Non-designers in Interdisciplinary Design: Facilitating Communication and Ideation Using Boundary Objects

Zhang, Ruifo; Tan, Zhengyu; Su, Yating

doi:10.1007/978-981-19-4472-7_3

Cited by 2 publications

(3 citation statements)

References 33 publications

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“…A major barrier to collaboration in ideation sessions between non-designers was found to be their deficit of design and communication abilities (Zhang et al, 2022). The application of 'boundary objects', which are abstract or tangible artifacts designed to stimulate ideation and knowledge sharing, shows Empowering End-users in Co-Designing AI: An AI Literacy Card-Based Toolkit for Non-Technical Audiences.…”

Section: Card-based Toolkitsmentioning

confidence: 99%

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Empowering End-users in Co-Designing AI: An AI Literacy Card-Based Toolkit for Non-Technical Audiences

Smith,

Sadek,

Mougenot

2023

Electronic Workshops in Computing

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While there are growing calls to involve end-users in designing AI, the limited understanding of AI's capabilities among the general public hinders their effective participation in AI co-design. This study aims to facilitate the participation of non-technical audiences in AI co-design through the development of a card-based AI literacy toolkit. The toolkit was designed (1) to inform users about AI by presenting 16 competencies extracted from the AI Literacy conceptual framework by Long and Magerko (2020), and (2) to support idea generation and questioning about AI through "What if?" prompts, as done by designers. The effects of the informative and generative toolkit were assessed using a mixed methods approach. First, its impact on AI literacy was evaluated in a design task where non-technical participants (N=50) generated questions about future AI systems. Results showed a statistically significant increase in critical feedback, breadth, and frequency of AI-related keywords in participants' responses after using the toolkit, indicating improved AI literacy. Second, the effects of the toolkit were examined in a co-design workshop involving a group of six participants, half of whom without an AI background. Post-workshop interviews revealed positive effects on collaboration, including the development of a shared vision and common ground within the group. Both studies highlight the potential of AI literacy in enhancing the participation of nontechnical audiences in co-designing AI with practitioners.

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Section: Card-based Toolkitsmentioning

confidence: 99%

“…Freya Smith • Malak Sadek • Céline Mougenot 16 promise in addressing this shortfall (Zhang et al, 2022). A card-based toolkit will therefore be designed as the boundary object in co-design sessions.…”

Section: Card-based Toolkitsmentioning

confidence: 99%

Empowering End-users in Co-Designing AI: An AI Literacy Card-Based Toolkit for Non-Technical Audiences

Smith,

Sadek,

Mougenot

2023

Electronic Workshops in Computing

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“…With regard to the participatory design context, the boundary object theory is interesting as it could be compared to a prototype and has been suggested to facilitate communication in interdisciplinary design teams and to enable ideation, just as prototypes have been suggested to (Zhang et al, 2022). Furthermore, the boundary object allow the participating parties to use their language while creating a common ground.…”

Section: Experience and Embodiment Of Interactionmentioning

confidence: 99%

Prototyping with purpose: Increasing participatory design with malleable interactive prototypes

Wik

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This work emphasises the long-standing focus on democratisation in the participatory design field by analysing how participation can be achieved (the pragmatics of participation) and how participation can be increased (the politics of participation) through malleable interactive prototyping. Malleable interactive prototyping refers to the design of digital prototypes of IT systems that are open enough for a designer and a user to collaboratively design and re-design. The interactiveness allows the user to experience the interaction with the system and its design and also allows for redesign during the interaction. This type of prototyping is explored in the collaborative design of an IT system between a designer and citizens at a hospital, and in a short series of co-design workshops with young learners as designers within a component of their digital competence education in upper secondary school. Through a qualitative analysis, this work demonstrates that malleable interactive prototyping increases participation and participatory design. Four conclusions are proposed for the participatory design field: malleable interactive prototyping gives users an informed voice in the design process, allows users to collaboratively design an IT system with a designer, facilitates mutual learning between designer and user, and increases the ecological validity of the collaborative design. Furthermore, the explorations contribute to the education field by showing that malleable interactive prototyping can explicate future use and the user as well as the role of the user and the IT system for young learners, thus enabling young learners to experience democratic IT systems design processes. These conclusions suggest that school policy writers should consider including a socio-technical perspective in the computational-focused curriculum and that educators should contemplate the delivery of this education across all programmes.

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Non-designers in Interdisciplinary Design: Facilitating Communication and Ideation Using Boundary Objects

Cited by 2 publications

References 33 publications

Empowering End-users in Co-Designing AI: An AI Literacy Card-Based Toolkit for Non-Technical Audiences

Empowering End-users in Co-Designing AI: An AI Literacy Card-Based Toolkit for Non-Technical Audiences

Prototyping with purpose: Increasing participatory design with malleable interactive prototypes

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