Evaluation-Driven Design: Design and Research Methods for Full-Body Interaction Learning Experiences

Evaluation-Driven Design: Design and Research Methods for Full-Body Interaction Learning Experiences
“Evaluation-Driven Design” is a research project oriented toward better understand how children construct meaning in Full-Body Interaction experiences and define appropriate research and design methods for Full-Body Interaction Learning Environments....

 

“Evaluation-Driven Design” is a research project oriented toward better understand how children construct meaning in Full-Body Interaction experiences and define appropriate research and design methods for Full-Body Interaction Learning Environments. The project was funded between December 2015 to June 2018 by the Spanish Ministry of Economy and Competitiveness (grant number is: TIN2014-60599-P).

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To carry out this research we employed a Research-through-Design approach and focus on analyzing, exploring and defining design and evaluation techniques for Full-Body Interaction Learning Environments. This research is carried out through the evaluation of three already existing Full-Body Interaction Learning Environments (Archimedes, Ecosystem and Between Bodies) and through the design and development of two novel ones (Refugi 307 and EspaiStory). As main outcome, we derived a six stage Full-Body Interaction co-design method (FUBImethod) aimed to guide intergenerational teams in their design sessions with a number of techniques to foster body awareness and making the body be the focus and protagonist during the design. We also propose a set of Embodied Design Thinking qualities to extrapolate and evaluate the potential of design techniques.

For more information, visit: https://www.upf.edu/web/evaluation-driven-design/

 

Figure 1: Examples of design and evaluation methods resulting from the Evaluation-Driven Design project (A) Pictionary Activity Technique, (B) Shadow-Performance Technique, (3) Combining multimodal analysis and user-as-informants design.

 

Publications resulting from the project:

Marie-Monique Schaper, Ole Sejer Iversen, Laura Malinverni, Narcis Pares. (2019). FUBImethod: Strategies to engage Children in the co-design of  Full-Body interactive experiences. International Journal of Human-Computer Studies., 132: 52-69. DOI= http://doi.org/10.1016/j.ijhcs.2019.07.008 

Marie-Monique Schaper, Maria Santos, and Narcis Pares. (2018). Orchestrating experts’ assumptions and children’s values in the design of Virtual Heritage experiences. International Journal of Child-Computer Interaction. DOI=https://doi.org/10.1016/j.ijcci.2018.02.001

Marie-Monique Schaper, Maria Santos, Laura Malinverni, Juan Zerbini Berro and Narcis Pares. (2018). Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites. International Journal of Human-Computer Studies. DOI=http://dx.doi.org/10.1016/j.ijhcs.2018.01.003

Laura Malinverni, Julian Maya, Marie-Monique Schaper and Narcis Pares. (2017). The World-as-Support: Embodied Exploration, Understanding and Meaning-Making of the Augmented World. In Proceedings of the CHI Conference on Human Factors in Computing Systems (CHI ’17). DOI=http://dx.doi.org/10.1145/3025453.3025955

Laura Malinverni and Narcis Pares. (2017). Learning from Failures in Designing and Evaluating Full-Body Interaction Learning Environments. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA '17). ACM, New York, NY, USA, 1065-1074. DOI: https://doi.org/10.1145/3027063.3053352

Marie-Monique Schaper, Maria Santos, Laura Malinverni and Narcis Pares. (2017). Towards the Design of a Virtual Heritage Experience based on the World-as-Support Interaction Paradigm. In Proceedings of the CHI Conference on Human Factors in Computing Systems (CHI ’17).  DOI=http://dx.doi.org/10.1145/3027063.3053089

Laura Malinverni, Edith Ackermann, and Narcis Pares. (2016). Experience as an Object to Think with: from Sensing-in-action to Making-Sense of action in Full-Body Interaction Learning Environments. In Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction (TEI '16). ACM, New York, NY, USA, 332-339. DOI:https://doi.org/10.1145/2839462.2839477

Laura Malinverni, Marie-Monique Schaper, and Narcis Pares (2016). An evaluation-driven design approach to develop learning environments based on full-body interaction. Educational Technology Research and Development. DOI=http://dx.doi:10.1007/s11423-016-9468-z

Marie-Monique Schaper and Narcis Pares. (2016). Making sense of Body and Space through Full-Body Interaction Design: A case study. In Proceedings of the 15th International Conference on Interaction Design and Children (IDC ’16). ACM, New York, NY, USA. DOI=http://dx.doi.org/10.1145/2930674.2935992

Marie-Monique Schaper,  Laura Malinverni and Narcis Pares. (2015). Sketching through the body: child-generated gestures in Full-Body Interaction Design. In Proceedings of the 14th International Conference on Interaction Design and Children (IDC ’15). ACM, New York, NY, USA, 255-258. DOI=http://dx.doi.org/10.1145/2771839.2771890

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Principal researchers

Narcis Pares

Researchers

Laura Malinverni
Marie Monique Schaper

The project is funded by the Spanish Ministry of Economy and Competitiveness.

The Grant number is: TIN2014-60599-P

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