Participatory design methods to define educational goals for full-body interaction

2018

MTI

Self Cite

Embodied Interaction faces designers with the challenge of thinking about users and interaction from different viewpoints with respect to traditional technologies. This task is even more complex when designing non-task oriented systems. We propose a framework to guide researchers in thinking and designing non-task-oriented Embodied Interaction Environments or, in other words, embodied experiences that users can enjoy for its own sake and not as means for accomplishing a task or achieving an extrinsic goal. The framework is grounded on experience-centered design approaches and will present four qualities ((1) Spatial, Corporeal and Material Consistency, (2) Contingent Enhancement, (3) Mindful Embodied Engagement and (4) Situated Reflexivity) aimed at providing critical lenses, strategies and techniques to guide the design and research processes. Finally, we will discuss how designers can implement the proposed framework in different stages of the design process and paths for future research.

Section: A Framework For Non-task-oriented Embodied Interaction Envirmentioning

confidence: 67%

An Experience-Centered Framework for Designing Non-Task-Oriented Embodied Interaction Environments

Malinverni

2018

MTI

Self Cite

“…Previous studies [17] have indicated that the FUBILE facilitated children's understanding of the elements and rules of the ecosystem. Nevertheless, children still had some difficulties to grasp the relationships between the different elements in the environment.…”

Section: The Ecosystem Projectmentioning

confidence: 98%

“…So far few studies have been devoted to exploring bodily-based techniques when children are incorporated in the design process [9,17]. Research in Full-Body Interaction aimed at the investigation of child-generated gestures commonly relies on traditional usability testing and observations while children interact with the prototype [5,10].…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Sketching through the body

Proceedings of the 14th International Conference on Interaction Design and Children

Malinverni

Parés

2015

Self Cite

The aim of this paper is to explore techniques to design specific gestures with children to improve the interaction design of a FullBody Interaction Learning Environment. This exploratory case study is part of the EcoSystem Project, a learning environment aimed at supporting children's understanding of environmental issues related to air-pollution. In order to involve children in the design of the physical interaction with the system, we used two different techniques to facilitate the design of gestures: "sketching through the body" and "sketching with puppets". The results indicate that children adopted different strategies to design gestures for each technique. Within them, the most effective approach was related to the switch between performing gestures with their own bodies and simulating those gestures with puppets. This finding indicates the potential of those Participatory Design methods which combine multi-modal resources as instruments to allow children to reflect upon their own knowledge and express it more precisely.

“…However, this approach has hardly been used with children [4]. In previous studies [12] we explored theater practice as warm-up activity to facilitate children in the design of games that incorporate the specific features of the Full-Body Interaction paradigm. Despite this bodilybased training, our results indicated that children tended to describe interaction design ideas related to devicebased gestures (such as point, click, drag and drop) as opposed to using full-body movements.…”

Section: Introductionmentioning

confidence: 99%

Making Sense of Body and Space through Full-Body Interaction Design

Proceedings of the the 15th International Conference on Interaction Design and Children

Parés

2016

Self Cite

Research based on the embodied cognition framework proposes the use of physicality and spatiality to promote learning. Nevertheless, methods to include children in the design of Full-Body Interaction Learning Environments often neglect to properly integrate the notion of body and space. In this paper, we describe a participatory design process in which we focused on how children can be encouraged to pay attention to their own body, to proxemics and to embodied constraints of the environment. We explored how this awareness may inform children's design choices for a Full-Body Interaction Learning Environment for public spaces. Our findings indicate that our approach promoted children's awareness towards bodily and spatial aspects of their proposals. Our work contributes to the reflection upon the use of bodystorming and theater-based techniques in two contexts: (1) in a simulated environment of the experience and (2) in physical spaces in situ.