Vid design och utveckling av produktpresentationer på e-handelsplatser är användarupplevelse en viktig aspekt som bör tas hänsyn till. Eftersom att digitala designers behöver förstå användarens behov vid digitala gränssnitt bidrar denna studie med information om användares krav för bäst uppfattning och navigation vid e-handels presentationer. I denna kandidatuppsats har användarupplevelser av olika visuella och statiska produktpresentationer, inom olika ehandelsplattformar undersökts, där formaten 2D bild, video, 360° och 3D är de format som harstuderats. Undersökningen har avgränsats till en specifik skomodell av märket new balance  därstudien har utforskat användares upplevelser av interaktioner och navigering med de olika alternativen av produktpresentationerna. Studien genomfördes med hjälp av en förundersökning i form av en enkätundersökning följt av en huvudundersökning innehållande en think-aloud observation samt intervju. Studien undersökte vilka presentationssätt som kan öka kundens förtroende samt ge användaren bäst verklighetsuppfattning av skon i ett e-handelssammanhang. Studien har bidragit till informativa gränssnitt vid design av e-handelssidor. Undersökningens resultat visade att användarnas upplevelser av statiska 2D bilder i kombination med visuell video, genererade tyngst information om produkten. Både vad det gäller material och helhet av skons utseende.

I den här studien har vi undersökt användbarheten av smartphone-kalendrar i förhållande till högskolestudenters “Personal Ecology of Artifacts”. Eftersom den tekniska utvecklingen går snabbt framåt behövs ny forskning för att fylla den kunskapsluckan om smartphone-kalenderns design för tidsplanering, vilket vi utforskar på akademiska studenter. Vårt syfte med undersökning är att kartlägga vad det är som fungerar, respektive inte fungerar med de smartphone-kalendrarna som används hos studenter. För att ta reda på det har vi genomfört en kvalitativ undersökning där vi höll i en fokusgrupp. De positiva och negativa egenskaperna som vi har sett i användbarheten utifrån vårt empiriska material, är det vi slutligen kommer att presentera

This paper explores the attitudes, conceptions and use of social media in net-based higher education. By using statistical and content analysis of data generated by two surveys directed to students (n = 109) and teachers (n = 77) involved in net-based higher education, we explore how social media influence the design of learning context in net-based higher education courses. By applying the affordance theory, we describe actual as well as preferred use of social media from an educational, social, and technical perspectives. The results showed that the potential use of social media have not yet been fully found in the context of net-based higher education. However, the perceived benefit of using social media differs in relation to educational topics. The potential use of social media in net-based higher education courses is discussed.

The accelerated spread of fake news via the Internet and social media such as Facebook and Twitter have created a debate concerning the credibility of sources online. Assessing the credibility of these sources is generally a complex task and cannot solely rely on computer-based algorithms as evaluation still requires human intelligence. The research question guiding this article deals with the conceptualization of a theoretically anchored concept of a participatory and co-creative medium for evaluation of sources online. The concept-driven design research methodology was applied to address the research question, which consisted of seven activities that unify design and theory. The result of this article is a proposed concept that aims to support the assessment of the credibility of sources online using crowdsourcing as an approach for evaluation. The practical implications of the proposed concept could be to constrain the spread of fake news, strengthen online democratic discourse, and potentially improve the quality of online information.

As information technology continues to evolve rapidly in society, coding skills become increasingly essential to develop. The purpose of this article is to examine differences between the learner-centered and sociocultural approaches when teaching and learning coding in higher education. A quasi-experiment was applied over six academic semesters evaluating the mentioned approaches in terms of students’ explicit attitudes, grades, and course evaluations. The findings indicated that the sociocultural approach may be a viable alternative to the learner-centered approach. More specifically, students indicated a preference for the sociocultural approach over the learner-centered approach, a greater number of students who passed the courses were educated via the sociocultural approach, and overall satisfaction was significantly higher for this approach as well. While the sociocultural approach has demonstrated to be advantageous, its integration in courses must concurrently be carefully balanced against constraints that teachers continuously experience in higher education, such as time and resources, which presents a challenge to the design of courses and to academia at large.

 I den här studien har vi undersökt vilka faktorer för interaktion som påverkar användarupplevelser vid digitalisering med AI (Artificiell Intelligens). Det vår analys och slutsats pekar på är faktorer som: otydlighet, inkonsekvens i interaktioner, brist på feedback och information men även personliga samtal och väntetider. Våra empiriska undersökningar visar på att dessa faktorer påverkar upplevelserna på olika sätt, både negativt och positivt. Genom att beakta dessa faktorer samt även möjligheterna som digitalisering med AI ger, kan detta bidra till att skapa önskvärda användarupplevelser. Våra studier har resulterat i ett designförslag där vi föreslår att AI används för rutinuppgifter, bedömningar och för att stödja dokumentation.

