New sociotechnical insights in interaction design

New challenges are facing interaction design. On one hand because of advances in technology – pervasive, ubiquitous, multimodal and adaptive computing – are changing the nature of interaction. On the other, web 2.0, massive multiplayer games and collaboration software extends the boundaries of HCI to deal with interaction in settings of remote communication and collaboration. The aim of this workshop is to provide a forum for HCI practitioners and researchers interested in knowledge from the social sciences to discuss how sociotechnical insights can be used to inform interaction design, and more generally how social science methods and theories can help to enrich the conceptual framework of systems development and participatory design. Position papers submissions are invited to address key aspects of current research and practical case studies

The Change Laboratory in Higher Education:research-intervention using activity theory

In this chapter we discuss the Change Laboratory as an intervention-research methodology in higher education. We trace its theoretical origins in dialectical-materialism and activity theory, consider the recommendations made by its main proponents, and discuss its use in a range of higher education settings. We suggest that the Change Laboratory offers considerable potential for higher education research, though tensions between Change Laboratory design recommendations and typical higher education contexts require consideration

Getting it right: a model for compliance assessment

Compliance is important for organisations but models and tools to aid understanding of compliance behaviour is limited. This paper argues that the understanding of the interaction between subjects and objects and their intention to comply with requirements of rules and regulations may be a predictor of compliance behaviour. Thus, a Conceptual Compliance Assessment Model (CAM) is developed by extension of Technology Acceptance Model and Activity theory for assessment of compliance behaviour. Data collected and evaluated showed that the awareness and understanding of the mediational tool is critical in realizing the outcome. It also showed that other factors like the perceived usefulness, perceived ease of use, the community and the management set up also affected compliance behaviour. Essentially, the use of CAM will be useful in assessing the compliance activities of subjects which may aid in formulation of behaviour support systems to improve compliance behaviour

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity

Evaluation of Interventions in Blended Learning Using a Communication Skills Serious Game

Serious games often employ a scripted dialogue for player interaction with a virtual character. In our serious game Communicate, a domain expert develops a structured, scripted scenario as a sequence of potential interactions in an authoring tool. A player is often a student learning communication skills and a virtual character represents a person that a student talks to. In the original version of Communicate, a player `converses' with a virtual character by clicking on one of the multiple statement options. Since 2018, we perform blended learning sessions for final year computer science students using Communicate. Our goal is to improve these sessions and in this paper, we apply the action research method over three semesters to iteratively improve these blended learning sessions. In the first semester, our baseline, we conduct sessions where students play a scenario in multiple choice format. In the second semester, we enhance Communicate by enabling a student to enter open text input in an improved scenario. In the third semester, we enhance a session by incorporating peer teaching. Students fill in an evaluation survey after a session and we compare the evaluation of students from the three semesters. Results show that student ratings are significantly higher in sessions incorporating peer teaching compared to the baseline

What Do Audiences Want from a Public Art Gallery in the Digital Age?

This paper outlines the human-centred design approach taken to create a new analytical framework to understand audiences and establish themes, patterns and behaviours at MOSTYN, a public contemporary art gallery in Llandudno, North Wales. Wrexham Glyndwr University PhD student Clare Harding collaborated with Dr Adrian Gradinar, and Dr Mark Lochrie from Media Innovation Studio, University of Central Lancashire, to test the conceptual framework with the EDGE (Experiential Display to Generate Engagement) research project that secured Innovate UK and the Arts Council of Wales funding. EDGE applied a Human Centred Design process to MOSTYN, Wales’ foremost contemporary Art Gallery MOSTYN to investigate audience expectations of a public art gallery in the digital age. EDGE was designed to help MOSTYN define their purpose as a public art gallery in the face of rapidly developing, culturally competing technologies. Phase one of the project used design thinking and iterative processes to explore new and authentic ways in which MOSTYN can co-design their visitor experience with audiences. Phase two, from April 2019, will use findings to build a digital interface within the gallery to create an interactive exhibition of digital art. This will be accompanied by a six-month engagement programme to build links with new audiences and up-skill both the general public and regional artists. The scope and limitation of the research as identified so far are discussed with a focus on how human-centred design approaches were used to create a new analytical framework. The testing of lo-fi prototypes will be discussed within the gallery setting and the insights uncovered by deployment of the framework, tools and MOSTYN’s engagement programme with a critical review of the methodological approach used and findings to date

Innovation for an inclusive future

This workshop will focus on setting the agenda for research, practice and policy in support of inclusive design for third generation computer-based products. The next generation of technology represents an unprecedented opportunity to improve the quality of life for groups of users who have previously faced exclusion, such as those with impairments and older citizens. At the same time it risks creating a greater digital divide and further exclusion. How we approach design for this new generation will determine whether or not the third wave will provide positive advances towards an inclusive digital world. We therefore need to put forward both a rationale for inclusive design and provide pointers towards technical development and design practice in support of inclusion. It is our belief that there is not only a strong moral case for design for inclusion but also significant commercial incentive, which may be key to persuading influential players to focus on inclusion. Therefore one of our key objectives is to describe and promote the advantages of designing ‘in from the edges’ of the user population rather than designing for a notional ‘average’ user