Applications of high and low fidelity prototypes in researching intuitive interaction

This paper addresses some of the issues involved in incorporating use of prototypes into a research program. Definitions, merits and uses of both low and high-fidelity prototypes are discussed and then the applications of prototypes in our research program into intuitive interaction are explored. It has previously been established that intuitive interaction is based on past experience, and can be encouraged by designing interfaces that contain familiar features (Blackler, 2006; Blackler, Popovic, & Mahar, 2007b). Two aspects of the research program which are relevant to prototyping are: researching the issues of how intuitive use happens and how it can be better facilitated; and developing ways to help designers include investigations about users and their existing knowledge into their design processes in order to make interfaces more intuitive. The current and future planned applications of high and low-fidelity prototypes in each of these areas are explored. Then experiences with using high-fidelity touchscreen prototypes for experimental research into intuitive interaction are discussed, including problems with the prototypes, how they were addressed and what we have learned from the process. Next the potential for low-fidelity prototypes to elicit users’ tacit knowledge during the design process is explored. This has exciting possibilities due to the link between intuitive interaction and tacit knowledge. Finally, the challenges of developing prototype-based design tools for use by older people are discussed and future directions for using prototypes in our research program are considered. Keywords: Prototypes; intuitive interaction; experimental methodology; implicit or tacit knowledge</p

Teaching Industrial Design Criticism

This paper presents a methodology that allows students to learn criticism as a conceptual tool. Expertise is built up incrementally through the utilisation of lectures, seminars, debate and student presentations. I intend to show how this method can facilitate productive thought about many aspects of design, therefore fostering a more mature approach to criticism than many undergraduates may otherwise achieve. This is brought about through considering together the aspects of a design that third year undergraduate students will already know or can readily infer about a product. They are not required to accommodate much new knowledge, but are shown a way of rearranging aspects of their existing knowledge of diverse subjects such as design history, design theory, materials and manufacturing technology and ergonomics in order to allow critical thinking to take place. The methodology can also be further adapted to allow for criticism of various types of design commentary. Various methods of assessment are proposed, and the most effective ways of both facilitating critical thinking during assessment and judging the development and quality of that thinking are discussed

Investigating familiarity in older adults to facilitate intuitive interaction

This paper discusses how intuitive interaction is a possible way to increase the efficiency and effectiveness of interaction with older adults. It provides insights into existing research on intuitive interaction, and the role of prior experience and familiarity in intuition. An experiment is discussed which investigates differences in familiarity between younger and older adults. A comprehensive coding system has been developed to help analyse the data collected. This research is currently in progress

Aging and everyday technology

This paper presents a literature review and indicative findings that are part of ongoing research into aging and technology. The review finds that research on older technology users has contributed valuable information on the impact of age-related changes on technology use, as well as older adults’ acceptance and adoption of contemporary technologies. However, the majority of the research has been conducted from the perspective of age-related differences in use and performance, or it is medically-focused, examining the potential of technology to improve an individual’s quality of life (QoL), for example. Research on older people and technology does not adequately address the integration of technology into the everyday lives of older people. This paper identifies that there is substantial opportunity to examine older users’ everyday information and communication technology (ICT) use, and to inform technology design beyond measures of performance, usability and adoption

Intuitive use of tangible toys

Interfaces for children have continued to evolve in terms of complexity, with toys ranging from traditional tangible interfaces to apps with digital interfaces and hybrid toys with mixed physical and digital interfaces. However, there is limited research done to investigate their potential for intuitive use. This research study compares a tangible toy and an equivalent toy in the digital world (app) for intuitive use. Non-parametric Mann-Whitney U test results showed that the tangible toy was more intuitive than the intangible counter part. Tangible systems are less complex to use and they require less time to encode and retrieve associated knowledge to use them intuitively. They are associated with low domain transfer distance and easily discoverable features. Intangible interfaces, on the other ha nd, require greater complexity and time to encode and retrieve associated experiential knowledge. Intangibles are associated with larger domain transfer distance and undiscoverable features which affects their intuitive use. Design implications and future work are discussed, emphasising the need for investigating aspects that make tangible systems intuitive to use

