Designing for frustration and disputes in the family car

This article appears with the express permission of the publisher, IGI Global.Families spend an increasing amount of time in the car carrying out a number of activities including driving to work, caring for children and co-ordinating drop-offs and pickups. While families travelling in cars may face stress from difficult road conditions, they are also likely to be frustrated by coordinating a number of activities and resolving disputes within the confined space of car. A rising number of in-car infotainment and driver-assistance systems aim to help reduce the stress from outside the vehicle and improve the experience of driving but may fail to address sources of stress from within the car. From ethnographic studies of family car journeys, we examine the work of parents in managing multiple stresses while driving, along with the challenges of distractions from media use in the car. Keeping these family extracts as a focus for analysis, we draw out some design considerations that help build on the observations from our empirical work.Microsoft Research and the Dorothy Hodgkin Awar

Factors determining patients’ intentions to use point-of-care testing medical devices for self-monitoring: The case of international normalised ratio self-testing

This is an Open Access article which permits unrestricted noncommercial use, provided the original work is properly cited. - Copyright @ 2012 Dove Medical Press LtdThis article has been made available through the Brunel Open Access Publishing Fund.Purpose: To identify factors that determine patients' intentions to use point-of-care medical devices, ie, portable coagulometer devices for self-testing of the international normalized ratio (INR) required for ongoing monitoring of blood-coagulation intensity among patients on long-term oral anticoagulation therapy with vitamin K antagonists, eg, warfarin. Methods: A cross-sectional study that applied the technology-acceptance model through a self-completed questionnaire, which was administered to a convenience sample of 125 outpatients attending outpatient anticoagulation services at a district general hospital in London, UK. Data were analyzed using descriptive statistics, factor analyses, and structural equation modeling. Results: The participants were mainly male (64%) and aged ≥ 71 years (60%). All these patients were attending the hospital outpatient anticoagulation clinic for INR testing; only two patients were currently using INR self-testing, 84% of patients had no knowledge about INR self-testing using a portable coagulometer device, and 96% of patients were never offered the option of the INR self-testing. A significant structural equation model explaining 79% of the variance in patients’ intentions to use INR self-testing was observed. The significant predictors that directly affected patients' intention to use INR self-testing were the perception of technology (β = 0.92, P < 0.001), trust in doctor (β = −0.24, P = 0.028), and affordability (β = 0.15, P = 0.016). In addition, the perception of technology was significantly affected by trust in doctor (β = 0.43, P = 0.002), age (β = −0.32, P < 0.001), and affordability (β = 0.23, P = 0.013); thereby, the intention to use INR self-testing was indirectly affected by trust in doctor (β = 0.40), age (β = −0.29), and affordability (β = 0.21) via the perception of technology. Conclusion: Patients’ intentions to use portable coagulometers for INR self-testing are affected by patients' perceptions about the INR testing device, the cost of device, trust in doctors/clinicians, and the age of the patient, which need to be considered prior to any intervention involving INR self-testing by patients. Manufacturers should focus on increasing the affordability of INR testing devices for patients’ self-testing and on the potential role of medical practitioners in supporting use of these medical devices as patients move from hospital to home testing.This study is funded by the Multidisciplinary Assessment of Technology Centre for Healthcare (MATCH) program (EPSRC grant EP/GO12393/1)

Mobilising teacher education: a study of a professional learning community

This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices

Using activity-oriented design methods (AODM) to investigatemobile learning

The past few years have witnessed significant interest and developments in researching mobile learning, with a lot of important contributions being made towards understanding and defining mobile learning. However, current research efforts are being redirected towards a new agenda to establish appropriate methods for investigating mobile learning, as this book testifies. This chapter contributes to this research effort by articulating how to adapt Activity-Oriented Design Methods (AODM – see Mwanza, 2002) for use in mobile learning research

Low-fi skin vision: A case study in rapid prototyping a sensory substitution system

We describe the design process we have used to develop a minimal, twenty vibration motor Tactile Vision Sensory Substitution (TVSS) system which enables blind-folded subjects to successfully track and bat a rolling ball and thereby experience 'skin vision'. We have employed a low-fi rapid prototyping approach to build this system and argue that this methodology is particularly effective for building embedded interactive systems. We support this argument in two ways. First, by drawing on theoretical insights from robotics, a discipline that also has to deal with the challenge of building complex embedded systems that interact with their environments; second, by using the development of our TVSS as a case study: describing the series of prototypes that led to our successful design and highlighting what we learnt at each stage

