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Interaction Design and Architectures最新文献

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Gamification of the Learning Process 学习过程的游戏化
IF 1.3
Interaction Design and Architectures Pub Date : 2022-08-20 DOI: 10.55612/s-5002-053-001psi
Davide Carneiro, aría-Pilar Cáceres-Reche, Mariana Reimão Carvalho
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引用次数: 1
The construction and validation of a Questionnaire of Gamification Skills in Teachers (QGST) 教师游戏化技能问卷的构建与验证
IF 1.3
Interaction Design and Architectures Pub Date : 2022-08-20 DOI: 10.55612/s-5002-053-001
William Reyes Cabrera, Jesús Enrique Pinto Sosa, Ricardo Hernández-Dzib
{"title":"The construction and validation of a Questionnaire of Gamification Skills in Teachers (QGST)","authors":"William Reyes Cabrera, Jesús Enrique Pinto Sosa, Ricardo Hernández-Dzib","doi":"10.55612/s-5002-053-001","DOIUrl":"https://doi.org/10.55612/s-5002-053-001","url":null,"abstract":"The objective of this study is to propose and validate a questionnaire that identifies gamification skills in teachers. In order to develop this instrument, a two-phase sequential exploratory design was used. In the qualitative phase, the specialized literature on gamification was reviewed, then the structure of the questionnaire, the dimensions and its indicators were obtained through the design of the items and the assessment of a panel of experts who validated the instrument. In the case of the quantitative phase, a pilot study was conducted with 203 teachers who used technology and active methodologies in their undergraduate and postgraduate classes; internal consistency tests, item analysis and both exploratory and confirmatory factor analysis were carried out with the obtained data. Among the results, it was found that the level and behavior of the items was adequate, their internal consistency is satisfactory, and the factor analyses allowed us to identify three dimensions and 22 items that allowed the proper identification of teachers' gamification skills, resulting in a valid and reliable tool for teachers who wish to get started with this new methodology.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46576158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond the Pandemics & Wars: SLERD Reload 超越流行病和战争：SLERD重新加载
IF 1.3
Interaction Design and Architectures Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-001psi
Mihai Dascalu, Tania Di Mascio, Ó. Mealha
{"title":"Beyond the Pandemics & Wars: SLERD Reload","authors":"Mihai Dascalu, Tania Di Mascio, Ó. Mealha","doi":"10.55612/s-5002-052-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-052-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44030900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Educational Location-based Applications 基于教育定位的应用程序
IF 1.3
Interaction Design and Architectures Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-001pfs
Jannicke Baalsrud Hauge, E. Clua, J. Jaldemark, Heinrich Söbke
{"title":"Educational Location-based Applications","authors":"Jannicke Baalsrud Hauge, E. Clua, J. Jaldemark, Heinrich Söbke","doi":"10.55612/s-5002-052-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-052-001pfs","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46759891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dreamscape Bricks VR: An Experimental Virtual Reality Tool for Architectural Design Dreamscape Bricks VR:用于建筑设计的实验性虚拟现实工具
IF 1.3
Interaction Design and Architectures Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-013
Oguz Orkun Doma, S. Sener
{"title":"Dreamscape Bricks VR: An Experimental Virtual Reality Tool for Architectural Design","authors":"Oguz Orkun Doma, S. Sener","doi":"10.55612/s-5002-052-013","DOIUrl":"https://doi.org/10.55612/s-5002-052-013","url":null,"abstract":"In this paper, we propose a VR design tool framework called DREAMSCAPE, which adopts a direct manipulation approach focusing on embody, experience, and manipulation activities in design. The framework defines a VR design process using intuitive controls without being limited by the preconceptions of conventional CAD systems. To establish and demonstrate the framework, we designed and developed a VR design tool called Dreamscape Bricks VR in Unreal Engine 4, using LEGO bricks as base components in a high-fidelity interactive design environment. We conducted user tests and administered questionnaires assessing usability, performance, and comfort. Results showed that the user experience of the tool is positive. The developed tool is expected to establish the abstract framework and provide insights into the future of VR design tools with implications on design education","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46626111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teaching for Values in Interaction Design: A Discussion About Assessment 交互设计价值观教学:关于评估的讨论
IF 1.3
Interaction Design and Architectures Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-012
E. Eriksson, A. Kok, W. Barendregt, Camilla Gyldendahl Jensen, Elisabet M. Nilsson
{"title":"Teaching for Values in Interaction Design: A Discussion About Assessment","authors":"E. Eriksson, A. Kok, W. Barendregt, Camilla Gyldendahl Jensen, Elisabet M. Nilsson","doi":"10.55612/s-5002-052-012","DOIUrl":"https://doi.org/10.55612/s-5002-052-012","url":null,"abstract":"We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment forlearning, including active participation of students in the design of learning goals and assessment activities.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45891321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
