The active involvement of teenagers in the design of interactive technologies for museums is lacking further development. Adopting a userdriven innovation framework along with cooperative inquiry, we report and discuss a case study that has been designed to involve users in the ideation of interpretive experiences for a local museum. Working in collaboration with the Natural History Museum of Funchal, this contribution will present and discuss co-design sessions that were aimed at participants with ages 15 to 17 and where they were asked to ideate an interactive museum experience. As a result of the co-design sessions, we have found several design patterns. We have grouped these patterns into four categories that express the interests of a teenage audience; these categories are: "interactions", "gaming", "localization" and "social media". Our findings suggest that teenagers value interactive technologies when visiting museums and that user-driven innovation plays an important role when involving this specific audience in the design of user experiences for museums.
We take up Bødker's [9] challenge to 'identify' a fourth wave HCI, building on the work of Blevis et al. [8] and others to shore up a new vision that places 'politics and values and ethics' at the forefront without abandoning the strengths of previous waves. We insist that a fourth wave must push harder, beyond measured criticism for actual (e.g. institutional) change. We present two studies performed at CHI'19, where we used our MANIFESTO! game to: 1) take the temperature of colleagues on adopting an activist stance, 2) test manifesto writing as a key activity in pushing HCI forward into the fourth wave, and 3) test our game for subsequent iterations, and as a probe for inspiring new digital tools. With the enthusiastic response received to gameplay, facilitated in part through a novel method using tableau vivant, we argue for taking political activism from the margins into mainstream HCI.
Summary
Biodiversity loss is a complex issue and a risk that education cannot overlook. Teachers play a crucial role in how biodiversity, and in particular local biodiversity, is understood. To provide insight into how to improve communication on the subject, we investigate teachers’ perspectives and social representations regarding biodiversity, their fluency in terms of Internet use, their familiarity with biodiversity web portals and perceived pedagogical usefulness of technology. A sample of 243 K–12 schoolteachers of multiple scientific domains from eight Azorean islands answered an online survey, including three free-word association tests using inductive terms such as ‘Internet’, ‘biodiversity’ and ‘familiar biodiversity portals’. Overall, the schoolteachers failed to incorporate the multidimensionality of the biodiversity concept (including natural science teachers) or to show technological fluency, and they tended not to use biodiversity web portals as tools to engage students in teaching activities. Our results indicate that teachers’ perspectives about biodiversity need to be broadened and improved and that it is worth exploring whether information and communication technology represents a window of opportunity to do so. As an example, biodiversity web portals, which are widely recognized as trustworthy information repositories, may be used to engage teachers in this endeavour.
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