Browsing by Subject "participatory design"
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Item Anatomy of a Design Session(Interactions, 2013) Walsh, GregYou have probably read or heard about designing with children in any number of ACM publications or conferences. Whether we research- ers and designers ask the opinions of children about technology or work with them in the design of new technologies, the literature is ripe with discussions of methods used and new techniques devel- oped for working with children. Unfortunately, the more “pedestri- an” concepts of organizing a design session and the logistics of working with a group of children are often mentioned in passing, as the main contribution of the work, meth- ods and techniques, rarely go into much detail beyond what is neces- sary to extol the new contribution’s virtues. I know I am guilty of this.Item A Case for Intergenerational Distributed Co-Design: The Online Kidsteam Example(14th International Conference on Interaction Design and Children, 2015-06) Walsh, Greg; Foss, ElizabethAs more children’s technologies are designed to be used with a global audience, new tools need to be created to include more children’s voices in the design process. However, working with those children who are geographically distributed as design partners is difficult because existing technologies either do not support distributed design, or are not child-friendly. Industries that produce items for children to consume have begun using traditionally academic co-design techniques in order to design new products and experiences for children. As these groups need to reach out to more diverse and global populations, they will begin using technologies that support distributed co-design. As child-computer interaction researchers, we have a duty to understand this concept and identify recommendations for others to use that incorporate the ideals of our field. In order to do this, this paper describes the design process of an online environment to support geographically distributed, intergenerational co-design. Within this environment, children can work together despite differences of time zones, geographic location, or availability. The online environment was deployed for eight weeks during the summer and was modified each week throughout that time to better support the participants. Based on the experiences of participants within the environment, we make suggestions for new technologies including user management tools, creative expression tools, and ad hoc team membership that encourage more voices in the design process.Item Co-Designing an e-Health Tutorial for Older Adults(iConference 2012, 2012-02) Xie, Bo; Yeh, Tom; Walsh, Greg; Watkins, Ivan; Huang, ManOlder adults’ ability to access and use electronic health information is generally low, requiring innovative approaches for improvement. An integrated e-tutorial overlays instructions onto Websites. The literature suggests integrated e-tutorials are more effective than paper or video-based tutorials for younger people, but little is known about their effectiveness for older adults. This study explores the applicability of an integrated e-health tutorial for older adults. An integrated e-tutorial, the Online Tutorial Overlay Presenter (OnTOP), added an instructional overlay to the NIHSeniorHealth.gov Website. Overlay features were examined in seven participatory design sessions with seven older adults. Participatory design techniques were used to elicit participants’ preferences for tutorial features. Three themes emerged: 1) using contextual cues; 2) tailoring to the learner’s literacy level; and 3) enhancing interfaces with multimedia cues. These findings improved the design features of OnTOP. They also generated empirical evidence about the effects of multimedia learning among older adults.Item Co‐designing Contextual Tutorials for Older Adults on Searching Health Information on the Internet(Proceedings of the American Society for Information Science and Technology, 2011-01) Xie, Bo; Yeh, Tom; Walsh, Greg; Watkins, Ivan; Huang, ManEvidence in the literature suggests an integrated e-tutorial is more effective than a paper- or video-based tutorial among younger people. Yet, relatively little is known about the effectiveness of an integrated e-tutorial on the older population. This study explored the applicability of an integrated e-tutorial to an older population, focusing on the content area of e-health literacy. A specific integrated e- tutorial, the Online Tutorial Overlay Presenter (OnTOP), was used to add an overlay to the NIHSeniorHealth.gov Website. Features of the overlay were examined thoroughly in seven 2-hour-long participatory design sessions with ten older adults. Several participatory design techniques were used to elicit participants’ preferences for design features of the OnTOP tutorial. These techniques included drawing on the board, voice recording and integration, and peer instruction. Three major themes emerged: 1) using contextual cues to facilitate learning; 2) tailoring to accommodate the learner’s literacy level; and 3) enhancing existing interfaces with multimedia cues. These findings improved the design of OnTOP. They also contribute to the multimedia learning literature, generating empirical evidence about the effects of multimedia learning among the understudied older adult population.Item DisCo: A Co-Design Online Tool for Asynchronous Distributed Child and Adult Design Partners(ACM, 2012-06) Walsh, Greg; Druin, Allison; Guha, Mona L.; Bonsignore, Elizabeth; Foss, Elizabeth; Yip, Jason C.; Golub, Evan; Clegg, Tamara; Brown, Quincy; Brewer, Robin; Joshi, Asmi; Brown, RichelleFace-to-face design with child and adult design partners is not always possible due to distant geographical locations or time differences. Yet we believe that the designs of children in areas not co-located with system builders, or who live in locations not easily accessed, are just as important and valid as children who are easily accessible especially when designing for a multi- national audience. This paper reports on the prototype design process of DisCo, a computer-based design tool that enables intergenerational co-designers to collaborate online and asynchronously while being geographically distributed. DisCo contains tools that enable the designers to iterate, annotate, and communicate from within the tool. This tool was used to facilitate distributed co-design. We learned that children were less forgiving of their inability to draw on the computer than on paper, and they formed small, intergenerational design teams at their own locations when the technology did not work as they expected.Item Distributed Participatory Design(International Conference on Human Factors in Computing Systems, 2011-01) Walsh, GregChildren who are not co-located with system