This open access book is based on work from the COST Action “RESTORE - REthinking Sustainability TOwards a Regenerative Economy'', and highlights how sustainability in buildings, facilities and urban governance is crucial for a future that is socially just, ecologically restorative, and economically viable, for Europe and the whole planet. In light of the search for fair solutions to the climate crisis, the authors outline the urgency for the built environment sector to implement adaptation and mitigation strategies, as well as a just transition. As shown in the chapters, this can be done by applying a broader framework that enriches places, people, ecology, culture, and climate, at the core of the design task - with a particular emphasis on the benefits towards health and resilient business practices. This book is one step on the way to a paradigm shift towards restorative sustainability for new and existing buildings. The authors want to promote forward thinking and multidisciplinary knowledge, leading to solutions that celebrate the richness of design creativity. In this vision, cities of the future will enhance users’ experience, health and wellbeing inside and outside of buildings, while reconciling anthropic ecosystems and nature. A valuable resource for scientists and students in environmental sciences and architecture, as well as policy makers, practitioners and investors in urban and regional development.
Student-generated questions and peer-responses can support formative assessment practices through student self-questioning and peer scaffolding. So far, the studies on student-generated questions and peer-responses have focused on reading comprehension. This study focused on student-generated questions used in the context of the student-based formative e-assessment through peer scaffolding. This study's aim was two-fold: Firstly, we wanted to examine whether there was a relationship between the thinking levels exhibited in student-generated questions and the thinking levels exhibited in their corresponding peer-responses. Secondly, we wanted to analyse the level of students’ satisfaction with their peers’ responses. Using a Bloom’s Taxonomy-based assessment rubric, the student generated-questions and peer-responses were rated following three thinking levels: basic, medium, and high. The results show that the thinking levels exhibited in the student-generated questions are not the same as the thinking levels exhibited in their corresponding peer-responses. In addition, all students were not immediately satisfied with their peer-responses. In the end, we realised that through this exercise, the student-questioners and the student-respondents were respectively engaged in a “meaning-seeking” and “meaning-making” exercise and the longer the time for reaching the consensus, the more this exercise grew stronger and became much more significant.
Studies on the use of electronic journals to promote reflective learning among student-teachers have mainly focused on the students’ reflection and their learning experience in the context of the teaching practicum. Using e-journal guiding questions and an analytical reflection rubric, this study examined the extent to which the student-teachers reflected on their learning and how their reflective skills evolved through e-journal keeping in the context of the teaching and learning process of a blended course. The results showed that most of the students’ responses to e-journal guiding questions were in non-reflection and reflection levels while few responses were in critical-reflection reflection level. The study also indicated that the longer the time for using e-journals, the more the student-teachers’ reflective skills improved. In the end, the study recommends continued efforts in designing, developing and implementing instructional events whereby student-teachers can have opportunities to exercise and sustain their reflective skills over an extended period of time.
The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the study recommends a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) in the context of hybrid courses. Further studies that would widen, diversify both the scope and the research instruments to investigate learner satisfaction with formative e-assessment strategies were also suggested.
The How Was Your Day(HWYD) companion is an embodied conversational agent that can discuss work-related issues, entering free-form dialogues while discussing issues surrounding a typical work day. The open-ended nature of these interactions requires new models of evaluation. Here, we describe a paradigm and methodology for evaluating the main aspects of such functionality in conjunction with overall system behavior, with respect to three parameters: functional ability (i.e., does it do the rightthing conversationally), content (i.e., does it respond appropriately to the semantic context), and emotional behavior (i.e., given the emotional input from the user, does it respond in an emotionally appropriate way). We demonstrate the functionality of our evaluation paradigm as a method for both grading current system performance, and targeting areas for particular performance review. We show correlation between, for example, automatic speech recognition performance and overall system performance (as is expected in systems of this type), but beyond this, we show where individual utterances or responses, indicated as positive or negative, characterize system performance, and demonstrate how our combination evaluation approach highlights issues (both positive and negative) in the companion system's interaction behavior.
With the development of society, technical products become more complex and intelligent. Interaction design of intelligent products is meeting new challenges. It requires practitioners to wade into the whole product development process and grasp basic interdisciplinary knowledge. This paper focuses on design methodologies for Human-Artificial Systems design with interdisciplinary knowledge. In the Interaction Design Method Framework (IDMF) we proposed, design runs through the whole product development process to help practitioners propose emerging technology-based designs. The IDMF framework is composed of 102 design methods and six phases. We deconstructed each phase of the IDMF according to three dimensions, design, information, and business. This paper offers a practical guide to using the IDMF framework by providing a high-level summary of the automotive AR-HUD design. It presented how the IDMF framework help practitioners effectively guide the design team and propose emerging technology-based designs.
