This article presents a human-centred design study examining how low-fidelity and embodied prototyping methods can elicit design-relevant knowledge for Robotic-Assisted Surgery (RAS). Focusing on femoral cement removal in Revision Total Hip Arthroplasty (rTHA), we conducted a design-led workshop involving a senior orthopaedic surgeon with expertise in complex revision cases, a surgical assistant, a robotics engineer from an industry partner developing orthopaedic surgical robots and a team of design researchers. Through scenario-based roleplay, task enactment and spatial configuration activities, we surfaced tacit, embodied and situated insights into anatomical factors, instrument design, surgeon–robot ergonomics, shared control models and operating theatre layout. These findings highlight challenges and opportunities for integrating robotic systems into complex surgical procedures and demonstrate how collaborative exploratory prototyping can support early stage reflection and interdisciplinary knowledge exchange. Rather than validating a specific solution, the study contributes both a transferable methodological approach for eliciting design insights in high-risk, highly constrained environments and formative insights into the design of RAS systems for rTHA.

This research investigates the application of tangible and embodied prototyping methods integrated with virtual simulation in Human-Robot Interaction (HRI). We present the development of the “kinematic puppet,” a reliable, reusable, adaptable, and accessible prototyping tool designed to facilitate stakeholder engagement in early-stage HRI research and development without requiring significant financial or time investments. The potential of this methodological approach is illustrated through a formative co-design workshop in Robotic Assisted Surgery (RAS), where the kinematic puppet, simple props and a low-fidelity anatomical model enabled stakeholders to externalise tacit knowledge through role-play scenarios. The case study suggests that combining physical and virtual approaches can support stakeholders in expressing concrete ideas for improving or changing the interaction, making abstract concepts tangible, with virtual simulation enabling rich data capture for further design development. This work contributes to the rapidly expanding toolbox of design approaches in HRI.

Haptic technology has diverse applications in automated vehicles (AVs), yet research lacks a holistic view of its role in user experience and its inclusive potential for blind and low-vision (BLV) users.This paper reviews state-of-the-art haptic interfaces in AVs, examining technological foundations, applications, user experience considerations, and adaptability for BLV accessibility.We found that existing haptic interfaces are primarily designed for drivers during automation transitions, emphasizing effectiveness over hedonic experience.There is a knowledge gap in how such interfaces can improve BLV user experience in fully automated vehicles.We propose a shift from haptic-supported automated driving to Haptic-Augmented AV Experiences, advocating for more inclusive and adaptive haptic interactions beyond traditional driver-centric paradigms.

Human-Robot Collaboration (HRC) has many potential benefits to workers in various sectors but also inherently changes work practices, processes, and ways of thinking. Lupetti et al. [2] argue that design techniques and processes are needed to bridge the gap between the technical research driving HRC approaches and the sociocultural reality and needs of end-users. This demo presents the “kinematic puppet,” a novel, cost-effective, modular, and adaptable tangible interface to facilitate embodied exploration of robotic movements and interactions through roleplaying and Wizard-of-Oz prototyping, enabling the exploration of HRC concepts without requiring advanced skills in robotic programming and supporting more human-centered design in HRC.

Fully Automated Vehicles (FAVs) have the potential to provide blind and visually impaired (BVI) individuals with mobility independence. However, understanding their user experience in this new form of transportation presents challenges. Researchers in human-computer interaction and accessibility lack comprehensive guidance on conducting safe and ecologically valid studies with BVI participants. This poster reviews the literature and proposes a methodology for conducting field research with BVI users in automated vehicles, particularly in designing the human-machine interface (HMI) for FAVs. We present the participatory and in-the-field method with example study designs: a focus group for field study and an on-road driving study with a Wizard of Oz FAV. This method will assist researchers in gaining deeper insights into the interaction between BVI users and automated vehicles in the real world.

Interacting with Computers, 2016, 27–46. doi: 10.1093/iwc/iwu023 This article has been corrected to amend the second sentence of the first paragraph of section 3. Longitudinal Studies. The corrected sentence now reads: The focus was on exploring people’s emotional experiences with portable devices (Table 11) over a 6-month period within the context of everyday life. A correction has also been made to the second column heading of Table 14. The corrected column heading now reads: Quotes relating to dissatisfaction with excess feature-related experiences

This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to 'RTFM' (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.

This article draws on the design and implementation of three mobile learning projects introduced by Flanagan in 2011, 2012 and 2014 engaging a total of 206 participants. The latest of these projects is highlighted in this article. Two other projects provide additional examples of innovative strategies to engage mobile and cloud systems describing how electronic and mobile technology can help facilitate teaching and learning, assessment for learning and assessment as learning, and support communities of practice. The second section explains the theoretical premise supporting the implementation of technology and promulgates a hermeneutic phenomenological approach. The third section discusses mobility, both in terms of the exploration of wearable technology in the prototypes developed as a result of the projects, and the affordances of mobility within pedagogy. Finally the quantitative and qualitative methods in place to evaluate m-learning are explained.