Office well-being aims to explore and support a healthy, balanced and active work style in office environments. Recent work on tangible user interfaces has started to explore the role of physical, tangible interfaces as active interventions to explore how to tackle problems such as inactive work and lifestyles, and increasingly sedentary behaviours. We identify a fragmented research landscape on tangible Office well-being interventions, missing the relationship between interventions, data, design strategies, and outcomes, and behaviour change techniques. Based on the analysis of 40 papers, we identify 7 classifications in tangible Office well-being interventions and analyse the intervention based on their role and foundation in behaviour change. Based on the analysis, we present design considerations for the development of future tangible Office well-being design interventions and present an overview of the current field and future research into tangible Office well-being interventions to design for a healthier and active office environment.
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Aim of this study is to gain more insights into conditions and approaches used by sport club consultants, affecting the vitalization process of voluntary sport clubs. This study is part of a larger research the competencies, approaches and interventions which sport club consultants need to provide support on vitalization processes in voluntary sport clubs.
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Academic design research often fails to contribute to design practice. This dissertation explores how design research collaborations can provide knowledge that design professionals will use in practice. The research shows that design professionals are not addressed as an important audience between the many audiences of collaborative research projects. The research provides insight in the learning process by design professionals in design research collaborations and it identifies opportunities for even more learning. It shows that design professionals can learn about more than designing, but also about application domains or project organization.
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To analyze the intervention components, levels of influence, explicit use of theory, and conditions for sustainability of currently used lifestyle interventions within lifestyle approaches aiming at physical activity and nutrition in healthcare organizations supporting people with Intellectual Disabilities (ID).
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ABSTRACT When designing interventions for health, multidisciplinary teams increasingly work according to an ‘agile’ process. Potential benefits of this approach are better knowledge transfer, stakeholder inclusion, and removal of barriers to interactions. Unfortunately, the question whether agile approaches are useful in designing health interventions remains as yet unanswered. To contribute to current knowledge, we analysed the process and results of a large multidisciplinary project with an agile approach. Our case study shows such an approach may indeed be a feasible method for the development of health interventions. The process allowed for a high pace, and good stakeholder inclusion. Some limitations also occurred. The agile approach favours speed over rigour, which hinders integration of user research and scientific evidence in the development process. Multidisciplinary cooperation remains difficult because of the limited availability of experts and stakeholders. Finally, the difficulties in documenting the process and results of the agile approach limit its use in scientific projects. Published at https://research.shu.ac.uk/design4health/publications/2020-conference-proceedings Vol. 2
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Collaborative approaches to destination design require conscious and reflexive stakeholder involvement in activities and decision making. Design science studies such participatory processes by observing design teams in practice. From these observations, scientists have identified design strategies and processes that design teams use to support their work in identifying problems and developing solutions. Observing design processes in tourism destinations provides an opportunity to identify successful co-design strategies for destination design. This study presents three key co-design strategies based on data collected from five living labs in five destinations. Each co-design strategy is presented with a recommended use, suggestions for stakeholder involvement, and activities to develop solutions efficiently and effectively with the available resources. Together, the strategies provide a framework to optimise decision-making in relation to shaping destination design processes, and to validate processes and outcomes.
MULTIFILE
In this paper we explore the influence of the physical and social environment (the design space) son the formation of shared understanding in multidisciplinary design teams. We concentrate on the creative design meeting as a microenvironment for studying processes of design communication. Our applied research context entails the design of mixed physical–digital interactive systems supporting design meetings. Informed by theories of embodiment that have recently gained interest in cognitive science, we focus on the role of interactive “traces,” representational artifacts both created and used by participants as scaffolds for creating shared understanding. Our research through design approach resulted in two prototypes that form two concrete proposals of how the environment may scaffold shared understanding in design meetings. In several user studies we observed users working with our systems in natural contexts. Our analysis reveals how an ensemble of ongoing social as well as physical interactions, scaffolded by the interactive environment, grounds the formation of shared understanding in teams. We discuss implications for designing collaborative tools and for design communication theory in general.
MULTIFILE
The purpose of this paper is to discuss the insights gained by testing in a design studio a particular research-by-design strategy, focusing on the generation of innovative solutions for climate change adaptation. The strategy is based on the Design Thinking Process and has been applied in the climate adaptation design studio, which took place in 2022 at a Master of Architecture degree program in the Netherlands. The case study area was the Zernike university campus in Groningen, the Netherlands, which is situated in the verge between the city and the surrounding rural landscape, facing the urgent climate change challenges of the wider region, mainly floodings due to increased frequency of rainfalls and sea level rise. Furthermore, the area faces particular challenges, such as the increasing demand for serving additional needs, beyond the current educational and business related functions, such as (student) housing. Three indicative design research projects were selected to illustrate the tested research-by-design strategy, while systematic input has been collected from the participating students regarding the impact of this strategy on their design process. The results reveal that this strategy facilitates the iterative research-by-design process and hence offers a systematic approach to convert the threats of climate change into opportunities by unravelling the potentials of the study area, resulting in place-based, innovative and adaptive solutions.
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For over thirty years, there has been a discussion about the effectiveness of educational games in comparison to traditional learning materials. To help further this discussion, we aim to understand ‘how educational games work’ by formalising (and visualising) the educational and motivational aspects of such games. We present a model that focuses on the relationship between three different aspects: user properties, game mechanics, and learning objectives. In two example cases, we have demonstrated how the model can be used to analyse existing games and their game/instructional design, and suggest possible improvements in both motivational and educational aspects based on the model. As such, we introduce a novel approach to analysing educational games and, by inference, a novel design process for designing more effective educational games.
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This paper discusses two studies - the one in a business context, the other in a university context - carried out with expert educational designers. The studies aimed to determine the priorities experts claim to employ when designing competence-based learning environments. Designers in both contexts agree almost completely on principles they feel are important. Both groups emphasized that one should start a design enterprise from the needs of the learners, instead of the content structure of the learning domain. However, unlike business designers, university designers find it extremely important to consider alternative solutions during the whole design process. University designers also say that they focus more on project plan and desired characteristics of the instructional blueprint whereas business designers report being more client-oriented, stressing the importance of "buying in" the client early in the process.
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