Existing toolkits for data physicalization prioritize ease of use and adoption by novices. This is often achieved by limiting the affordances of the materials used and constraining design possibilities. The result is limited opportunities for creating expressive physicalizations. To address this limitation and to better understand how to support the creation process of expressive physicalizations, we created ClayPhys, a low-fidelity data physicalization toolkit designed to encourage making expressive data physicalizations. Our toolkit consists of clay, clay work tools, instruction and documentation handbooks, and warm-up activities that scaffold the design process. We studied the use of ClayPhys in a one-day workshop with nine expert participants. From our analysis of participants’ created data physicalizations, we observed that using ClayPhys, participants could map data to different visual and physical variables, and that their designs incorporated various data interaction styles. Informed by our findings, we discuss implications for designing higher-fidelity expressive data physicalization toolkits.

Engaging in creative activities makes people happy. Creativity support tools (CSTs) are technologies that facilitate creative activities in the digital domain; however, little is known about how the use of CSTs affects happiness stemming from creative endeavours. To address this gap, we conducted a two-phase study. First, we carried out an exploratory interview study (N=15) to examine participants’ perceptions of how their chosen CSTs impacted their feelings of happiness. Our analysis shows that the CSTs our participants used introduced barriers to benefits typically associated with creativity—such as feeling joy, experiencing satisfaction, and alleviating negative feelings—and therefore did not make them happy. To explore how CSTs might be designed to facilitate happiness, we conducted a brainstorming study with experts (N=9). Participants generated six ideas for happiness-promoting CSTs. Drawing from both phases, we present a set of implications for design to help re-imagine CSTs as supports for cultivating happiness through creativity.

Blind and low-vision (BLV) employees in mixed-visual ability teams often encounter information (e.g., PDFs, diagrams) in inaccessible formats. To enable teamwork, teams must transform these representations by modifying or re-creating them into accessible forms. However, these transformations are frequently overlooked, lack infrastructural support, and cause additional labour. To design systems that move beyond one-off accommodations to effective mixed-ability collaboration, we need a deeper understanding of the representations, their transformations and how they occur. We conducted a week-long diary study with follow-up interviews with 23 BLV and sighted professionals from five legal, non-profit, and consulting teams, documenting 36 transformation cases. Our analysis characterizes how teams perform representational transformations for accessibility: how they are triggered proactively or reactively, how they simplify or enhance, and four common patterns in which workers coordinate with each other to address representational incompatibility. Our findings uncover opportunities for designing systems that can better support mixed-visual ability work.

Although we know a lot about how adults read and utilize visualizations, we barely know anything about how children do so. We report the results of a qualitative study in which children aged 4–6 were asked to map, encode, and derive insights from creating physical data representations of their emotions using art and craft materials over a period of two weeks. We found that young children can encode and decode data, derive insights and self-reflect when engaging in a constructive physicalization activity.

There is evidence that constructing a data physicalization can empower a diverse audience to engage in data understanding and decision making. Although the hands-on nature of data physicalization construction enables a familiar way for people to collaboratively construct and interact with representations, we do not know how this collaboration happens. We conducted a qualitative study with 12 participants (six couples) to better understand how people collaborate to construct a physicalization, using a combination of elicitation diary and semi-structured interviews over a period of several weeks. We found that participants employed three main styles of collaboration - mutual, exclusive and dictator, when working together to construct a physicalization. We found that such collaboration styles are facilitated through actions such as discussion, distributing tasks, and preparing and assembling tokens. Informed by our findings, we discuss: i) similarities and differences between previously proposed physicalization workflows in the literature and ours, and ii) research directions to foster collaboration in data physicalization processes.