Studien är relevant i och med att vi har identifierat att det finns luckor i tidigare forskning om just kopplingen mellan användarupplevelse, digitalisering och AI.

Vi har använt kvalitativa metoder för de empiriska undersökningarna: observation och intervjuer. Vi har även genomfört en workshop för att undersöka det designförslag vi kommit fram till.

Vi vill peka på att resultatet av våra undersökningar är relevant för de digitaliseringsprojekt som pågår idag, men vi ser även att det krävs vidare studier i form av att en utveckling av den föreslagna lösningen genomförs och testas, samt att man undersöker användarupplevelse vid digitalisering med AI vidare med flera fall.

In the City of Abadyl we try to explore a complex digital space in a setting that invites to participation. We provide a detailed and complex, yet open world that can be utilized in order to generate scenarios for the temporary co-creators of Abadyl, who would then interact in an optional environment and in the end producing new artefacts. Abadyl is a database that contains all the gathered information in different file formats, it is a storage facility for all of the physical artefacts, it is a website used for communication and documentation, it is a map for navigating the City. This combination of interactive situations and artefactual production we called “fieldasy”. We are concentrated on developing collaboration in the production of new media and it´s artefacts. We try to produce artwork that actually incorporates surprising visual and technical proposals that are unusual, enriching and engaging. By building prototypes and iterate it over time and amongst the co-creators, it let us explore this area in a fruitful way, moving between artistic intentions/screen writing, artefacts and digital generated expressions and script/code writing. Here the virtual object can challenge the physical with qualities that is very hard to achieve in the physical world, and in that conflict, new expressions can be developed. Today Hybrid creations have become a method for working with cultural production not only with different elements of form, but as blending identities of the creators as well. In our prototype work we focus especially on interactive installations and stage design; we realize that the digital design process both demand new forms of conceptualization and prototyping activities to support the design of the expression of the final artwork itself – and maybe in the long run propose a updated and appropriate design theory in this field.

In our recent work on the topic ‘resilient communities’ for a workshop at the Venice Biennale 2021, Ideal Spaces Working Group investigates different aspects of spatial creation: the history of ideas, formats of representing space and tools of construction in historical, contemporary and built environments of the future. We address how abstract conceptions underlying assumptions, imagination and concrete views shape spatial construction and its representations, and how spatial creation tries to organize meaning and influence perception and understanding, shaping both the city and its inhabitants. With regard to the built environment, resilience depends on how a space is perceived by its inhabitants and how spaces designed for communities reflect this, especially their symbolic properties as ideal spaces for communal living. These properties are connected to the ways in which space is expressed via its overall shape as gestalt. In this respect, it is about how imagination operates via abstracting and symbolizing perception. In our work, we address why it is reasonable to depict representations of ideal places as symbolic spaces in a degree of abstraction that is far from photorealism, and to instead find other forms of representation. Furthermore, we explore how to avoid the uncanny valley that inevitably arises in virtual aesthetics when something is not quite right, and finally, how a readable yet intuitive formal language can be implemented. 

All people are own individuals and our individual differences affect how we experience a sociotechnical system. There is a problematic situation among systems where they cannot live up to the expectations of organizations. From a wellbeing perspective it implies that the systems do not fulfill our fundamental psychological needs which are competence, autonomy and relatedness. There are some finished sociotechnical systems whose purpose are to contribute to increased wellbeing among employees in organizations. The issue regarding finished sociotechnical systems is that it cannot adopt to organizations needs the same way a new sociotechnical system could. Also, there is another problematic situation with processes of design among new sociotechnical systems where not enough consideration is taken to the social and technical context as a unit because there is a disconnection between methods regarding socio technical systems. When systems are not designed with enough consideration to wellbeing among employees it can cause stress related to work. This examination has taken the perspectives of informatics, psychology and Human Resources to counteract this problem. Criterias have been formulated from the results of the literature search to be applied to finished sociotechnical systems. Two of the finished sociotechnical systems fulfilled most of the criterias but a problem was still highlighted since not enough consideration have been taken to personal meetings and individual differences. The result of the discussion ends up in design principles which build a ground for further research and opportunities of development among sociotechnical systems in relationship to wellbeing among employees in organizations.

The purpose of this study is to investigate how glanceable feedback can be implemented in activity units for dogs to create a better user experience and reduce the technological disruption in human-dog communication. Previous studies show that the development of activity units for dogs is far from as successful as activity units for humans (Ramokapane, van der Linden & Zamansky, 2019; Väätäjä et al. 2018; Zamansky et al. 2019). Väätäjä, et al. (2018) have pointed out the importance of the technology behind the activity, such as the mobile phone, unit not coming between the dog owner and the dog. It must not act as a disturbance that distances communication or interaction between dog and human (Väätäjä et al. 2018). This is inevitable in today's activity units for dogs as the user is completely dependent on the mobile phone's associated application (Väätäjä et al. 2018). 

