Flexible interaction technology became a one of key technology in nowadays. On the other hand, there are relatively little works has been done to understand how it should be designed especially for feedback of it. In this study, we investigate the guidelines for design feedback to flexible interaction systems through based on user’s expectation on them. We conducted user participated design workshop to collect user’s perspectives about feedback when they use flexible interactions. We gave 8 sets of actions which are generally used in flexible interaction and let 6 participants to generated ideas about visual, sound, and haptic feedback of them. From discussion session in the design workshop, we found out key factors about feedbacks. As a result of design workshop, we build guidelines of designing feedbacks for flexible interactions. This result will lead system designers to build flexible interaction to create flexible interaction which can improve the user experience.
This paper demonstrates how Goffman’s frame analysis is applied in a research on designers’ experience with Cloud based digital tools. At the base of Goffman’s structure is the ‘primary frame’ - in this case designers’ experience with computer based digital tools. These tools’ transition to the Cloud initiated by businesses are called ‘fabrications’. Goffman’s ‘structural issues in fabrication’ such as ‘retransformations’ and the ‘nature of recontainment’ are also discussed through contemporary examples. These fabrications are used or ‘keyed’ by ‘active agents’ from various design fields. The data collected showed different levels of understanding of Cloud technology and the application of various tools in everyday design practices. Thus, the interviewees were clustered into three groups - designers, developers and artists. Their experiences form the creative, technology and experimental frame derived from keying of the primary frame. Design researchers can selectively borrow elements from frame analysis’ complex structure to build an effective user experience narrative.
Increasing interest is seen at the intersection of architecture and health. The built environment has become associated with a number of negative health outcomes including obesity, cancers, and diabetes. Engaging design students in these inquiries surrounding health is integral in preparing them for future practice. This paper reviews the conceptual development and tested implementation of an interdisciplinary course focusing on the wellbeing and overall health of the occupant, using primary and secondary framework structures in the vein of Groat and Wang’s logical argumentation. The reviewed course engages interdisciplinary teams composed of students from the School of Architecture, the College of Engineering, and the College of Natural Resources, with private practice. The course puts forth an effort to break out of the conventional pedagogical structure found in architectural education, primarily the studio and large lecture spaces. The course has been specifically designed to: (1) establish a framework for common content relating to health in the built environment across disciplinary boundaries; (2) build meaningful partnerships between interdisciplinary student groups; and (3) establish a common vocabulary between architectural education and aligned disciplines regarding health and the built environment. The course structure, activities, and assessments are reviewed, proposing a solid framework for including integrated design and themes of health in architectural education.
The ethical dimensions of basing a typeface on existing faces are unclear. Commentary about “clones” from critics and type designers alike are confused and contradictory. Few writers consider the issues systematically. Misunderstanding of copyright law and unreflective versions of moral rights claims dominate discussion. Open discussion of the models for a type design avoid claims of plagiarism and also affect the reception of the new typeface.