More and more social Q&A platforms are launching a new business model to monetize online knowledge. This monetizing process introduces a more complicated cost and benefit tradeoff to users, especially for askers' concerns. Much of the previous research was conducted in the context of free‐based Q&A platform, which hardly explains the triggers that motivate askers' pay intention. Based on the theories of social exchange and social capital, this study aims to identify and examine the antecedents of askers' pay intention from the perspective of benefit and cost. We empirically test our predictions based on survey data collected from 322 actual askers in a well‐known trilateral payment‐based social Q&A platform in China. The results by partial least squares (PLS) analysis indicate that besides noneconomic benefits including self‐enhancement, social support, and entertainment, financial factors such as cost and benefit have significant influences on the perceived value of using trilateral payment‐based Q&A platforms. More important, we further identify that the effect of financial benefit is moderated by perceived reciprocity belief, and the effect of perceived value is moderated by perceived trust in answerers. Our findings contribute to the previous literature by proposing a theoretical model that explains askers' behavioral intention, and the practical implications for payment‐based Q&A service providers and participants.
This report describes the program and the results of Dagstuhl Seminar 17092 "Search as Learning", which brought together 26 researchers from diverse research backgrounds. The motivation for the seminar stems from the fact that modern Web search engines are largely engineered and optimized to fulfill lookup tasks instead of complex search tasks. The latter though are an essential component of information discovery and learning. The 3-day seminar started with four perspective talks, providing four different views on the topic of search as learning: interactive information retrieval (IR), psychology, education and system-oriented IR. The remainder of the seminar centered around breakout groups leading to new views on the challenges and issues in search as learning, interspersed with research spotlight talks.
This study examines how rational factors and trust modify health behaviors and various stages of trust mediate the rational factors in behavior changing through four stages of it. By integrating factors of Theory of Planned Behavior (TPB) and various stages of trust, a health behavior change framework was proposed. Quantitative data on TPB, trust and behavior change were collected from Chinese youths through online survey. Structural Equation Model (SEM) was applied to analyze the data from 448 valid questionnaires to verify it. The findings show: Both TPB and trust constructs have significant impacts on modifying health behavior change; Trust mediates the effect of perceived behavioral control on health behavior change, while the stages of site content evaluation and longer-term engagement of trust act as partial mediators; Relationships existed between TPB factors and trust stages. This study advances the understanding of health behavior change with regards to rational factors and trust stages and provides implications for stakeholders.
Purpose - Collaborative information search (CIS) is a growing and significant research area. Query formulation and reformulation is an important search strategy in information search. However, limited research has investigated query behavior during CIS. The purpose of this paper is to characterize collaborative query reformulation (CQR) by exploring the sources of collaborative query (CQ) terms and the types and patterns of CQR in the context of tourism information search. Design/methodology/approach - An empirical study was designed to investigate search query reformulation as tourists performed CIS on a devised interface. A total of 36 participants (in 18 pairs) took part in the study; data were documented in pre- and post-search questionnaires, search logs and chat logs. Findings - The findings show that participants intermixed individual search and collaborative search during CIS. Participants constructed CQ terms mainly by selecting terms from individual search queries and discussion chat logs. Eight types of CQR were identified, with specialization (82 percent) accounting for the most used search tactics. At most times, participants were found to add terms to the previous query. Findings demonstrated 27 specific CQR patterns; in excess of two-third participants (69 percent) took only one move to reformulate CQ by adding terms, or replacing/using new words. Practical implications - The results of this research can be used to inform the design of search systems supporting collaborative querying in CIS. Originality/value - This study is highlighting an important research direction of CQ reformulation in collaborative search while previous studies of the topic are limited, comparing to the vast body of work on query reformulation in individual information search using regular search systems.
Research shows that people with ADHD have difficulties adjusting to the normative structure of time. Through an iterative participatory design process with students diagnosed with ADHD, different conceptions and representations of time were explored to create a design that better suits their needs. Based on the findings that visual resources are used to understand the duration of time and the lack of an internal clock to help tell the passage of time, we created Takt. Takt relies on touch and vision to enable users to tell the passage of time using their senses rather than relying on the cognition required to read the information on a clock.
In this paper we propose HeartBeats, a speculative design proposal that embodies digital immortality. Based on previous research and user studies, HeartBeats addresses a growing need for design to support ritualization of digital data in the context of bereavement. Our aim is to stimulate discussion about digital immortality and afterlife. By challenging perceived characteristics and qualities of inherited data, we hope to open design spaces to better enable ritualization of digital objects in bereavement.