Making a “home” into a home: How design of aged-care homes impacts residents

The move into residential aged care is a difficult transition for many people. The place may be called an aged-care or nursing “home”, but for many residents it does not feel like a home at all. This paper explores issues experienced by older people who are trying to make themselves at home in aged care. The authors present two studies examining residents' perceptions of the aged-care environment. The findings suggest that residents experience significant challenges. Residents' identities are influenced by their ability to keep treasured objects and personalise their rooms, and the design and accessibility of communal areas influences residents' willingness to spend time in them. For many residents, their private spaces are more appealing than communal areas, resulting in extended time alone in their rooms. However, personal items have to be discarded due to space issues and/or private rooms can become cluttered with personal items and become difficult to use. The authors suggest that much can be done to improve the design of aged-care homes and enable residents to feel more at home. Of particular importance is providing ways for residents to personalise their living space and make it feel homelike

Intuitive interaction with complex artefacts

This thesis examines the role of intuition in the way that people operate unfamiliar devices, and the importance of this for designers. Intuition is a type of cognitive processing that is often　non-conscious and utilises stored experiential knowledge. Intuitive interaction involves the use of knowledge gained from other products and/or experiences. Therefore, products that people use intuitively are those with features they have encountered before. This position has been supported by two initial experimental studies, which revealed that prior exposure to products employing similar features helped participants to complete set tasks more quickly and intuitively, and that familiar　features were intuitively used more often than unfamiliar ones. Participants who had a higher level of familiarity with similar technologies were able to use significantly more of the　features intuitively the first time they　encountered them, and were significantly quicker at doing the tasks. Those who were less familiar with relevant technologies required more　assistance. A third experiment was designed to test four different interface designs on a remote control in order to establish which of two variables - a feature's appearance or its location - was more important in making a design intuitive to use. As with the previous experiments, the findings of Experiment 3 suggested that performance is　affected by a person's level of familiarity with similar technologies. Appearance (shape, size and labelling of buttons) seems to be the variable that most affects time spent on a task and intuitive uses. This suggests that the cues that people store in memory about a product's features depend on how the features look, rather than where on the product they are placed. Three principles of intuitive interaction have been developed. A conceptual tool has also been devised to guide designers in their planning for intuitive interaction. Designers can work with these in order to make interfaces intuitive to use, and thus help users to adapt more easily to new products and product types

Making History Relevant for Designers: Breaking Down Barriers in the Mind and Across Disciplines

A new course meant an opportunity to rethink how history is introduced to first year students in four disciplines: architecture, industrial design, interior design and landscape architecture. Even the teaching team was drawn widely from QUT staff and practice, and we worked together well, collaboratively preparing program, content, and final delivery. We aimed to make history relevant and interesting to everyone, avoiding the usual errors of deluges of dates or complicated historiographical or design theories. We told stories; we entertained; and we got the students thinking while they were enjoying the ride. The lecture content was structured by themes – simply named (what, when, why, how, who, where, heritage, four discipline specific reviews, and future history) but resonating with complex ideas. Tutorial exercises and larger assessments tied into these themes and encouraged students to get active in thinking and discussions. Getting design students to read and write about their ideas were key targets in this process. Our first delivery of this new unit 'Introducing Design History' in 2006 was successful: students became hooked on history. And the teaching team are still excited about the future and eagerly teasing out improvements for 2007. We know why it worked: the content and delivery worked in tandem. The teachers were enthusiastic and sincere. And the teaching approach was well prepared: providing tutorial teaching guides that ensured a consistency across 16 tutorial groups; providing essays and lecture notes in various media for students and tutors to access in advance; and encouraging feedback from staff and students that helped steer the program during the semester. Keeping it real and vibrant are the recurring goals for effectively teaching history to designers

Using a visually-based assignment to reinforce and assess design history knowledge and understanding

This paper presents a visual timeline-based assignment used in an undergraduate Industrial Design History, Theory and Critcism unit. The assignment was developed in order to find a better way of supporting design history learning than an exam or essay assessment. It was developed using constructive alignment and it allows design students to use their strong visual thinking skills to understand unfamiliar content, develop their visual literacy of design history, and think deeply about the links between the designs, styles, movements, events and people in their timeline. The task produced a variety of responses, from websites and electronic presentations to large paper timelines, scrolls and 3D models. These have been admired by peers and used for end of year shows and permanent displays. Questionnaires were issued to students to gain feedback about the assessment. Students stated that the visual nature of the assignment helped them to understand how different aspects of design history related to each other, assisted with retaining the information, and that it was more interesting and fun than a report or an exam. This paper explores the theories behind and the benefits of using such methods of assessment for design history courses