developers because of geographic location or time zone difference have ideas that are just as important and valid as children who are easily “available”. This problem is the motivation for my thesis work. I propose to design, develop, and research a computer-mediated, geographically distributed, asynchronous tool to facilitate intergenerational participatory design.Item EnergyHouseVideo(ACM, 2014-08) Walsh, Greg; Druin, Allison; Foss, Elizabeth; Golub, Evan; Guha, Mona L.; Hatley, Leshell; Bonsignore, ElizabethIn this video we describe Energy House. Energy House is a game designed with the Cooperative Inquiry Method through the Layered Elaboration technique. Children power items in a virtual house by jumping up and downItem Inclusive Co-Design within a Three-Dimensional Game Environment(The 15th International Conference on Interaction Design and Children, 2016-06) Walsh, Greg; Donahue, Craig; Pease, ZacharyCo-design research with children is a field that continues to find new ground and expand as it explores new, and more ef- fective ways to design. As children become more enveloped in a world of technology and video games, it follows to lever- age these kinds of experiences for use in our design toolbox. In addition, continuing to explore how to include a larger global audience through distributed co-design can advance the design process. The study presented in this paper serves as a preliminary exploration of virtual sandbox game envi- ronments as a co-design tool. Utilizing a design inclusive research approach, we discuss what led us to explore this environment as a co-design tool, how it evolved over time, and our success in using it to include those who could not attend in-person sessions.Item KidCraft: Co-Designing within a Game Environment(33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems, 2015-04) Walsh, Greg; Donahue, Craig; Rhodes, Emily E.Co-design research with children is a field that continues to find new ground and expand as it explores new, and more effective ways to design. As children become more enveloped in a world of technology and video games, it follows to leverage these kinds of experiences for use in our design toolbox. In addition, continuing to explore how to include a larger global audience through distributed co-design can advance the design process. The study presented in this paper serves as a preliminary exploration of virtual sandbox game environments as a co-design tool. Utilizing a design inclusive research approach, we discuss what led us to explore this environment as a co-design tool, how it evolved over time, our success in using it to include those who could not attend in-person sessions, and our plans to expand on this research in the future.Item "Knowledge Comes Through Participation": Understanding Disability through the Lens of DIY Assistive Technology in Western Kenya(ACM, 2022-04-07) Hamidi, Foad; Owuor, Patrick Mbullo; Hynie, Michaela; Baljko, MelaniePeople with disabilities in Low- and Middle-Income Countries (LMICs) have limited access to digital assistive technologies (ATs). Most ATs in LMICs are manufactured elsewhere and are expensive and difficult to maintain. Do-It-Yourself Assistive Technologies (DIY-ATs) designed, customized, and repaired by non-technical users offer exciting directions in these contexts. We have been exploring the possibilities and challenges of DIY-ATs in Western Kenya, using community-engaged workshops in rural and urban special education schools for the past three years. We present findings from a concluding-stage research activity: a multiple stakeholder focus group where teachers, disability advocates, and representatives from the local government and technology innovation hubs, discussed the possibilities and challenges of addressing disability issues through DIY-ATs in this context. Participants identified opportunities for DIY-ATs for social inclusion, disability assessment, and inclusive education, and shared concerns about their sustainability, safety, and contextual relevance.Item Participatory Design for Inclusion and Empowerment(2019-03-08) Hamidi, FoadParticipatory and inclusive design approaches advocate for the engagement of stakeholders early on in the design process, both to ensure that outcomes are informed by the needs and desires of real-world users, and to avoid causing unintended harm. In this talk, I present several research projects that underline the importance of including diverse perspectives when creating digital systems. These projects include the participatory design and evaluation of a digital living media system that engages children through dynamics of caring and responsibility, the development of a Do-It-Yourself (DIY) prototyping platform for the creation of audio interfaces for children with disabilities, and a study of the perceptions and attitudes of individuals with diverse identities towards automatic recognition technology. I conclude with reflections on how to incorporate participatory and inclusive approaches when designing digital systems.Item Supporting Instructors to Provide Emotional and Instructional Scaffolding for English Language Learners through Biosensor-based Feedback(ACM, 2020-10) Lee, HeeraDelivering a presentation has been reported as one of the most anxiety-provoking tasks faced by English Language Learners. Researchers suggest that instructors should be more aware of the learners' emotional states to provide appropriate emotional and instructional scaffolding to improve their performance when presenting. Despite the critical role of instructors in perceiving the emotional states among English language learners, it can be challenging to do this solely by observing the learners? facial expressions, behaviors, and their limited verbal expressions due to language and cultural barriers. To address the ambiguity and inconsistency in interpreting the emotional states of the students, this research focuses on identifying the potential of using biosensor-based feedback of learners to support instructors. A novel approach has been adopted to classify the intensity and characteristics of public speaking anxiety and foreign language anxiety among English language learners and to provide tailored feedback to instructors while supporting teaching and learning. As part of this work, two further studies were proposed. The first study was designed to identify educators' needs for solutions providing emotional and instructional support. The second study aims to evaluate a resulting prototype as a view of instructors to offer tailored emotional and instructional scaffolding to students. The contribution of these studies includes the development of guidance in using biosensor-based feedback that will assist English language instructors in teaching and identifying the students' anxiety levels and types while delivering a presentation.