The question (How can glanceable feedback be applied in an activity unit for dogs to give the dog owner direct information on the dog's activity?) Investigates how glanceable feedback can be applied in activity units for dogs and avoid that communication between dog and owner is disturbed by technology. The result is the Good Boy activity unit. The unit is equipped with a display and a mechanical wheel that switches between the different categories distance / step, pulse / body temperature, info /contact information and LED/lamp.

Existing research shows that users tend to assess the visual appeal of a web page within 50 ms and color is the first thing that is noticed on a screen. This directly influences the user's perception of a website, and a choice of appealing color combinations may, therefore, be crucial in successful web design. This article aims to identify, formulate, and evaluate design guidelines to support designers in the process of combining color hues for websites in the context of the Swedish and Thai cultures. A quantitative approach was used to evaluate the proposed design guidelines. The results show that culture plays a role in the evaluation of color hue combinations; Thai participants rated Thai designs significantly more highly than the Swedish participants, but the reverse was not true, and Thai designs were rated more highly than Swedish designs by all participants. The results may have implications for practitioners working in the field of web design and for the broader debate of cultural influence on color preference.

Background: The number of mobile self-tracking devices connected to the Web has exploded in today’s society. With these wearable activity trackers related to Web 2.0 apps and social media have come new ways of monitoring, measuring, representing, and sharing experiences of the human body. New opportunities related to health and new areas of implementation for professionals have appeared, and one identified area that can benefit from mobile health technologies is social work.

Objective: There are still only a small number of papers reporting the results from studying wearable activity trackers and accompanying apps in the context of agency-based social work. This study aimed to contribute to the identified shortage by presenting results from a research project framed by the following overarching question: What effects will the studied youths in need of social care experience in relation to exercise and sleep as the result of using a wearable activity tracker and its accompanying app?

Methods: A field study framed by action research was performed. The study concerned vulnerable youths living in a Swedish municipality’s care and accommodation home that tried out an activity tracker and its accompanying app.

Results: The results from the study confirm previously published research results reporting that instant graphical feedback, sharing information, and being part of a social community can have a positive impact on lifestyle changes. In addition, this study’s main results are that (1) the most important factor for positive health-related lifestyle changes was the establishment of personal long-term goals and (2) professional social workers found the studied technology to function as a valuable counseling tool, opening up avenues for lifestyle talks that otherwise were hard to undertake.

Conclusions: This study demonstrates how an activity tracker and its accompanying app can open up a topic for discussion regarding how vulnerable youths can achieve digital support for changing unhealthy lifestyle patterns, and it shows that the technology might be a valuable counseling tool for professionals in social work.

Artists often try to open up new experiences for people, challenging them to extend horizons and perception. This becomes particularly relevant when thinking about experiencing built environments: Here, technologies like Cave Automatic Virtual Environments (CAVE) or Head-Mounted Displays (HMD) can be used as a tool to offer richer experiences to the audience in both art installations and exhibitions. We have been developing several exhibitions tackling the challenges that come with exhibiting in (semi -) public spaces: how do we engage visitors in our exhibitions, what role do bystanders play and how can this be considered in the development and design process? The exhibitions were built in a chronological order (2015–2018) and increasing degree of immersion and interaction. For exhibition one (“step-in/Ideal Spaces”), we built a CAVE-like “tryptic” projection showing linear pre-rendered videos of seven different built environments. In exhibition two (“fly-over/Super Nubibus”) we build a replica of a hot-air-balloon and let people experience architecture from birds eye view using a HMD. Exhibition three (“cruise/Biketopia”) is also an immersive VR using a HMD, but from a very different angle. Here we use a bike to let people actively explore a space by regulating speed and direction of the bike. By using the discreet method of observation, we ensured that the visitors were not disturbed in their experience, which in turn would falsify our findings. So we are able to compare and discuss these three approaches in regards to the above mentioned criteria within this paper.