Social media plays an increasingly important role in travel information seeking and decision-making. However, there is limited understanding of how a group of tourists use social media to plan trips collaboratively and the different practices between countries. In this study, we investigated the collaborative information seeking (CIS) and sharing behaviours of mobile social media users from Australia, Bangladesh and China. Specifically, we surveyed a total of 219 participants to explore the differences in CIS behaviours when people were planning a group trip. The findings suggest significant differences among three countries in terms of the motivations of using social media, CIS activities and social interactions outside the group. Key findings include Bangladeshi and Chinese travellers preferred known contacts on social media, while Australian tourists intended to use both known contacts and user-generated contents for seeking information. The findings also show that social interactions employed by individuals are considered as an important complement of and are interwoven with in-group CIS; both contribute to tourism information seeking. Finally, we propose a framework for CIS research in the tourism domain.
Social media is an increasingly important source for tourists seeking information about their intending holidays. Tourists obtain travel related information by interacting with their social networks. However, social media users’ collaborative search behavior is an under-studied area. This paper investigates collaborative search behavior of mobile social media users when they plan for a group trip. We surveyed sixty-three (63) Australian participants. Findings show that tourists collaborated on social media for a range of trip planning activities, such as searching, gathering, obtaining, sharing and validating information at different stages of the trip planning process. Notable findings include 92.10% of participants used Facebook messenger for collaborations, and the majority (62.96%) searched on social media for information about attractions to see at their destination; also, 73.80% used social media to gather information related to their travel at the beginning of their planning process and 41% used social media at the end of planning process to validate information for their travel decision-making. About 42.86% changed their minds as a result of social media interactions.
Introduction. Tourists travelling in groups tend to search for information in collaboration with tour mates and on social media. However, collaborative information seeking during group travelling has been relatively understudied. This paper aims to investigate the triggers that prompt collaboration between tour mates, and to identify the circumstances of social media usage in such collaboration.
Method. The in-depth group interviews were conducted with thirty-four tourists (twelve travel groups) who had taken group trips in the past three months.
Analysis. Qualitative content analysis was used to analyse interview transcripts. The data were categorised and sub-categorised through open coding.
Results. The results revealed that, during travel, tourists collaborated to seek, share, and synthesise information and make group decisions to reschedule on-site travel activities and to coordinate the tour group (e.g., managing preferences and conflicts). Our study found that social media played a vital role for a group of tourists under a variety of circumstances, including re-planning the trip, sharing travel updates and queries, obtaining up-to-date local news, and communicating with tour mates and families and friends back home.
Conclusion. The findings of this study may advance our understanding of the dynamic online information needs and information seeking in a group setting.
Search systems to date are viewed more as tools for the retrieval of content to satisfy immediate information needs, than as part of larger complex information environments in which humans learn while interacting with information content. Since users increasingly learn informally while searching as well as use search systems as tools for self-study, there is a growing recognition of the importance to address the challenges of designing, developing, and evaluating search systems (algorithms, interfaces, etc.) that foster discovery and enhance learning outside of formal educational settings.
The second international workshop on Search as Learning aims to flesh out research directions and methodologies, and survey state-of-the-art approaches in this important emerging research area. Further, this workshop wishes to bring together researchers with backgrounds in information science (IS), human-computer interaction (HCI), and information retrieval (IR), with the goal of integrating conceptual, experimental, and simulationbased approaches and methodologies from within these different fields, thus allowing the transformation of search systems as isolated information access tools into systems that provide support for learning directly and that consider the broader outcomes of searching beyond a set of search results.
The "Search as Learning" (SAL) workshop is focused on an area within the information retrieval field that is only beginning to emerge: supporting users in their learning whilst interacting with information content.
The main task of this article is to develop a classification system for novice users’ mental models of an academic database and to elaborate upon the evolution mechanisms of those mental models. In total, 83 undergraduate students, mainly sophomores, who were all novice users of the academic database China National Knowledge Infrastructure (CNKI), participated in the experimental study. Their mental models were measured from the diagrams or pictures and corresponding interpretations they produced to articulate their perceptions of CNKI at five time points. A bottom-up encoding approach and content analysis were used to analyse the research data. The results demonstrated that novice users’ mental models of the academic database can be classified as either system-oriented or user-oriented perspectives. Six categories were identified in the system-oriented perspective, and three were identified in the user-oriented perspective. It was also found that the evolution of users’ mental models can be facilitated by retrieval tasks, and it is noteworthy that task type can influence the evolution of users’ mental models. Furthermore, the evolution process of users’ mental models can be seen as learning behaviour, which includes a learning session and a forgetting session.
