Service design has gained tractions in Human-Computer Interaction (HCI) as an approach to deal with changes of technology design scopes. In the meantime, there are confusions around definitions of service design and its relevance to HCI. Despite the co-existence of interests and confusions, little research has been done for a comprehensive overview of how HCI interprets and adopts service design. This research performed a systematic literature review on extant HCI publications that claim to use service design. The review findings from the 179 publications revealed varying dimensions of service design taken up in HCI, relations between service design scopes and emerging technologies, as well as unclarity to service design in HCI and HCI's current tendency to use service design for the interaction level rather than the system level. We discuss future design and research opportunities for HCI by integrating the system level dimensions of service design.

With the wave of data-driven design, data literacy is increasingly important for designers, so current design education aims to incorporate data literacy. However, designing with data can be challenging to design students as it might appear more abstract than tangible. In this research, we explore how design students could build creative data literacy by materializing data into tangible card formats, to inform their ideation process. We developed a method called Datastorming for design students to learn to create new design concepts using various data sets. Datastorming was tested in a university's service design course with 23 undergraduate students. Results show that Datastorming helped the students physically interact with various data sets to create meaningful connections and contextualize data for possible use scenarios. We discuss how Datastorming supports the designerly way of using data and helps students build creative data literacy for their design work.

Children's usage of online services expands as they transition into adolescence. However, many are unaware or ill-equipped about how their informational privacy is compromised through continuous tracking and data collection online. This paper explores how to enable early adolescents be more aware of informational privacy online and make informed decisions, taking a research-through-design approach. Based on technology probes with adolescents, the four-stage framework was developed and a smartphone-embedded book was chosen as a medium for defamiliarization yet relatability. Through the iterative design and testing with early adolescents, we investigated the novelty of blended interaction between physical and digital, and the effectiveness of various narratives based on the four stage framework. We found the importance for privacy educational materials to incorporate multiple levels of information complexity and discuss how to achieve that.