Interactive Arts and Technology, School of (SIAT)

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The School of Interactive Arts and Technology, SIAT, is located at the Surrey campus of SFU. There are two subcollections in SIAT. Please see below.

From Research Prototype to Research Product

Peer reviewed: 
No, item is not peer reviewed.
Date created: 
2016-05
Abstract: 

Prototypes and prototyping have had a long and important history in the HCI community and have played a highly significant role in creating technology that is easier and more fulfilling to use. Yet, as focus in HCI is expanding to investigate complex matters of human relationships with technology over time in the intimate and contested contexts of everyday life, the notion of a ‘prototype’ may not be fully sufficient to support these kinds of inquiries. We propose the research product as an extension and evolution of the research prototype to support generative inquiries in this emerging research area. We articulate four interrelated qualities of research products—inquiry-driven, finish, fit, and independent—and draw on these qualities to describe and analyze five different yet related design research cases we have collectively conducted over the past six years. We conclude with a discussion of challenges and opportunities for crafting research products and the implications they suggest for future design-oriented HCI research.

Document type: 
Article

A Short Guide To Material Speculation: Actual Artifacts For Critical Inquiry

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2016-03
Abstract: 

Speculative and fictional approaches have long been implemented in human-computer interaction and design techniques through scenarios, prototypes, forecasting, and envisionments. Recently, speculative and critical design approaches have reflectively explored and questioned possible, and preferable futures in HCI research. We propose a complementary concept – material speculation – that utilizes actual and situated design artifacts in the everyday as a site of critical inquiry. We see the literary theory of possible worlds and the related concept of the counterfactual as informative to this work. We briefly present three examples of interaction design artifacts that can be viewed as material speculations. 

Document type: 
Article

Material Speculation: Actual Artifacts for Critical Inquiry

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015-06
Abstract: 

Speculative and fictional approaches have long been implemented in human-computer interaction and design techniques through scenarios, prototypes, forecasting, and envisionments. Recently, speculative and critical design approaches have reflectively explored and questioned possible, and preferable futures in HCI research. We propose a complementary concept – material speculation – that utilizes actual and situated design artifacts in the everyday as a site of critical inquiry. We see the literary theory of possible worlds and the related concept of the counterfactual as informative to this work. We present five examples of interaction design artifacts that can be viewed as material speculations. We conclude with a discussion of characteristics of material speculations and their implications for future design-oriented research. 

Document type: 
Article

Avalanche Beacon Parks: Skill Development and Team Coordination in a Technological Training Ground

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2016-03
Abstract: 

High-risk outdoor recreation allows its enthusiasts to reach unprecedented levels of adrenaline; it also contains risks and requires specific training (in part technological). In particular, its participants must be ready to react efficiently during an emergency or in response to an accident. Technological training grounds can simulate particular contexts and emergency situations as a place for recreationists to train and practice. In this paper, we use the practice of avalanche companion rescue as a case study to explore how technological training grounds support recreationist training. Our results offer insights into how avalanche beacon training parks support skill development and team coordination training. We also present strategies to orient the design of technological training grounds beyond avalanche companion rescue.

Document type: 
Article

Color Vision Varies More Among Populations Than Among Species of Live-Bearing Fish From South America

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015
Abstract: 

Background

Sensory Bias models for the evolution of mate preference place a great emphasis on the role of sensory system variation in mate preferences. However, the extent to which sensory systems vary across- versus within-species remains largely unknown. Here we assessed whether color vision varies in natural locations where guppies (Poecilia reticulata) and their two closest relatives, Poecilia parae and Poecilia picta, occur in extreme sympatry and school together. All three species base mate preferences on male coloration but differ in the colors preferred.

Results

Measuring opsin gene expression, we found that within sympatric locations these species have similar color vision and that color vision differed more across populations of conspecifics. In addition, all three species differ across populations in the frequency of the same opsin coding polymorphism that influences visual tuning.

Conclusions

Together, this shows sensory systems vary considerably across populations and supports the possibility that sensory system variation is involved in population divergence of mate preference.

