Bridging Serious Games and Participatory Design

Participatory design (PD) has become widely popular within the interaction design community, but to date has had little influence within serious game design processes. We argue that serious game design complicates the notion of involving users as co-designers, as serious game designers must be fluent with both domain content and game design. In this paper, we share our experiences of using PD during the design process of a serious game. We present observations stemming from attempts to apply the existing PD methods of brainstorming and storyboarding. Reflecting on the shortcomings of these methods, we go on to propose a novel PD method that leverages two fundamental qualities of serious games–domain expertise and procedurality–to scaffold players’ existing knowledge and make co-design of serious games an attainable goal

The role of shame, guilt and embarrassment in online social dilemmas

The self-conscious emotions of shame, guilt and embarrassment are known for regulating human societies by (1) encouraging the wrongdoer to further comply and (2) extending reparation to the one damaged. Self-awareness is a requisite for the experience of self-conscious emotions. In this paper, we hypothesise that low self-awareness online deprives an offender of the emotional consequences that usually follow a norm violation. Therefore, the aforementioned pro-social benefits of self-conscious emotions are not made possible. We test this hypothesis in a study during which online offenders were assigned to either high or low self-awareness conditions. The results show that high self-aware participants, in contrast to low self-aware participants, experience more self-conscious emotions, collaborate more when given a second opportunity and apologise more frequently

A Multiscale Model to Investigate Circadian Rhythmicity of Pacemaker Neurons in the Suprachiasmatic Nucleus

The suprachiasmatic nucleus (SCN) of the hypothalamus is a multicellular system that drives daily rhythms in mammalian behavior and physiology. Although the gene regulatory network that produces daily oscillations within individual neurons is well characterized, less is known about the electrophysiology of the SCN cells and how firing rate correlates with circadian gene expression. We developed a firing rate code model to incorporate known electrophysiological properties of SCN pacemaker cells, including circadian dependent changes in membrane voltage and ion conductances. Calcium dynamics were included in the model as the putative link between electrical firing and gene expression. Individual ion currents exhibited oscillatory patterns matching experimental data both in current levels and phase relationships. VIP and GABA neurotransmitters, which encode synaptic signals across the SCN, were found to play critical roles in daily oscillations of membrane excitability and gene expression. Blocking various mechanisms of intracellular calcium accumulation by simulated pharmacological agents (nimodipine, IP3- and ryanodine-blockers) reproduced experimentally observed trends in firing rate dynamics and core-clock gene transcription. The intracellular calcium concentration was shown to regulate diverse circadian processes such as firing frequency, gene expression and system periodicity. The model predicted a direct relationship between firing frequency and gene expression amplitudes, demonstrated the importance of intracellular pathways for single cell behavior and provided a novel multiscale framework which captured characteristics of the SCN at both the electrophysiological and gene regulatory levels

Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology Adoption

School-driven technological innovation has the potential to positively impact on classroom practice, yet it can also be disrupted by incompatibilities between the existing school ecology and new educational technologies. To help mitigate this disruption a particular staff member often takes on a facilitative leadership role to champion new technology initiatives. However little is known about how this technology leader role impacts on the adoption of new technologies in the classroom. Taking a situated lens, we embarked on a multiple case study of four schools who were aiming to adopt a new literacy game in the classroom. Through interviews with technology leaders and fieldnotes from our site observations, we systematically analysed their actions and concerns over two academic terms. This highlighted an overwhelming concern with managing the material dimension of the technology, teacher agency and division of labour and mechanisms for communication and monitoring. Our findings raise important considerations for HCI researchers seeking to embed their technologies into practice alongside recommendations for supporting leaders tasked with coordinating this process

Leading by example: Exploring the influence of design examples on children’s creative ideation

Creative ideation is integral to the design process; to be considered creative an idea must be deemed both novel and appropriate. Design examples are often provided to inspire creativity but may also constrain designers’ imaginations (design fixation), a phenomenon observed during children’s ideation in participatory design (PD). This paper addresses a gap in the literature by empirically investigating this phenomenon through an exploratory case study of two game narrative design workshops involving 37 children. Children’s design ideas from these workshops were systematically coded by two researchers following a deductive content analysis approach and inter-rater reliability was established. Our findings show that utilising design examples can ensure appropriateness (i.e. narrative relevance and coherence), and albeit some design fixation more often facilitates the creative process by enabling existing ideas to be recycled and combined with novel ideas. This research contributes potential methodological adaptations to better foster children’s creativity during PD

Tablet for two: How do children collaborate around single player tablet games?

Tablet computers are increasingly used in school classrooms. However, despite the fact that these devices are conceived as single-user devices, and most games or apps developed for them are designed for single-users, pairs or groups of students usually use these devices. Surprisingly little research has been done to explore the ways in which these devices support or not children’s collaboration – instead research has focused on larger tabletop computers, or on collaboration around configurations of multiple tablet computers. In this paper we present a case-study analysis of pairs of children playing single player tablet games together. We use a combination of temporal video analysis and the Collaborative Learning Mechanisms (CLM) framework previously developed to understand collaboration around surfaces. This analysis aims to unpack collaborative interactions around these devices and identify ways in which successful and less successful collaborations occur. A comparison of our findings to previous studies of interactions around larger tabletop surfaces reveals some of the ways interactions around tablets differ to these. We use these understandings to begin to outline some of the issues to take into consideration when facilitating and designing for children’s collaboration around single tablet computer

Self-tracking in Parkinson’s: The lived efforts of self-management

People living with Parkinson's disease engage in self-tracking as part of their health self-management. Whilst health technologies designed for this group have primarily focused on improving the clinical assessments of the disease, less attention has been given to how people with Parkinson's use technology to track and manage their disease in their everyday experience. We report on a qualitative study in which we systematically analysed posts from an online health community (OHC) comprising people with Parkinson's (PwP). Our findings show that PwP track a diversity of information and use a wide range of digital and non-digital tools, informed by temporal and structured practices. Using an existing framework of sensemaking for chronic disease self-management, we also identify new ways in which PwP engage in sensemaking, alongside a set of new challenges that are particular to the character of this chronic disease. We relate our findings to technologies for self-tracking offering design implications

Designing for oral storytelling practices at home: A parental perspective

Storytelling at home is typically an oral practice that supports parents and children to make sense of their family identity. Parents play a key role in crafting the story plot and facilitating the child’s participation in the storytelling process. Yet in the context of digital technology, interaction design researchers have tended to focus on children and how digital storytelling tools can support them in their learning. Adopting a “family lens” the aim of this research is to understand the character of oral storytelling practice and identify opportunities for digital storytelling design. The findings outline a co-design workshop that involved a team of designers and parents, who regularly engaged in oral storytelling. Grounded in a systematic video analysis of the workshop alongside a reflection of the design decisions that unfolded, we contribute four new design opportunities centring on the themes of flexibility, shared experience, minimalism, and autobiographical memories. These opportunities can guide interaction design researchers interested in designing new digital oral storytelling tools for families