Data physicalization is a research area that explores representing data attributes through manipulating the geometric and physical properties of tangible objects. We introduce VISMOCK, a data physicalization approach that leverages a fabric manipulation technique called “smocking”. VISMOCK supports the creation of interactive and dynamic data physi-calizations by extending the smocking technique with programmable components such as thermochromic pigments and shape memory alloys. Using a research-through-design methodology, we develop an initial design space for VISMOCK that shows how data can be represented using visual and tactile variables, as well as the affordances of VISMOCK. We demonstrate the generative power of our design space through four exemplars, created using VISMOCK. We use these exemplars to discuss the advantages and limitations of VISMOCK as a tool for data physicalization.

Millions of individuals with diabetes use glucose monitors to track blood sugar levels. Research shows that such individuals seek to customize different aspects of their interactions with these devices, including how they engage with, decorate, and wear them. However, it remains challenging to tailor both device form and function to accommodate individual needs. To address this challenge, we introduce GlucoMaker, a system for collaboratively customizing physical design aspects of glucose monitors. Prior to designing GlucoMaker, we conducted a prototyping and focus group study to understand customization preferences and collaboration benefits. GlucoMaker provides individuals with the ability to a) select monitor form and function preferences, b) alter predefined and downloadable digital model files, c) receive feedback on monitor designs from stakeholders, and d) learn technical design aspects. We further demonstrate the versatility and design space of GlucoMaker with three examples of different form and function use cases.

Researchers have found that hobbyist-sewers seek to create new or adapted clothing designs that foster self-expression through communicating ideas, opinions and emotions. Although existing sewing technologies enable designing new patterns, they focus only on the technical aspects of pattern drafting and not on how information can be expressed. To address this gap, we conducted a qualitative diary study with 12 hobbyist-sewers to better understand how they envision creating expressive clothing. From our analysis of the 24 expressive clothing sketches participants created and participant interviews, we identified i) five distinctive multifaceted approaches participants used for self-expression; and ii) four challenges participants identified from their design process. Informed by these insights, we present a set of implications for the design of future technologies that can better support hobbyist-sewers in designing and creating expressive clothing.

Diagrams often appear as node-link representations in contexts such as taxonomies, mind maps and networks in textbooks. Despite their pervasiveness, they present accessibility challenges for blind and low-vision people. To address this challenge, we introduce Touch-and-Audio-based Diagram Access (TADA), a tablet-based interactive system that makes diagram exploration accessible through musical tones and speech. We designed TADA informed by an interview study with 15 participants who shared their challenges and strategies with diagrams. TADA enables people to access a diagram by: i) engaging in open-ended touch-based explorations, ii) searching for nodes, iii) navigating between nodes and iv) filtering information. We evaluated TADA with 25 participants and found it useful for gaining different perspectives on diagrammatic information.

In the near future, mixed traffic consisting of manual and autonomous vehicles (AVs) will be common. Questions surrounding how vulnerable road users such as pedestrians in wheelchairs (PWs) will make crossing decisions in these new situations are underexplored. We conducted a remote co-design study with one of the researchers of this work who has the lived experience as a powered wheelchair user and applied inclusive design practices. This allowed us to identify and reflect on interface design ideas that can help PWs make safe crossing decisions at intersections. Through an iterative five-week study, we implemented interfaces that can be placed on the vehicle, on the wheelchair, and on the street infrastructure and evaluated them during the co-design sessions using a VR simulator testbed. Informed by our findings, we discuss design insights for implementing inclusive interfaces to improve interactions between autonomous vehicles and vulnerable road users.

Documentation for DIY tasks serve as codified project knowledge and help makers reach new understandings and appreciations for the artifact. Engaging in reflective processes using the documentation can be challenging when it comes to physical objects as the documentation and the artifact exist separately. We hypothesize that spatially associating the documentation information with the artifact can provide richer contextualization to reflect upon the artifact and design process. We implemented and evaluated Documented, a web application that helps makers associate documentation to 3D printed objects. Information can be embedded using printed tags spatially placed on the model and accessed using mobile AR. Our study highlights the different strategies participants had for organizing, embedding, and retrieving information. Informed by our results, we discuss how the coupling of the documentation and the artifact can support reflection and identify potential barriers that need further investigation.