Purpose - This study aims to explore the information needs of Chinese parents of children with Autism Spectrum Disorder (ASD) and how these needs evolve as their children develop.Design/methodology/approach - This study collated 17,122 questions regarding raising children with ASD via the Yi Lin website until November 2021.Findings - The information needs of parents of children with ASD were classified into two categories: 1) Cognition-motivation: related to children with ASD; and 2) Affection-motivation: related to their parents. Child development causes the adaptation of information needs of these parents. Within the first three years, nine different topics of these parents' information needs were identified. Major information needs at this stage are as follows: intervention content, intervention methods and pre-diagnosis questions. During the ages of three to six years, there were 13 topics of information needs for parents, focusing on three areas: intervention content, intervention methods and diagnosis and examination. There are eight topics of information needs post six years. Parents are more concerned with the three topics of intervention content, life planning and intervention methods.Originality/value - This novel study indicates the complex and changing information needs of parents of children with ASD in China. It may enhance the understanding of the information needs of these parents at theoretical and practical levels, provide support for them to understand their own information needs and provide a reference for relevant government and social organisations to provide targeted information services for them.
Purpose – To reveal the emotions and information needs expressed by Chinese parents of children with autism spectrum disorder (ASD) in an online forum, and their relationship.
Design/methodology/approach – The 10,062 data were from “Yi Lin”, China’s largest online forum for ASD. Open coding identified parents’ emotions and information needs, and a chi-squared test explored the correlation.
Findings – First, parents’ emotions were categorized into four themes: emotions about coping with their child’s care, emotions about the parents’ own behavior, emotions about social support with other parents and emotions about anticipating the future. Parents’ overall emotions were negative (72.47%), while the tendency of emotions varied among the four themes. Second, five information needs topics were expressed: intervention and training of ASD, parenting experiences, schooling issues, social interaction and support and future development. Different information needs topics contained different themes of emotions. Third, the tendency of emotions and expression of information needs were significantly correlated. Negative emotions had a statistically significant correlation in expression of information needs.
Originality/value – This study reveals the relationship between the emotions and information needs expressed by parents of children with ASD. The ASD forum could develop emotional support modules and functions for parents and facilitate emotional communication between parents.
Society faces many challenges in workplaces, everyday life situations, and education contexts. Within information behavior research, there are often calls to bridge inclusiveness and for greater collaboration, with user-centered design approaches and, more specifically, participatory design practices. Collaboration and participation are essential in addressing contemporary societal challenges, designing creative information objects and processes, as well as developing spaces for learning, and information and research interventions. The intention is to improve access to information and the benefits to be gained from that. This also applies to bridging the digital divide and for embracing artificial intelligence. With regard to research and practices within information behavior, it is crucial to consider that all users should be involved. Many information activities (i.e., activities falling under the umbrella terms of information behavior and information practices) manifest through participation, and thus, methods such as participatory design may help unfold both information behavior and practices as well as the creation of information objects, new models, and theories. Information sharing is one of its core activities. For participatory design with its value set of democratic, inclusive, and open participation towards innovative practices in a diversity of contexts, it is essential to understand how information activities such as sharing manifest itself. For information behavior studies it is essential to deepen understanding of how information sharing manifests in order to improve access to information and the use of information.
As human population grows in number, the amount of (organic and non-organic) waste materials has grown rapidly year by year.
Changes of consumption and lifestyle have generated a higher waste amount. Waste management has become a significant issue in today’s society. In 2014, the EU countries registered 2.494 million tons of generated waste, which was an increase in growth of 2.8% compared with data from 2008. Different renewable materials are ending up as waste, such as glass, paper, plastic, textile, which may be used in a recycling process. This chapter will discuss these challenges with the focus on one of these materials, textiles, as building materials.
We also introduce the perspective of Human-Computer Interaction (HCI) aspects, and especially Human-Built Environment Interaction which will give some specific focus on textiles used as recycled materials. The result of the critical literature review in the area of textiles as building material from an HCI point of view suggest a set of interaction design dimensions that can be considered and applied on the usage of textiles for built environments.
Common problems identified by students during their interaction with supervisors are too little instructions as well as infrequent and insufficient supervisor feedback. The SciPro system has been developed to tackle these problems. This paper describes, analyze and discuss the interaction between students and supervisors using the SciPro system. Through two use cases involving two supervisors and 38 bachelor and master students, the authors show that the structure implemented in SciPro supports and allows for different pedagogical approaches and supervision styles. Ten different types of interactions in the thesis process are identified. In order to explain why some students do not complete within the timeframe, the authors identify six categories of problems: 1) language skills, 2) inability to apply research methods, 3) ability for self-study, 4) lack of creativity, 5) limited knowledge about how to write academic work, and 6) lack of motivation. The collaborative stage of group-supervision may be one possible way to deal with the different type of support for the process of managing student theses.
