Zoekresultaten

Creating traces, sharing insight

This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.

Towards a new understanding of absorbing reading experiences

When reading literary narratives, we assume that readers can get absorbed in the story world and in the story's artifice. Since most absorption research focuses primarily on popular media, virtually no attention has been paid to the possibility that literary devices such as deviation could elicit absorption experiences or that absorption could be aesthetic in nature. This chapter takes an interdisciplinary approach combining insights from media psychology, literary studies, and aesthetics to present a theoretical framework for two different varieties of narrative aesthetic absorption during reading: story world absorption and artifact absorption. We propose that these varieties mirror the distinction made by narratologists between story and discourse and the distinction made by emotion psychologists between F and A emotions.

Self-concepts applied as a strategy to measure the level of acceptance of a Serious Game.

This paper explores the application of Self-Concepts, a Semantic-Differential Scale-based methodology, to evaluate a Serious Game designed for cognitive impairment assessment using the MoCA test and augmented reality (AR) for mobility analysis. A case study involved seven elderly participants. Despite some challenges in navigating the AR environment and cognitive tests, self-concept evaluations consistently demonstrated high user expectations and positive experiences with the digital artifact. This study validates the process and highlights the potential of Self-Concepts in assessing product acceptance within user groups.

Empowering people with impairments

from the article: ABSTRACT Participatory Design has developed methods that empower people with impairments to actively take part in the design process. Many designed artifacts for this target group likewise aim to empower their users in daily life. In this workshop, we share and relate best practices of both empowering methods and empowering designs. Participants are therefore invited to bring along cases of designing for- and with people with sensory-, cognitive- or social impairments. Our workshop consists of three parts: (1) Foregrounding empowering elements in PD methods using method stories, containing the backstory of a method put into practice; (2) Reflecting on technological artifacts, exploring the empowering qualities of person-artifact-context interaction; (3) constructing a critical synopsis of the various relationships between empowering products and -methods. http://dx.doi.org/10.1145/2948076.2948101

How to bring a technical artefact into use

In order to understand how technical artifacts are attuned to, interacted with, and shaped in various and varied classrooms, it is necessary to construct detailed accounts of the use of particular artifacts in particular classrooms. This paper presents a descriptive account of how a shared workspace was brought into use by a student pair in a face-to-face planning task. A micro-developmental perspective was adopted to describe how the pair established a purposeful connection with this unfamiliar artifact over a relatively short time frame. This appropriation was examined against the background of their regular planning practice. We describe how situational resources present in the classroom—norms, practices, and artifact —frame possible action, and how these possibilities are enacted by the pair. Analysis shows that the association of norms and practices with the technical artifact leads to a contradiction that surfaced as resistance experienced from the artifact. This resistance played an important part in the appropriation process of the pair. It signaled tension in the activity, triggered reflection on the interaction with the artifact, and had a coordinative function. The absence of resistance was equally important. It allowed the pair to transpose or depart from regular procedure without reflection.

Gripped by movies: From story-world to artifact absorption