We present an autobiographical design journey exploring the experience of returning to long-term single player games. Continuing progress from a previously saved game, particularly when substantial time has passed, is an understudied area in games research. To begin our exploration in this domain, we investigated what the return experience is like first-hand. By returning to four long-term single player games played extensively in the past, we revealed a phenomenon we call The Pivot Point, a ‘eureka’ moment in return gameplay. The pivot point anchors our design explorations, where we created prototypes to leverage the pivot point in reconnecting with the experience. These return experiences and subsequent prototyping iterations inform our understanding of how to design better returns to gameplay, which can benefit both producers and consumers of long-term single player games.

People new to making and makerspaces often struggle with identifying what tools are available and where they are, understanding how to operate the tools, and predicting how their decisions will affect their final product. From literature on novices and our interviews with expert makers, we identified situation awareness support as one possible way to address some of the challenges faced by novices. We present a set of design goals intended to scaffold situation awareness in a makerspace, and MakeAware, a prototype system we implemented based on those design goals. MakeAware provides a combination of environmental cues, information about the project process, and background knowledge. In a preliminary evaluation, we found MakeAware can help novices make conscious choices during a project and put more emphasis on planning, thereby exhibiting traits associated with having situation awareness while making.

Autonomous vehicles (AVs) will redefine interactions between road users. Presently, cyclists and drivers communicate through implicit cues (vehicle motion) and explicit but imprecise signals (hand gestures, horns). Future AVs could consistently communicate awareness and intent and other feedback to cyclists based on their sensor data. We present an exploration of AV-cyclist interaction, starting with preliminary design studies which informed the implementation of an immersive VR AV-cyclist simulator, and the design and evaluation of a number of AV-cyclist interfaces. Our findings suggest that AV-cyclist interfaces can improve rider confidence in lane merging scenarios. We contribute an AV-cyclist immersive simulator, insights on trade-offs of various aspects of AV-cyclist interaction design including modalities, location, and complexity, and positive results suggesting improved rider confidence due to AV-cyclist interaction. While we are encouraged by the potential positive impact AV-cyclist interfaces can have on cyclist culture, we also emphasize the risks over-reliance can pose to cyclists.

We present our participatively and iteratively designed 3D audio-tactile globe that enables blind and low-vision users to perceive geo-spatial information. Blind and low-vision users rely on learning aids such as 2D-tactile graphics, braille maps and 3D models to learn about geography. We employed participatory design as an approach to prototyping and evaluating four different iterations of a cross-sensory globe that uses 3D detachable continents to provide geo-spatial haptic information in combination with audio labels. Informed by our participatory design and evaluation, we discuss cross-sensory educational aids as an alternative to visually-oriented globes. Our findings reveal affordances of 3D-tactile models for conveying concrete features of the Earth (such as varying elevations of landforms) and audio labels for conveying abstract categories about the Earth (such as continent names). We highlight the advantages of longitudinal participatory design that includes the lived experiences and DIY innovations of blind and low-vision users and makers.

AV-pedestrian interaction will impact pedestrian safety, etiquette, and overall acceptance of AV technology. Evaluating AV-pedestrian interaction is challenging given limited availability of AVs and safety concerns. These challenges are compounded by "mixed traffic" conditions: studying AV-pedestrian interaction will be difficult in traffic consisting of vehicles varying in autonomy level. We propose immersive pedestrian simulators as design tools to study AV-pedestrian interaction, allowing rapid prototyping and evaluation of future AV-pedestrian interfaces. We present OnFoot: a VR-based simulator that immerses participants in mixed traffic conditions and allows examination of their behavior while controlling vehicles' autonomy-level, traffic and street characteristics, behavior of other virtual pedestrians, and integration of novel AV-pedestrian interfaces. We validated OnFoot against prior simulators and Wizard-of-Oz studies, and conducted a user study, manipulating vehicles' autonomy level, interfaces, and pedestrian group behavior. Our findings highlight the potential to use VR simulators as powerful tools for AV-pedestrian interaction design in mixed traffic.