In order for students to complete their bachelor, master and Ph.D. theses they need feedback, cues, guidance and supervision. Common problems perceived by students are too little instructions as well as infrequent and insufficient supervisor feedback. At Stockholm University, the SciPro (Supporting the Scientific Process) system has been developed to tackle these problems. This paper describes, analyze and discuss the interaction between students and supervisors using the SciPro system. The results show high level of interaction between students and supervisors in the thesis handling process. However, six special groups of needs were identified: support for (1) language(s), (2) research methods, (3) self-study, (4) creativity, (5) “How to write”, and (6) inspiration and motivation. The collaborative stage of group-supervision may be one possible way to deal with the different type of support for the process of managing student theses.
Information access is no longer only a question of retrieving topical text documents in a work-task related context. Information search has become one of the most common uses of the personal computers; a daily task for millions of individual users searching for information motivated by information needs they experience for some reason, momentarily or continuously. Instead of professionally edited text documents, multilingual and multimedia content from a variety of sources of varying quality needs to be accessed. Even the scope of the research efforts in the field must therefore be broadened to better capture the mechanisms for the systems’ impact, take-up and success in the marketplace. Much work has been carried out in this direction: graded relevance, and new evaluation metrics, more varied document collections used in evaluation and different search tasks evaluated. The research in the field is however fragmented. Despite that the need for a common evaluation framework is widely acknowledged, such framework is still not in place. IR system evaluation results are not regularly validated in Interactive IR or field studies; the infrastructure for generalizing Interactive IR results over tasks, users and collections is still missing. This chapter presents a use case-based framework for experimental design in the field of interactive information access. Use cases in general connect system design and evaluation to interaction and user goals, and help identifying test cases for different user groups of a system. We suggest that use cases can provide a useful link even between information access system usage and evaluation mechanisms and thus bring together research from the different related research fields. In this chapter we discuss how use cases can guide the developments of rich models of users, domains, environments, and interaction, and make explicit how the models are connected to benchmarking mechanisms. We give examples of the central features of the different models. The framework is highlighted by examples that sketch out how the framework can be productively used in experimental design and reporting with a minimal threshold for adoption.
Purpose – This study aims to examine manually formulated queries and automatic query generation in an early phase of a patent “prior art” search.
Design/methodology/approach – The study was performed partly within a patent domain setting, involving three professional patent examiners, and partly in the context of the CLEF 2009 Intellectual Property (CLEF-IP) track. For the exploratory study of user-based query formulation, three patent examiners performed the same three simulated real-life patent tasks. For the automatic query generation, a simple term-weighting algorithm based on the RATF formula was used. The manually and automatically created queries were compared to analyse what kinds of keywords and from which parts of the patent documents were selected.
Findings – For user-formulated queries, it was found that patent documents were read in a specific order of importance and that the time varied. Annotations and collaboration were made while reading and selecting/ranking terms. Ranking terms was experienced to be harder than selecting terms. For the automatic formulated queries, it was found that the term frequencies used in the RATF alone will not quite approximate what terms will be judged as relevant query terms by the users. Simultaneously, the results suggest that developing a query generation tool for generating initial queries based on patent documents is feasible.
Research limitations/implications – These preliminary but informative results need to be viewed in the light that only three patent experts were observed and that a small set of topics was used.
Originality/value – It is usually difficult to get access to the setting of the patent domain and the results of the study show that the methodology provided a feasible way to study manual and the manual query formulation of the patent engineer.
In this work, we investigated the affordances of tabletops in order to begin testing them within a specialised and sensitive collaborative learning environment; namely, that with users in conflict. We utilised a bespoke prototype application named ‘IdeaSpace’ which makes use of multi-touch interactive tabletop technology and is specifically designed to encourage user collaboration. We tested the usability and interaction with a group of users as a pilot test, followed by a second test in a shared space with crowds of users serendipitously using the tabletop in an open, public space. From the tests we identified and isolated findings directly relating to collaboration elements needing attention before introducing IdeaSpace to participants in conflict.
