A Novel Visualization Tool for Evaluating Medication Side-Effects in Multi-drug Regimens

The evaluation and management of medication side-effects is a common and complex task for physicians. Information visualization has the potential to increase the efficiency and reduce the cognitive load involved in this process. We describe the design and development of Rxplore, a novel tool for assessing medication side-effects. Rxplore supports simultaneous lookup of multiple medications and an intuitive visual representation of query results. In a pilot study of Rxplore’s usability and utility, physicians rated the system highly for efficiency, intuitiveness, and clinical value

A Process for Co-Designing Educational Technology Systems for Refugee Children

There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children

Equal opportunities: Do shareable interfaces promote more group participation than single users displays?

Computers designed for single use are often appropriated suboptimally when used by small colocated groups working together. Our research investigates whether shareable interfaces–that are designed for more than one user to inter-act with–can facilitate more equitable participation in colocated group settings compared with single user displays. We present a conceptual framework that characterizes Shared Information Spaces (SISs) in terms of how they constrain and invite participation using different entry points. An experiment was conducted that compared three different SISs: a physical-digital set-up (least constrained), a multitouch tabletop (medium), and a laptop display (most constrained). Statistical analyses showed there to be little difference in participation levels between the three conditions other than a predictable lack of equity of control over the interface in the laptop condition. However, detailed qualitative analyses revealed more equitable participation took place in the physical-digital condition in terms of verbal utterances over time. Those who spoke the least contributed most to the physical design task. The findings are discussed in relation to the conceptual framework and, more generally, in terms of how to select, design, and combine different display technologies to support collaborative activities

A conceptual framework for mixed reality environments: designing novel learning activities for young children

How do we conceptualise and design mixed reality environments (MREs)? Here we describe a first pass at a conceptual framework and use it to inform the design of different kinds of activities for children to experiment with. Our aim was to investigate how different MRE set-ups affected children’s exploratory behaviour and their understanding of them. The familiar activity of colour mixing was used; different set-ups were provided, where paint or light colours could be mixed, by using either physical tools, digital tools or a combination of these. The findings of our study showed that novel mixes of physical and digital ‘transforms’ engendered much exploration and reflection

Explaining external cognition for designing and engineering interactivity (Eco-I)

SIGLEAvailable from British Library Document Supply Centre-DSC:3739.0604(L127251033) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Things aren't what they seem to be: Innovation through technology inspiration

How does designing for novel experiences with largely untried technologies get its inspiration? Here we report on a project whose goal was to promote learning through novel, playful visions of technologies. To this end, we experimented with a diversity of ambient and pervasive technologies to inspire and drive our design. Working as a large multi-disciplinary group of researchers and designers we developed novel and imaginative experiences for children. To crystallise our ideas we designed, implemented and experimented with a mixed reality adventure game, where children had to hunt an elusive, virtual creature called the Snark, in a large interactive environment. We describe our experiences, reflecting on the process of design inspiration in an area where so much remains unknow

Foundations of Cognitive Support: Toward Abstract Patterns of Usefulness

Computer tools for cognitively challenging activities are considered useful, to a great extent, because of the support that they provide for human thinking and problem solving. To analyze, specify, and design cognitive support, a suitable analytic framework is required. Theories of "distributed cognition" have been offered as potentially suitable frameworks, but they have generally failed to plainly articulate comprehensive theories of cognitive support. This paper seeks to clarify the intellectual foundations for studying and designing cognitive support, and aims to put them in a form suitable for design. A framework called RODS is described as a type of minimal, lightweight intellectual toolkit. Its main aim is to allow analysts to think in high-level cognition-support terms rather than be overwhelmed by task- and technology-specific implementation details. Framing usefulness in terms of cognitive support makes it possible to define abstract patterns of what makes tools "good". Implications are drawn for how the framework may be used for the design of tools in cognitively challenging work domains