Who says personas can't dance?:The use of comic strips to design information security personas

This paper presents comic strips as an approach to align personas and narrative scenarios; the resulting visual artifact was tested with information security practitioners, who often struggle with wider engagement. It offers ways in which different professional roles can work together to share understanding of complex topics such as information security. It also offers user-centered design practitioners a way to reflect on, and participate with, user research data

SketchingDIS:Hand-drawn Sketching in HCI

Hand-drawn sketches can be an easy way for HCI researchers to communicate and express ideas, as well as to document, explore and communicate concepts between the researcher and user, collaborator, manager or client. These sketches are fast, lightweight, easy to create, and -- by varying their fidelity -- they can be used in all stages of the HCI research and design process. Here, we aim to explore themes around sketching in HCI with the aim of producing tangible outputs in the form of visual records, articles and papers that review and promote this technique in HCI as a field: 'SketchingDIS: Hand-drawn sketching in HCI' SketchingDIS.wordpress.com, a one-day workshop will bring together researchers from various disciplines that have incorporated hand-drawn sketching into their everyday research practice, to share knowledge and methodologies, generate ideas, practice collaborative sketching, and to discuss the future of hand-drawn sketching in HCI and DIS itself

A Tactile Visual Library To Support User Experience Storytelling

This paper presents an adult visual narrative stimulus (tactile visual library) that supports the reduction of physical distance between the user-centred design practitioner (maker of the visual narrative artefact) and the user narrative. Two user experience storytelling sessions were conducted involving adult participants, within a community centre in the United Kingdom, who identified themselves as community centre workers or community centre users. A tactile visual library was used to support the production of current experience comic strips, a previously developed instrument that prompts adult visual narrative production. This paper discusses the design philosophy and role of the tactile visual library and presents the method developed to rigorously analyse, verify and display adult user narratives

Exploring the outcomes of engagement with arts-based learning for adults with learning disabilities: A participatory action research project

This research aims to explore the arts-based learning experiences of adults with learning disabilities. A range of environmental, social, and institutional barriers can reduce access to lifelong learning for this community. Inclusive approaches to learning, including arts-based activities, may reduce barriers to learning opportunities. However, the arts-based learning experiences of adults with learning disabilities are relatively unexplored. This project seeks to explore the creative learning experiences of adults with learning disabilities and in doing so, identify the outcomes of engaging with such learning in adulthood for this community. The present research utilises a Participatory Action Research (PAR) approach. Seven adults with learning disabilities who attend Purple Patch Arts (a Yorkshire-based charity providing creative lifelong learning experiences for adults with learning disabilities/autistic people) were recruited and trained as co-researchers for this project. Now known as the Purple Research Group (PRG), co-researchers were actively involved in the design, implementation and dissemination of the research. This thesis outlines three themed cycles of research, which were chosen in collaboration with the PRG: ‘People’, ‘Arts and Variety’, and ‘Accessibility and Support’. Each theme employs a range of arts-based, co-produced and adapted research methods to explore the PRG’s experiences of arts-based learning at Purple Patch Arts. Data were analysed utilising an adapted approach to thematic analysis. The findings demonstrate the wide-ranging outcomes of engagement with arts-based learning for adults with learning disabilities and the underlying mechanisms that support these outcomes. These include: the creation of a safe space, freedom within structure, supporting learners to reach their maximum effort, valuing participant voice and varied approaches to learning. The PRG’s and the university researcher’s reflections concerning their engagement in the project are also presented to demonstrate the outcomes of involvement in PAR for researchers with and without learning disabilities. Suggestions for future research in this field, alongside practical recommendations for participatory researchers, inclusive learning organisations and the research sector, are proposed