Professionally, people often conduct their work in settings containing a range of different collaborative situations and work practices in which people handle information and work activities. Still, work tasks are usually considered and perceived as individual activities although the technology and the characteristics of the tasks require collaborative and cooperative handling processes. This viewpoint still produces technologies that, in general, assume individual information management and decision-making. Based on previous research on information culture (IC) and collaborative information seeking (CIS), this paper proposes an integrated framework where both environmental (cultural) as well as collaborative aspects of organisational information behaviour are present. This kind of framework would be useful in studies looking into how information is retrieved, how information is organised and managed, and how information is used as a resource in collaborative settings. It gives a more holistic perspective to information use and practices in organisations where culture, collaboration and awareness are especially brought to common attention for effective information management in organisations.
In the beginning of 2000, researchers started to see the potential of using Augmented Reality (AR) in educational and foresaw that further research within the field. Since then, AR research have taken many different approaches. This is also true for AR in relation to pedagogical purposes. This study is to investigate what has been studied within the AR field related to mobile augmented reality. It attempts to make systematic review of how learning and pedagogical aspects have been approached in the articles. In recent years, mobile augmented reality has become increasingly interesting due to the mobile devices small form factors and their ability to let the students move around freely while learning. The aim of this study is to make a systematic review of pedagogical uses of mobile augmented reality. Based on a review of previous literature of mobile AR systems for pedagogical purposes, published between 2000-2017, make it possible to see in which direction mobile AR systems for education are heading and how future mobile AR systems should be designed to best fit the needs of future students so they can more effectively improve their learning.
Purpose Information seeking is often performed in collaborative contexts. The research into such collaborative information seeking (CIS) has been proceeding since the 1990s but lacks methodological discussions. The purpose of this paper is to analyze and discuss methodological issues in existing CIS studies. Design/methodology/approach The authors systematically review 69 empirical CIS studies. Findings The review shows that the most common methods of data collection are lab experiments (43 percent), observation (19 percent) and surveys (16 percent), that the most common methods of data analysis are description (33 percent), statistical testing (29 percent) and content analysis (19 percent) and that CIS studies involve a fairly even mix of novice, intermediate and specialist participants. However, the authors also find that CIS research is dominated by exploratory studies, leaves it largely unexplored in what ways the findings of a study may be specific to the particular study setting, appears to assign primacy to precision at the expense of generalizability, struggles with investigating how CIS activities extend over time and provides data about behavior to a larger extent than about reasons, experiences and especially outcomes. Research limitations/implications The major implication of this review is its identification of the need for a shared model to which individual CIS studies can contribute in a cumulative manner. To support the development of such a model, the authors discuss a model of the core CIS process and a model of the factors that trigger CIS. Originality/value This study assesses the current state of CIS research, provides guidance for future CIS studies and aims to inspire further methodological discussion.
This review aims to synthesize the current knowledge on the conventional design studio context. This is a narrative literature review based on articles published within the last ten years, while 60 articles were selected for the literature review following a rigorous filtration process. The final articles were selected by applying inclusion and exclusion criteria to the initially selected articles. This review has synthesized the current knowledge on design studio contexts and will review the conventional design studio context, design studio practices that take place within design studios and use of digital tools. The main aim of this study is to broaden the understanding of design studio contexts and to comprehend the types of design studio contexts available in architectural studies. Furthermore, it discusses the digital tools used in design studio practices in the last 10 years. A thematic analysis was conducted in reviewing the articles. It is to be noted that no research has been carried out except one on generating design studio context outside the conventional design studio set-up. This study aims to identify the potential research possibilities of context generated design studios to engage in design studies.
Mobile phones are widely used digital devices among young learners. Although it is evident that students use mobile phones for their learning process, until recently it was not recognized as a learning tool, especially in Interior Architecture pedagogy. This article aims to explore the research gap in finding the impacts of using mobile phones as a learning tool in nature inspired furniture design project. The research was conducted using qualitative methodology through observation and interviews which were carried out among 12 selected students in the interior architecture degree program. In this article, we will explore the impacts of using mobile phones, throughout the product development process and how it has affected the students creative design ability. This is an exploratory study conducted within 5 weeks and the design process has been observed as a fly on wall observer throughout the given duration. The research is based on observational notes and open-ended questions given to participants. The results were analyzed through thematic analysis and it reflects on how the exposure of the mobile phones have affected the design ability of the students.
The architectural design process is a unique process that has its inherent phases with specific activities within. Exploring and identifying the real design process which occurs within the conventional design studio is the key focus of this study. This study was carried out by adopting systematic literature review methodology. The most relevant articles for the review were identified by applying an inclusion and exclusion criteria based on a rubric developed to find answers to the research questions developed. For the literature review, 50 articles were selected by eliminating the non-related and non-suitable articles based on the rubric developed. The data was analysed by the content analysis based on the Grounded Theory. Grounded Theory was applied to generate a theory based on the data or findings. The results have given data to draw a Design Process model which is specific for architectural design studio practice. It is evident that the lack of integrating the intended user in the design process has impacted the solutions. Furthermore, many scholars have discussed the architectural design process, but there is a significant gap in discussing the involvement of users and context during the design process.