Investigating the success factors of expert users to inform device development

Objective: Expert user testing is a well recognised tool within user experience and human computer interaction design. Within the domain of assistive technology device design, however, this technique seems to be little used. It is suggested that studying the success factors of expert assistive technology device users may provide a valuable source of data to inform development of assistive technology devices. This paper presents an example of this technique, within the context of a number of studies carried out by the authors, using the example of preliminary data from a study informing the development of an innovative Augmentative and Alternative Communication (AAC) device. Main Content: The paper presents a qualitative study whose objective was to influence the design and further development of an innovative voice-input voice-output communication aid (Vivoca) which has previously reached proof-of-concept stage. The Vivoca device is designed for people with dysarthria and this dictates a number of specific constraints and considerations. In order to understand how Vivoca could be designed to be used successfully by people with dysarthria, this study aimed to identify the factors associated with expert users' successful use of current AAC devices. In order to allow comparison, the study included users with some understandable speech and also those with no understandable speech. The study procedure was designed to provide a profile of participants' communication methods and to identify the factors that participants felt made their communication successful. Results: Preliminary results from the study (currently underway) are presented, including a qualitative analysis of interview data, and data profiling participants' communication methods and context. Initial data has highlighted the very specific requirements for a communication aid design for people with some understandable speech. Conclusion: Study of expert users may provide an effective tool to help inform assistive technology device development

Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure

Mobile devices have become commonplace tools, yet little is known about how individuals use them in their teaching, learning, work, and leisure. We report on an investigation into personal mobile device use by students and alumni from the global master's degree in online and distance education offered by the Institute of Educational Technology at the Open University (UK). The study identified various types of activity undertaken, and focused on emerging issues in relation to innovative practices. Participants described their uses of four types of device, the frequency of specific uses, and their views on the attractions and disadvantages of mobile learning. The chapter is intended to inform those who are interested in the potential of mobile learning, designing learning for a specific type of device, or who own a mobile device and are simply looking to make better use of it in the future

Mobile language learning now and in the future

The widespread ownership of mobile devices such as cellphones, personal media players, personal digital assistants (PDAs), smartphones and wireless laptops means that ‘mobile learning’ is no longer in the preserve of technical experts and researchers with specialist knowledge. Teachers and learners have begun to integrate mobile technologies into everyday practices and there is evidence of efforts to invent exciting new scenarios of use. Language learning is one of the disciplines that looks set to benefit from these developments. Learners can make good use of the facilities to record and to listen to audio at any time, supported by the rising availability of podcasts and the ‘always on’ characteristics of portable devices which encourage spontaneous interactions. Mobile learning promises to deliver closer integration of language learning with everyday communication needs and cultural experiences

The urban screen as a socialising platform: exploring the role of place within the urban space

In this paper we explore shared encounters mediated by technologies in the urban space. We investigate aspects that influence the interactions between people and people and people and their surroundings when technology is introduced in the urban space. We highlight the importance of space and the role of place in providing temporal and spatial mechanisms facilitating different types of social interactions and shared encounters. An emperical experiment was condeucted with a prototype that was implemented in the form of a digital screen, embeded in the physical surrounding in selected locations with low, medium and high pedestrian flows in the heritage City of Bath, UK. The aim is to create a novel urban experience that triggers shared encounters among friends, observers or strangers. Using the body as an interaface, the screen acted as a non-traditional interface and a facilitator between people and people and people and their surrounding environment. Here we outline early findings from deploying the digital screen as a socialiasing platform in a city context. We describe the user experience and demonstrate how people move, congregate and socialize around the digital surface. We illustrate the impact of the spatial and syntactical properties on the type of shared interactions in and highlight related issues. The initial findings indicated that introducing a digital platform as a public interactive installation in the urban space may provide a stage for emergent social interactions among various people and motivate users to actively and collaboratively play with the media. However, situating the digital platform in various locations, and depending on the context, might generate diverse and unpredicted social behaviours designers might be unaware of. In this respect we believe that the final experience is shaped by interconnection of structural, social, cultural, temporal and perhaps personal elements. We conclude by mentioning briefly our on going work

The New Podagogy : Incorporating Podcasting into Journalism Education

This report documents the results of a pilot study of the use of podcasting technology in a lower division course at the University of Oregon School of Journalism and Communication. Based on a survey of 209 undergraduate students, the study reports high levels of usage and satisfaction with content and delivery, and suggests the technology added value to class content for students