New lighting technologies create new opportunities that may contribute to people's experience of light. These opportunities are a result of the increased variety and freedom in terms of colour, form factor and connectivity of the lights. To allow people to fully benefit from the potential of such novel lighting systems, there is a need for a new user interaction paradigm. To develop this paradigm, we have to better understand the aspects that play a part in the interaction with lighting, paying special attention to people's motivation for interaction. This paper reports on a context-mapping study that was performed to gain insight in these aspects. As result, we present a set of seven themes that regard the interaction with lighting in the current situation and in the future. These themes provide an overview of the relevant aspects in this domain and contain considerations and opportunities for the design of new interfaces for novel lighting systems. We conclude that people have different levels of lighting needs that are highly dependent on context and that also require control at different levels. The context and lighting needs have a large influence on the extent to which people are motivated to adjust their lighting. Moreover, the lighting interface itself has a large effect on this motivation, mainly influenced by the degrees of freedom, the control location and availability, the degree of automation and general interaction qualities.
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This paper aims to put the memory cue in the spotlight. We show how memory cues are incorporated in the area of interaction design. The focus is on external memory cues – cues that exist outside the human mind but have an internal effect on memory reconstruction. Examples of external cues include people, environments, and things, where the latter are most relevant for the aim of this paper since these cues can be incorporated in designs. This paper makes a dual contribution to research: (1) it provides insights into how memory research informs the design of devices to facilitate personal memory recall; and (2) by taking a design perspective, it raises questions about memory cues as part of real-life remembering to inform psychological memory research. Since memory theory inspires design and both fields would benefit from collaboration, we would like these questions to be an inspiration for future memory research, in particular targeting external memory cues.
a b s t r a c tWhen designing with young children, designers usually select user centred design methods based on the children's required level of engagement and the inspiration expected to be created according to the designer. User centred design methods should be selected for their suitability for children and for the quality of the output of the design method. To understand the suitability of design methods, a framework was developed to describe design methods in terms of required design skills as identified by the Theory of Multiple Intelligences. The proposed framework could provide the basis for a tool to compare design methods and to generate hypotheses about what design method would work optimally with children in a specific school grade. The initial examination of the viability of the framework is a comparison of design methods by the number of skills involved; earlier work showed that the involvement of more skills (as with, e.g. low-fi prototyping) could result in more options for a design problem than the involvement of fewer skills (as with e.g. brainstorming). Options and Criteria were counted to understand the quality of the method in terms of the amount of design-information. The results of the current paper indicate that 8-to-10-year-old children generate significantly more options in prototyping sessions than when they are involved in sessions applying a Nominal Group Technique. The paper indicates that (a) with the framework we can generate hypotheses to compare design methods with children and (b) that the outcome of various design methods, which might lead to very different representations, can be compared in terms of Options and Criteria. Further usage of the framework is expected to result in empirical support for selecting a design method to be applied with young children.
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