Collaborative engagement and collaborative practice are key components in Architectural design practice. The design studio motivates collaboration, but it may have some limitations. The technology and use of digital devices have encroached on architectural design education and have made many productive moves. This study aims at understanding how digital devices and technology could impact collaborative learning utilized in architectural pedagogy. This study was carried out in a conventional design studio context with the involvement of 40 Interior design undergraduates. Interior design students were selected based on the convenience sampling methodology and they were clustered into 8 collaborative groups. They were assigned a design task and 12 studio hours were allocated to collect data. Data collection was done by naturalistic observation carried out by the researcher and interviews were conducted to get the reflections of students. The data was analyzed through six phased Thematic analyses based on Grounded Theory. The study resulted in the impacts generated by the technology and digital devices on the design process of interior design students. The results depict that overexposure to technology and digital devices have made students individual-centric while being in a collaborative group. Moreover, it made students less empathetic towards user requirements. Further being device-centric made students less empathized with the user and the context and it has impacted the design process by avoiding some key initial steps which are necessary to get more functional human-centric solutions.
Maker Education is a practice-oriented movement that has risen in the last decade, and emphasizes more on innovation, creativity and problem solving. Maker Education is based on knowledge, directed by creation, and is aimed at solving problems. This study, aimed at the curriculum of the Department of Information Management, expects to develop a systematic information Maker curriculum. This curriculum, combined with the 3D printing machine and Arduino open hardware configured with the STEM education framework, is designed to explore the impact of the introduction of Maker education to information curriculum of technical or vocational colleges on attitude differences and learning of STEM. Two courses, 3D model design and Arduino programming, are implemented, after the end of which, students’ achievements are evaluated. The result is that male still have higher interests in science, engineering and technology than women, but Maker curriculum is multifaceted and foundational so that many people can spend a little time in learning and use various skills to produce their own works. Therefore, there is little difference between women and men in scores of achievement test.
This research is an action research about reflecting of instruction. The “teacher’s goal” of the course is to cultivates their self-learning and problem-solving abilities through the process of finishing a personal project - developing games. After eighteen-week courses, students will generate game works. However, the instruction evaluation from students is not on the same page. Based on investigative results of instruction evaluation, students who have participated in the courses were interviewed after semester end, and instructors’ further reflection will be brought up from interview results.
Collaborative information seeking (CIS) has lately produced interesting empirical studies, describing CIS in real-life settings. While these studies explore how and why CIS manifests itself in different domains, discussions about how to study CIS have been scarce. The research area of CIS may, however, benefit from a discussion of methodological issues. This chapter describes the application of three methods for collecting and analyzing data in three CIS studies. The three methods are Multidimensional Exploration, used in a CIS study of students' information behavior during a group assignment; Task-structured Observation, used in a CIS study of patent engineers; and Condensed Observation, used in a CIS study of information-systems development. The three methods are presented in the context of the studies for which they were devised, and the experiences gained using the methods are discussed. The chapter shows that different methods can be used for collecting and analyzing data about CIS incidents. Two of the methods focused on tasks and events in work settings, while the third was applied in an educational setting. Commonalities and differences among the methods are discussed to inform decisions about their applicability in future CIS studies and, more generally, to foster methodological discussions in CIS research.
Black box information retrieval (IR) application evaluation allows practitioners to measure the quality of their IR application. Instead of evaluating specific components, e.g. solely the search engine, a complete IR application, including the user's perspective, is evaluated. The evaluation methodology is designed to be applicable to operational IR applications. The black box evaluation methodology could be packaged into an evaluation and monitoring tool, making it usable for industry stakeholders. The tool should lead practitioners through the evaluation process and maintain the test results for the manual and automatic tests. This paper shows that the methodology is generalizable, even though the diversity of IR applications is high. The challenges in automating tests are the simulation of tasks that require intellectual effort and the handling of different visualizations of the same concept.
Current large display-based user interfaces are mainly derived from normal-sized desktop screens and the extra-large size causes difficulties in information navigation and perception. Therefore, user engagement in large display-based information interaction is relatively low. In order to address the user engagement issue, in this paper we propose the distance-driven adaptive interface, which specialises in performing navigation tasks within large displays. We conducted an initial exploratory study with 30 participants to examine how the distance correlated with interaction performances in large displays. Given the findings we conducted an experimental study with an additional 31 participants to further investigate how the distance-driven interface satisfies users' distance requirements and improves user engagement within six dimensions. The results show that the distance-driven interface offered a statistically significant user engagement improvement in terms of novelty, felt involvement, focused attention and endurability. Importantly, linear correlations between the distance, interaction efficiency and accuracy were identified-in that efficiency increased and accuracy decreased with increasing distance.