‘Wanderlost’ addresses the growing complexity of life in today’s city spaces and the imminent challenges to the development of the urban environment. It delineates experiences gained from a project’s work, which incorporated workshops, artists’ collaborations, interactive participatory setups in public, theatre and performance spaces. It is a result of two public workshops in the end of the four-year-long period in the People Smart Sculpture (PS2) framework in the cities of Kristianstad and Copenhagen, with public events in April/May 2017 and October 2017. In this article we discuss how the project was prepared, set-up and implemented. We call this storyworld ‘Wanderlost’, developed from the project CubeX “The Journey to Abadyl”. We describe this work in the sections Collaboration, Research and Methods to show how we draw knowledge, methods and research from our work in the collaborative network PRAMnet in developing participatory concepts using a virtual city, the city of Abadyl as a backdrop. We put forward our models for engaging participation in a storyworld to imagine the world and our relations anew. We conclude that the ‘Wanderlost’ concept and project can be reused and re-situated in other contexts and environments; keeping the fundamental three formats with a digitally mediated tool, physical guides and explorative walks and a map of amusing and provoking artworks as a matrix.

The paper is authored by Michael Johansson, Thore Soneson, Kerstin Ahlqvist, Barbro Bruce, and Camilla Siotis Ekberg and titled VR Situated Simulations. Here, the authors discusses experiences from developing mediated learning situations in a VR-filmedcontext. They argue for how such productions require approaches based on co-designand innovative team constellations including knowledge and skills from different areasto join forces for adequate VR solutions. In the chapter, the authors describe the processof developing VR learning situations by being inspired by related studies in the fieldof collaborative design, where various stakeholders were engaged in different parts ofthe production; from scriptwriting for interactive media, to creating and editing specificcase studies in an interactive VR format, and, also, gathering students’ experiences ofthe scripts and case studies. Based on this, the authors argue that 3D environments forreflection and discussion can be combined to form a common knowledge base in differentfields of application, e.g. in the areas of education and Human Resources. Further, it isemphasised that simulations of authentic and real situations have an immersive potentialto create pedagogical innovations

Artiicial intelligence (AI) is gaining traction in service-oriented businesses in the form of chatbots. A chatbot is a popular type of social AI that uses natural language processing to communicate with users. Past studies have shown discrepancies in terms of whether or not a chatbot should communicate and behave like a human. This article aims to explore these discrepancies in order to provide a theoretical contribution of a list of factors related to perceived humanness in chatbots and how these may consequently lead to a positive user experience. The results suggest that a chatbot should have the following characteristics: avoiding small talk and maintaining a formal tone; identifying itself as a bot and asking how it can help; providing speciic information and articulating itself with sophisticated choices of words and well-constructed sentences; asking follow-up questions during decision-making processes and; providing an apology when the context is not comprehensible, followed by a question or a statement to dynamically move a conversation forward. These results may have implications for designers working in the eeld of AI as well as for the wider debates and the broader discourse around the adoption of AI in society.

There is a lot of research on design guidelines to increase the usability of secure IT systems and that problems with usability can cause problems in IT systems. However, research on the actual consequences that can arise from how usability has been implemented in secure IT systems is limited. The purpose of the study is to fill this gap of knowledge and the study was conducted as a case study based on qualitative interviews with seven participants. The participants were interviewed about their use of the IT system PRIO, their responses were then analyzed to find themes. These themes were used as a basis when we worked through the results. We found that PRIO has a lack of usability and found consequences because of this: lack of information and lack of simplicity in the IT system leading to handling errors, poor performance leading to long start-up times which in turn leads to security risks due to the human factor, and that operational disruptions leads to the IT system not being able to be used.

Learning assessment constitutes an essential pedagogical ability in a teacher’s toolbox in order to further student learning and development and to adapt teaching to the needs of the students. To enable this, learning outcomes and grading criteria are used in the formative assessment of students’ performance to support the learning process, as well as in the summative assessment of the actual outcome for grading. Learning outcomes may be represented in various forms, typically scoring rubrics. Current research literature discusses the positive and negative merits of criterion-based scoring rubrics versus holistic assessment. There is also the matter of grading reliability among teachers and a shared understanding of student performance among teachers and students. Digitalization has become an essential part of higher education and distance learning, especially so in our field of digital design. A relevant issue in this context is how digital solutions may enhance formative learning assessment in particular. As is common practice within our field, within the study we designed, developed, and experimented with a digital tool in the form of a visual radar chart representation. The radar chart was based both on work done by teachers and a student thesis work and was used in several courses for teacher assessment as well as self- and peer assessment by students. This work provided the opportunity for reflection as well as analytical assessment, which in turn had the potential in guiding teachers to critically question and discuss the intended learning outcomes and grading criteria. The study has resulted in a variety of identified problems, reflections, and insights that teachers are continuously confronted with, but not necessarily always conscious about when using intended learning outcomes as a basis for communicating formative assessments to students. By visually and holistically communicating students’ strengths and areas for development over time, we found the potential to increase students’ shared awareness of their learning progress and also further the development of curricula. The study has implications for teacher and student awareness of student performance and learning, curriculum development, and digital assessment tools.