We present Mutation: performing arts based approach that can help decrease the cognitive load associated with cyborg transitioning. Cyborgs are human-machine hybrids with organic and mechatronic body parts that can be implanted or worn. The transition into and out of experiencing additional body parts is not fully understood. Our goal is to draw from performing arts techniques in order to help decrease the cognitive load associated with becoming and unbecoming a cyborg. Actors constantly shift between states, whether from one character to another, or from pre- to post- performance. We contribute a straightforward adaptation of classic performing art practices to cyborg transitioning, and a study where actors used these protocols in order to enter a cyborg state, perform as a cyborg, and then exit the cyborg state. Our work on Mutation suggests that classic performing art practices can be useful in cyborg transitioning, as well as in other technology augmented experiences.

Drivers use nonverbal cues such as vehicle speed, eye gaze, and hand gestures to communicate awareness and intent to pedestrians. Conversely, in autonomous vehicles, drivers can be distracted or absent, leaving pedestrians to infer awareness and intent from the vehicle alone. In this paper, we investigate the usefulness of interfaces (beyond vehicle movement) that explicitly communicate awareness and intent of autonomous vehicles to pedestrians, focusing on crosswalk scenarios. We conducted a preliminary study to gain insight on designing interfaces that communicate autonomous vehicle awareness and intent to pedestrians. Based on study outcomes, we developed four prototype interfaces and deployed them in studies involving a Segway and a car. We found interfaces communicating vehicle awareness and intent: (1) can help pedestrians attempting to cross; (2) are not limited to the vehicle and can exist in the environment; and (3) should use a combination of modalities such as visual, auditory, and physical.

Do-it-yourself (DIY) inspired activities have gained popularity as a means of creative expression and self-directed learning. However, DIY culture is difficult to implement in places with limited technology infrastructure and traditional learning cultures. Our goal is to understand how learners in such a setting react to DIY activities. We present observations from a physical computing workshop with 12 students (13-15 years old) conducted at a high school in India. We observed unique challenges for these students when tackling DIY activities: a high monetary and psychological cost to exploration, limited independent learning resources, difficulties with finding intellectual courage and assumed technical language proficiency. Our participants, however, overcome some of these challenges by adopting their own local strategies: resilience, nonverbal and verbal learning techniques, and creating documentation and fallback circuit versions. Based on our findings, we discuss a set of lessons learned about makerspaces in a context with socio-technical challenges.

This paper presents a set of lessons learnt from introducing maker culture and DIY paradigms to 'at-risk' students (age 12-14). Our goal is to engage 'at-risk' students through maker culture activities. While improved technology literacy is one of the outcomes we also wanted the learners to use technology to realize concepts and ideas, and to gain freedom of thinking similar to creators, artists and designers. We present our study and a set of high level suggestions to enable thinking about how maker culture activities can facilitate engagement and creative use of technology by 1) thinking about creativity in task, 2) facilitating different entry points, 3) the importance of personal relevance, and 4) relevance to education.

We believe that every physical entity has a set of attributes that defines the degree of how creatively it can be used. For example, the affordances, abstractness and modular nature of Lego™ blocks allows them to take on different forms of expression that showcases varying levels of human creativity (e.g. building alphabets, creating homes etc.). Similarly, when a DIY designer uses bottles to build houses, it projects his creative skills, but at the same time it speaks about the materiality, affordances and embodiment of the bottle which lends itself readily to creative and novel interaction design efforts. This theory, that every entity has a set of attributes that allows them to lend themselves more or less readily to creative and novel interactive design explorations is what we call explorances and is the focus of our proposed work.