May the Patterns Be with You: A Framework for HCI Patterns Development 模式与你同在:HCI模式开发的框架
IF 1.3
Interaction Design and Architectures Pub Date : 2022-01-01 DOI: 10.55612/s-5002-054-008
Diego Moreira da Rosa, M. Silveira
{"title":"May the Patterns Be with You: A Framework for HCI Patterns Development","authors":"Diego Moreira da Rosa, M. Silveira","doi":"10.55612/s-5002-054-008","DOIUrl":"https://doi.org/10.55612/s-5002-054-008","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":"54 1","pages":"175-208"},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Remote contextmapping and prototyping during lockdown, a case study 锁定期间的远程上下文映射和原型，一个案例研究
IF 1.3
Interaction Design and Architectures Pub Date : 2021-12-20 DOI: 10.55612/s-5002-050-001
Wies van Nifterik, F. S. Visser, Jeroen van Erp
{"title":"Remote contextmapping and prototyping during lockdown, a case study","authors":"Wies van Nifterik, F. S. Visser, Jeroen van Erp","doi":"10.55612/s-5002-050-001","DOIUrl":"https://doi.org/10.55612/s-5002-050-001","url":null,"abstract":"In co-design, solutions are generated to serve people’s needs, short term and/or long term, through their involvement in parts of the design process. Methods like contextmapping and explorative prototyping serve these participatory processes. They help designers to step into the users’ shoes, to explore design solutions from and with their perspectives. In circumstances where contact with users is restricted, such as the recent lockdowns, user involvement is hindered and we need to find alternative ways to proceed with involving users in design processes. Instead of focussing on what is impossible because of the restrictions, we focussed on the opportunities it can bring. This paper shows that co-design is possible in times of a lockdown by deploying users in the role of co-explorer, creating ownership among users, using digital means, and obtaining an opportunity-oriented mindset.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":"50 1","pages":"7-26"},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Exploring Education Techno-Monitoring Futures: A Participatory Speculative Critical Design Case 探索教育技术监控的未来:一个参与式思辨批判性设计案例
IF 1.3
Interaction Design and Architectures Pub Date : 2021-12-20 DOI: 10.55612/s-5002-051-009
Eva Durall Gazulla
{"title":"Exploring Education Techno-Monitoring Futures: A Participatory Speculative Critical Design Case","authors":"Eva Durall Gazulla","doi":"10.55612/s-5002-051-009","DOIUrl":"https://doi.org/10.55612/s-5002-051-009","url":null,"abstract":"In learning and education, techno-monitoring practices are a growing trend. While these practices are still emerging, there has been no public debate on education stakeholders’ preferred futures regarding techno-monitoring in learning and education. This study presents a participatory design case using speculative critical design to support higher education students’ reflection about possible futures related to techno-monitoring practices in learning in higher education. The participants’ experiences using a prototype that monitors mental states are presented in the form of stories, which reflect the students’ complex relations toward techno-monitoring. Participatory speculative critical design is highlighted as a successful strategy to create compelling futures scenarios that trigger critical reflection and debate among the education community.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":"82 1","pages":"202-218"},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Insights for Educational Practice from a Thematic Analysis of Student Experiences with Speculative Design Mini-Projects about Personal Issues 从学生体验的主题分析看教育实践——关于个人问题的思考性设计小项目
IF 1.3
Interaction Design and Architectures Pub Date : 2021-12-20 DOI: 10.55612/s-5002-051-011
Kay Kender, Peter Purgathofer
{"title":"Insights for Educational Practice from a Thematic Analysis of Student Experiences with Speculative Design Mini-Projects about Personal Issues","authors":"Kay Kender, Peter Purgathofer","doi":"10.55612/s-5002-051-011","DOIUrl":"https://doi.org/10.55612/s-5002-051-011","url":null,"abstract":"In 2020, we gave a large-scale first-year informatics course an assignment to speculatively design hypothetical solutions for issues they were experiencing due to social distancing measures during the COVID-19 pandemic. In this paper, we present a speculative design mini-project, then analyse student feedback and present insights about applying speculative design mini-projects around personal issues and in a large-scale technology education context. Our findings indicate that students had strong emotional experiences throughout the process and gained deeper insights into both design and the issues they were engaging with. Through peer reviews, students found new perspectives and feelings of relatedness in the face of shared hardships. From this, we summarise learnings for teaching practice about 1) peer review as a tool for feedback loops and discussions, 2) safety and student well-being when addressing personally experienced issues, 3) abridged design processes for trans-disciplinary competency, and 4) fostering safe spaces for creative vulnerability.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44158764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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