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  • 1.
    Aliasgari, Mahdis
    et al.
    Lighting Design Collective, Madrid, Spain.
    Clark, Brendon
    RISE Interactive, Kista, Sweden.
    Baby steps or stage dive into a critical design dialogue2017Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 32, s. 38-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper puts forward the early, practical actions “in context” that can begin to sensitize, orient, expand, and constrain design dialogue at the outset of a design effort. Drawing on a case of “breaching experiments” in “non-places” we explore a “first approximation” of interventionist participation into the context of future interactive & responsive design interventions. By introducing a design journey, we have shed a light on how a human-centric approach, applied to the context of Human Building Interaction (HBI), can support an interventionist design dialogue between people and designed environment through processes of stirring up what’s beyond ‘norms’ of interaction.  

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  • 2. Bengs, Anette
    et al.
    Hägglund, Susanne
    Wiklund-Engblom, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Åbo Akademi University, Vaasa, Finland.
    Applying Experience Design to Facilitate Wellbeing and Social Inclusion of Older Adults2018Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 36, s. 11-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current article addresses the issue of how to design for meaningful experiences of wellbeing and social inclusion, supported by information and communication technology, among older adults. This is done with regard to a background study conducted for the purpose of collecting end user needs in order to inform design choices. Our design approach is influenced by the theory of Experience Design, in which design should be aimed at creating specific experiences. These experiences are considered to derive from a limited number of fundamental human needs. The study is framed as design research using the methodology of user-centred design as a guide for the creative process. Semi-structured focus group interviews were conducted with 25 older adults, identifying needs of autonomy, competence, relatedness, physical thriving, security, pleasure and stimulation. Design goals were set based on these needs and three interventions were designed and implemented accordingly.

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  • 3.
    Clark, Brendon
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Designhögskolan vid Umeå universitet.
    Fernaeus, Ylva
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Designhögskolan vid Umeå universitet. KTH Royal Institute of Technology, Stockholm, Sweden.
    Playing with the elasticity of hybrid design education2023Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 58, s. 110-131Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores the shift in design education from traditional, hands-on practices to digitally-based approaches, particularly accelerated by the sudden and temporary remote teaching mandates that affected design schools during the global pandemic restrictions of the early 2020’s. It uses a case involving an interaction design class during such restrictions, where students engaged in, designed, and facilitated 15-minute remote collaborative activities called "Fire-up" sessions, to demonstrate how a short design doing task can provide surface what is at stake in the design of hybrid learning activities. Reflections of the students and teachers are used to take the pulse of remote and hybrid teaching arrangements that are physicality and materiality inherent in design education, emphasizing the perceived elasticity of physical and digital arrangements in these contexts. The paper offers three main sensitizing instruments to consider when arranging and engaging in hybrid design work. 

  • 4.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Teachers’ perception of gamification as a teaching design2022Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 53, s. 70-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use ofcontemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration, (b) needing pedagogical balance to achieve deeper learning and (c) organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.

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  • 5.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    University Students as Co-creators in Designing Gamification Teaching Activities using Emergent Technologies in Swedish K-12 Education2019Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 42, s. 47-69Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on a study exploring the use of university students as co-creators when designing activities for an emergent teaching practice such as gamification, using emergent technologies in a Swedish K-12 education context. More specifically, the aim was to empirically explore and develop knowledge about the process of designing for gamification teaching in K-12 education, to develop gamification teaching design principles and, in addition, to study how emergent technologies could be used in this context. Four sub-studies were conducted between 2014 and 2018 which included four groups of university students as co-creators in the teaching designs. The empirical material is based on observations from the field test in which school students tested university student designs. Post interviews were conducted with participating school teachers and university students. In addition, university student written reports were included. Findings illustrate four themes; 1) The design process of the gamification teaching activities, 2) The gamification teaching design principles developed, 3) The school students’ experiences of the gamification designs and 4) Designing gamification teaching activities – a complex process. Findings show that designing for gamification teaching designs using emergent technologies is quite a complex process. This complexity concerns, among other things, the puzzle of combining the different knowledge domains into the TPACK Model (i.e. technological knowledge, pedagogical knowledge, content knowledge) in an emergent teaching practice (gamification) with the use of emergent technologies. The co-creation process and the move between these knowledge domain areas could maximize the effect of achieving a pedagogical balance concerning what school students perceive as fun without sacrificing focus on their knowledge acquisition and learning processes.

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  • 6.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Using gamification as an online teaching strategy to develop students' 21st century skills2021Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 47, s. 69-93Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper-secondary students' 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students' and teachers' experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities' design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students' design, a survey with the school students, postinterviews with the teachers and the university students, and the university students' written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students' experiences, and 3) the participating teachers' experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students' 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students' learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student's knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems. 

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