Document type: 
Article
File(s): 

Thoughtful Thinkers: Secondary Schoolers’ Learning about Design Thinking

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015
Abstract: 

Design thinking is a specific design practice that aims to foster innovation by elevating participants’ creative thinking abilities. It usually involves a problem-­‐ solving approach to solve complex problems, and can be best achieved through collaborative and human-­‐cantered activities. In post-­‐secondary education, design-­‐ thinking techniques and practices have been implemented into different curricula as particular skills that need to be learned in the 21st century. However, little work has been conducted to investigate design thinking in secondary education. This paper presents our findings on the successful implementation of an interaction design-­‐ thinking curriculum in secondary school education. We have performed qualitative research activities to find out about the success of the curriculum by investigating the abilities of students in transferring knowledge gained from a familiar situation (the course) to an unfamiliar situation (outside the course). Our findings suggested that teaching design thinking to secondary school students was beneficial, enabled students to make thoughtful decisions in solving simple to complex problems in their everyday life situations.

Document type: 
Article
File(s): 

Unselfconscious interaction: a conceptual construct. Interacting with Computers

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015
Abstract: 

In this article we present unselfconscious interaction, a conceptual construct that describes aform of interaction with computational artifacts animated by incremental intersections thatlead to improvements in the relationships among artifacts, environments, and people. Wedraw on Christopher Alexander’s (1964) notion of goodness of fit and unselfconscious culture,and utilize Stolterman and Wiberg’s (2010) concept-driven interaction research to analyzethree interaction design concept artifacts to develop our construct for human-computerinteraction. The concept artifacts include the Discovery-Driven Prototypes (Lim et al., 2013),the Indoor Weather Stations (Gaver et al., 2013), and our own table-non-table. The resultingconstruct is comprised of the motivation of goodness of fit that is supported by two designqualities we name open-endedness and lived-with. We also describe tensions within theconstruct and the notion of purposeful purposeless in design. Our contribution in this articlelies in the articulation of the construct of unselfconscious interaction.

Document type: 
Article
File(s): 

Information Sharing, Scheduling, and Awareness in Community Gardening Collaboration

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015
Abstract: 

Community gardens are places where people, as a collaborative group, grow food for themselves and for others. There is a lack of studies in HCI regarding collaboration in community gardens and considering technologies to support such collaborations. This paper reports on a detailed study of collaboration in community gardens in Greater Vancouver, Canada. The goal of our study is to uncover the unique nature of such collaborative acts. As one might expect, we found considerable differences between community gardening collaboration and workplace collaboration. The contribution is the articulation of key considerations for designing technologies for community gardening collaboration. These include design considerations like volunteerism, competences and inclusion, synchronicity, and telepresence as unique aspects of community collaboration in community garden. We also articulate the complexities of community gardening collaboration, which raise issues like control, shared language, and collective ownership that exist more as conditions within which to design than “problems” to solve through technologies.

Document type: 
Article
File(s): 

Tutorial Authorship and Hybrid Designers: The Joy (and Frustration) of DIY Tutorials

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015
Abstract: 

Tutorials are critical to the success and vitality of DIY practices. In this paper, we elevate the importance of tutorial authorship as one way to maintain and improve the quality of tutorials in DIY. We discuss the role interaction designers can play as hybrid designers, mediating between author and audience to contribute to the improvement of practices of tutorial authorship in DIY. We examine the quality of tutorials through the building and analysis of ten DIY projects and tutorials. We analyze key issues across three categories: 1) competences, components and tools, 2) sequencing, 3) and communication. We offer findings that are both practical guidelines for detailed improvements of tutorials and structural themes for improving tutorial authorship including the themes of accurate information, competences and tools, and tutorial format. In conclusion, we discuss the potential for interaction designers to simultaneously mediate and shape tutorials and tools in a form of hybrid design.

Document type: 
Article
File(s): 

Transdisciplinary Interaction Design in Design Education

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2015
Abstract: 

Transdisciplinary design—which is the idea of design that transcends disciplinary boundaries—has been proposed as a fourth design paradigm of interaction design education, scholarship, and practice alongside the technical, cognitive, and ethnographic paradigms. As an educational concern in particular, its aim is to teach students how to bring a values orientation to interaction design. Its focuses are design frameworks, values and ethics, design for important themes such as sustainability, equity, adaptation, justice, and social responsibility. This panel maps the state of the art in transdisciplinary interaction design education, considering also design scholarship and practice in relation to design education. The panel collects together a group of educators from chosen to provide a global perspective, with panelists from Canada, Denmark, Hong Kong, Korea, and Taiwan.

Document type: 
Article
File(s):