As reported by a recent survey, over half of large display purchases are conducted for productivity purposes, while the remainder are purchased for a variety of purposes such as gaming and advertising. These large displays have advanced visibility, scalability, and accessibility characteristics and thus benefit perceived usability. However, usability issues such as the difficulties in precisely accessing distal information on large displays while on the move are still of concern. Therefore, in this paper, we investigate the influence of moving distance on perceived usability in interactions with large displays. Comparative study results show inconsistent perceived usability throughout a range of distances, which differs from standard usability conventions. Moreover, the results show a correlation between distance and perceived usability in that, as the distance from commonly visited ranges increases, the perceived usability level decreases, and vice versa. The study demonstrates that distance is an effective interaction modality in large-display interactions, although it has weaknesses such as limited input channels.
Whiteboard has long been an important tool for education and communication, and nowadays it embraces display functions and other interactive features such as pen pointing and selecting of digital contents. Despite the enhanced interactivity, it is often time- and cost-consuming to implement specific apparatus for different whiteboard interactions. Therefore, we aimed at incorporating physical-world objects (e.g. Lego Rubik’s cubes) as the cross-objects user interface for multiple whiteboard interaction tasks without incurring heavy development work. The user interface utilised electromagnetic technique to extract electromechanical signals and recognised normal objects, thus extended the generality. To further understand effectiveness of the user interface, we implemented a low-fidelity prototype and conducted within-subject evaluation. The results showed the cross-objects user interface was natural, responsive, and easy of learning as the conventional whiteboard. Moreover, the user interface outperformed over the conventional one in the perspectives of configuration efficiency and versatility of multiple interaction tasks. Given these findings, practical implications for future tangible user interface design for whiteboard interactions are discussed.
There are a number of studies exploring materials and mechanisms of 3D printers that can help product designers develop and evaluate interactive systems efficiently. As 3D printers are increasingly adopted, designers are more likely to encounter difficulties in assembling 3D printers on their own, as the assembly process involves specialised skills and knowledge of fitting components in right positions. Conventional solutions use text and video manuals but still requires high understandings of the assembly. We designed and evaluated the mobile phone-based device for personalised tutorials of 3D printer assembly. The device consists of a modified dongle and mobile phone application. The former detects electromagnetic signals upon physical contacts with the components and the latter displays tutorials accordingly. The contributions include the device design with electromagnetic signal-based object detection and importantly, the approach to integrating component touching with component detection for personalised interactions. Generalising implications for the approach are discussed.
Recent studies show that user's visual attention during virtual reality museum navigation can be effectively estimated with deep learning models. However, these models rely on large-scale datasets that usually are of high structure complexity and context specific, which is challenging for nonspecialist researchers and designers. Therefore, we present the deep learning model, ALRF, to generalise on real-time user visual attention prediction in virtual reality context. The model combines two parallel deep learning streams to process the compact dataset of temporal-spatial salient features of user's eye movements and virtual object coordinates. The prediction accuracy outperformed the state-of-the-art deep learning models by reaching record high 91.03%. Importantly, with quick parametric tuning, the model showed flexible applicability across different environments of the virtual reality museum and outdoor scenes. Implications for how the proposed model may be implemented as a generalising tool for adaptive virtual reality application design and evaluation are discussed.
Real-time adaptation is one of the most important problems that currently require a solution in the field of personalized human-computer interaction. For conventional desktop system interactions, user behaviors are acquired to develop models that support context-aware interactions. In virtual reality interactions, however, users operate tools in the physical world but view virtual objects in the virtual world. This dichotomy constrains the use of conventional behavioral models and presents difficulties to personalizing interactions in virtual environments. To address this problem, we propose the cross-object user interfaces (COUIs) for personalized virtual reality touring. COUIs consist of two components: a Deep Learning algorithm-based model using convolutional neural networks (CNNs) to predict the user’s visual attention from the past eye movement patterns to determine which virtual objects are likely to be viewed next, and delivery mechanisms that determine what should when and where be displayed on the user interface. In this chapter, we elaborate on the training and testing of the prediction model and evaluate the delivery mechanisms of COUIs through a cognitive walk-through approach. Furthermore, the implications for using COUIs to personalize interactions in virtual reality (and other environments such as augmented reality and mixed reality) are discussed.