Sandra Burri Gram-Hansen

Towards an Approach to Ethics and HCI Development Based on Løgstrup's Ideas

Concurrent with interactive technologies playing an increasingly large part of the lives of people all over the world, ethical reflections concerning the use of such technology are becoming more and more important. Most often ethical evaluations of a technology are based on either a utilitarian or a deontological approach. Both kinds of approaches to the ethics of information technology appear to be inadequate. This paper suggests an alternative based on the works of the Danish philosopher K.E. Logstrup (1905-1981). On this basis it is argued that an attitude change is required amongst the developers of interactive technologies in order for new technologies to be developed in a truly ethical manner.

Plotting to persuade: exploring the theoretical cross field between persuasion and learning

This paper presents a few of the initial reflections related to ongoing research on the notion of Persuasive Learning. In addition the paper briefly comments upon some of the benefits and challenges related to the cross field between persuasive technologies and learning objects, and between persuasion and learning in general.

Towards a context oriented approach to ethical evaluation of interactive technologies

This paper explores and develops the notion of applying the ethical perspective of Danish philosopher and theologian K.E. Logstrup, when designing and developing interactive technologies. The ethical reflections presented in this paper are currently considered in the development of Persuasive Learning Designs within the EU funded PLOT project, thus enabling this paper to support the argumentation with a practical example of integrating ethical considerations into the different stages of a design process.

Acttention – Influencing Communities of Practice with Persuasive Learning Designs

Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf of the Danish Military and aims to motivate a sustainable environmental attitude and behaviour amongst army employees. The learning design was first implemented, tested and evaluated at the army base on Bornholm in November 2014.The study was conducted in accordance with the Design Based Research approach and the evaluation include both qualitative and quantitative results, based on observations, questionnaires, photo and video documentation and in situ interviews. The results presented in this paper indicate that it may be beneficial to consider different levels of learning when arguing towards a claim of persuasive design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.

Persuasion, Learning and Context Adaptation

This paper further develops the notion of distinguishing between Persuasive Technology and Persuasive Design, and considering Persuasive Design a meta-perspective which may be applied to more established design traditions as an ethics and context-oriented perspective. The paper addresses a challenge often met when aiming to apply persuasive design principles to more established design fields, namely that the unique claim of persuasive design and the relevance of taking it into consideration is unclear. Furthermore, this paper aims to extend the argumentation and exemplify how this new understanding of Persuasive Design may potentially facilitate the more established field of technology enhanced learning.

From participatory design and ontological ethics, towards an approach to constructive ethics

This paper explores, analyses and discusses the potential of applying Danish theologian and philosopher K. E. Løgstrups ontological approach to ethics, when planning and conducting participatory design activities. By doing so, ethical considerations, will transform from being a summative evaluation perspective typically included at the end of a design process, to becoming a more formative and constructive perspective which influences the entire process. The approach presented in this paper will support on-going research within the field of Value Sensitive Design with theoretically based principles. These are principles that practitioners may consider when planning e.g. workshops in order to ensure that the activities facilitate both the design process and establish an ethical foundation for the design process. In addition to the theoretical contribution of the paper, the notion of constructive ethics is exemplified in practice by on-going research in the cross field between persuasive design and learning, carried out in collaboration with the Danish Military. Previous research has suggested that both participatory design and ethics may be essential to persuasive design in theory and in practice. However, considering the impact interactive technologies have on users in general, the principles exemplified through this case are relevant in a much broader perspective and to many other design traditions.

The EDIE Method --- Towards an Approach to Collaboration-Based Persuasive Design

This paper presents the initial steps towards a collaboration-based method for persuasive design --- the EDIE method Explore, Design, Implement, Evaluate. The method is inspired by Design-Based Research, but developed to combine different design approaches that have dominated the persuasive technology field over the past decade. The rhetorical notion of Kairos is considered a key element in the EDIE method, resulting in a distinct focus on participatory design and constructive ethics. The method is explained through a practical example of developing persuasive learning designs in collaboration with the Danish Ministry of Defence and the Installation Management Command.

Might We Learn from Learning

Theories on learning are vast, however constructivist learning in particular holds potential to strengthen designer’s ability to tailor design solutions, by directing specific attention towards the user’s ability to process the persuasive intent as mediated through technology. In this paper, we provide a brief introduction to Piaget’s learning theory, and argue towards the potential of considering learning a theoretical benchmark for persuasive design practitioners.

What Makes It Persuasive

Based on an analysis of two wearable activity trackers, this papers seeks to contribute to the discussion of characteristics of persuasive design, by arguing that although principles commonly applied in persuasive technologies are present, it may not justify that a technology is defined as persuasive. We refer to the rhetorical concept of peithenanke, in order to explain the subtle nuances of different types of behaviour design, and support previously made arguments that transparency and ethics are fundamental qualities of persuasion, which should not be overlooked neither in theory nor in practice.

From Geocaching to Mobile Persuasive Learning --- Motivating the Interest in the Life and Work of Danish Author Kaj Munk

This paper presents some of the initial steps taken towards digital mediation of the cultural heritage related to Danish author Kaj Munk and the impact these steps have had on the ongoing research on persuasive learning.