Jan Derboven

Designing for collaboration: a study in intergenerational social game design

This paper presents a study of a computer game designed for the elderly, allowing them to train their memory while playing the game. The game supports both a single-player and a multiplayer mode, in which the elderly can play with their friends or family using an embedded video chat application. The main question that is addressed in this paper is how the elderly gamers’ experience is influenced by the possibility to communicate directly with the other players. The study presents a comparison of the game experience and appreciation of older users and their (grand)children playing the game together, with or without the video chat application. Most importantly, the study shows that the added value of video chat is not limited to social contact, but that it also provides opportunities for the younger generation to assist the elderly during the game. In conclusion, the paper points out some intergenerational game design implications, and some future research suggestions.

Semiotic analysis of multi-touch interface design: The MuTable case study

Although multi-touch applications and user interfaces have become increasingly common in the last few years, there is no agreed-upon multi-touch user interface language yet. In order to gain a deeper understanding of the design of multi-touch user interfaces, this paper presents semiotic analysis of multi-touch applications as an interesting approach to gain deeper understanding of the way users use and understand multi-touch interfaces. In a case study example, user tests of a multi-touch tabletop application platform called MuTable are analysed with the Communicability Evaluation Method to evaluate to what extent users understand the intended messages (e.g., cues about interaction and functionality) the MuTable platform communicates. The semiotic analysis of this case study shows that although multi-touch interfaces can facilitate user exploration, the lack of well-known standards in multi-touch interface design and in the use of gestures makes the user interface difficult to use and interpret. This conclusion points to the importance of the elusive balance between letting users explore multi-touch systems on their own on one hand, and guiding users, explaining how to use and interpret the user interface, on the other.

Comparing user interaction with low and high fidelity prototypes of tabletop surfaces

This paper describes a comparative study between the usage of low-fidelity and a high-fidelity prototyping for the creation of multi-user multi-touch interfaces. The multi-touch interface presented in this paper allows users to collaboratively search for existing multimedia content, create new compositions with this content, and finally integrate it in a layout for presenting it. The study we conducted consists of a series of parallel user tests using both low-fidelity and high-fidelity prototypes to inform the design of the multi-touch interface. Based on a comparison of the two test sessions, we found that one should be cautious in generalising high-level user interactions from a low towards a high-fidelity prototype. However, the low-fidelity prototype approach presented proved to be very valuable to generate design ideas concerning both high and low-level user interactions on a multi-touch tabletop.

Multi-user multi-touch setups for collaborative learning in an educational setting

In educational settings, current digital technologies often work counter-productively because people using them with separation and isolation. This paper describes a set of multi-touch multimedia interaction applications that were especially designed to enhance collaboration between users. We present the underlying framework for creating such applications. Our applications were created for supporting typical collaborative tasks performed by secondary students. We present our findings on the usage of these applications by the users in the settings of a secondary school classroom.

Multimodal Analysis in Participatory Design with Children: A Primary School Case Study

We describe a multimodal method for the analysis of co-design outcomes in participatory design (PD) with children. The multimodal approach we take allows researchers to treat both verbal (notes, writings) and tangible material out-comes as complementary ways of communicating design ideas. We argue that an integrated approach in which both PD outcomes are compared and contrasted can result in a richer analysis, in which underlying values can be identified more clearly. To illustrate the method, we describe a PD process with primary school children.

The GLID method: Moving from design features to underlying values in co-design

This study is part of the EMSOC project (grand number nml 100027), funded by IWT (Agency for Innovation by Science and Technology) and two PhD projects funded by Hasselt University (grand number 5/DWO/2007/11/B011) and iMinds (Interdisciplinary institute for Technology), a research institute founded by the Flemish Government. The goal of EMSOC project is to critically assess the belief of the user being empowered in a social media culture. The research is structured according to three main areas of interest in society where user (dis)empowerment is taking place related to social computing: inclusion, literacy and privacy. An interdisciplinary team from Vrije Universiteit Brussel, Universiteit Gent and KU Leuven collaborate to provide well-funded answers to the challenging assumptions and principles of the EMSOC research project.

Appropriating virtual learning environments: A study of teacher tactics

Abstract In research on Virtual Learning Environments (VLEs), it has been shown that teachers often do not explore VLEs to their full potential and only adopt a limited set of the available tools. In this article, we approach teachers’ design of VLE learning activities as end user development. We describe a study of Toledo, a virtual learning environment used across several higher education institutions in Belgium. Using a combination of a semiotic, multimodal analysis and an in-depth user study with 24 respondents, we provide a detailed account of how teachers appropriate the learning environment to suit their needs. Combining the insights from the semiotic investigation and the user research, we analyze how user appropriations can be explained as practices emerging from both how the platform communicates, and contextual factors. The study showed that some teachers design very specific learning activities using the VLE - not by using the dedicated VLE tool, but by reinterpreting more generic tools. These appropriation tactics concentrate platform use in a limited number of tools, even when teachers do use more complex learning activities. These results have implications for the design of VLEs: rather than offering a wide range of tools targeted at specific learning activities, VLEs could concentrate on providing basic communication tools that are open for appropriation.

Kilowhat? A multidisciplinary approach on the development of a home energy management system

To a consumer, knowing how much energy you use is often a question mark. We get our energy bills and more often than not, they are surprisingly high. The coming of the smart grid and more specifically smart metering provides opportunities to create a better awareness on energy use among consumers. This research presents the user-centric development of a home energy management system. The focus of the research is not specifically on the functionalities per se, rather it lies on the inclusion of the energy end-user in the development process. Throughout the development, end-user research provided valuable input for the development of the system. Large quantitative surveys were alternated with small scale in-depth qualitative research. Each step generated the input for the next step in the research process, resulting in a system with functionalities tailored to the end-users needs and wants.

A multi-disciplinary approach towards the design and development of value+ eHomeCare services

Do you need spells, magic potions or wizard’s knowledge to approach the eHomeCare market in a successful way? The design and development of eHomeCare services consumes a lot of effort, time and money. Needs and value chain aspects of the eHealth(care) market are complex and sometimes unexpected factors arise during the introduction and first use of technology in the homecare setting. Take up ratios of new products and services are furthermore critical in the return on investment curve. Within this chapter we want to elaborate and share the methodology developed within the IBBT eHomeCare projects Coplintho and TranseCare, used to design and develop ICT related products and services in the homecare field. This implies putting user research up front and working with an interdisciplinary team. This chapter does not claim to offer exhaustive and theoretical knowledge on the subject, but it gives an overview of the practical insights we gained during the passed years. Often references are given for further literature study. Feedback on the subject is greatly encouraged and appreciated.

Designing voice interaction for people with physical and speech impairments

This paper describes the user-centered design of ALADIN, a speech recognition system targeted at people with physical disabilities, many of who also have speech impairments. ALADIN is a self-learning system, designed to allow users to use their own specific words and sentences, adapting itself to the speech characteristics of the user. The test iterations described in this paper focus on the interaction issues associated with adaptive speech technology. We investigated how users address a speech interface, observing the amount of variation in wording and sentence structure, and determining the specific requirements of speech-impaired users. We discuss how the results have informed the design of ALADIN, and how these design choices aligned with the technical implementation of the speech system.