Effectiveness outcomes include caregiver parenting practices, mental health and relationship quality, and child developmental and behavioural outcomes. The evaluation involves mixed methods research utilising quantitative surveys among caregivers, digitally tracked engagement data of caregivers’ usage of the digital intervention components, direct assessments of children, and focus group discussions with caregivers and key stakeholders of the preschool system. Results: Recruitment took place in December 2023. 208 parents were recruited at baseline: 151 primary caregivers, and 57 secondary caregivers. In January 2024, 168 parents enrolled in the programme. Results will be reported in the second half of 2024. Conclusions: This is the first factorial randomised trial to assess the feasibility of a hybrid human-digital playful parenting programme in Southeast Asia. The results of this study will inform a large-scale optimisation trial to establish the most effective, cost-effective, and scalable version of the intervention in Malaysia. Trial Registration: The trial was registered on the Open Science Framework on 5 December 2023 (https://doi.org/10.17605/OSF.IO/F32KY)