Abstract Movement-based design methods have gained increased attention across various research fields and practices, particularly in interaction design. By engaging the body in movement, these methods have the potential to explore a richer, more intuitive, and immersive user experience. A recent project MeCaMinD1 brought together researchers from interaction and sports design to explore, collect, and document movement-based methods and make them practically useful across domains. The methods were explored through a series of workshops, furthering the team’s understanding of their use and practical applicability. This understanding was compiled into a set of design cards that we present here. We discuss the experience of using the resulting cards in movement-based design sessions. We found that while the cards are mostly used in designing, planning, and preparing sessions, they also function as support during the design sessions, used by both facilitators and participants. Based on a final ideation session with both novice and experienced facilitators, we sketch ways to support managing the cards during sessions, integrating them with movement and physical action.

Machine learning (ML) is increasingly used in healthcare practices, due to its potential to support personalization, diagnostic and prediction, automatization, and increase effectiveness. In physiotherapy, most existing ML solutions suggest replacing the physiotherapist, neglecting the complexity of their skills and practice. We articulate an alternative to the design of ML technology for physiotherapy: one that emphasizes the relational aspects of the practice and offers personalized support to physiotherapists and patients alike. Based on domain studies and design explorations with physiotherapists, interaction designers and ML experts, we present 1) insights on physiotherapy's in-clinic and out-of-clinic looped structure, 2) opportunities and requirements to integrate ML in that loop, and 3) a conceptual interactive ML-based infrastructure that exploits those opportunities. Our work widens current ML developmental aims for physiotherapy, proposing a vision that encodes sustainable sociotechnical relationships in healthcare practices.

While digital play installations for outdoor use are becoming more common, little work has been done on how such technology shapes play in nature-rich environments. We performed a study of children's self-directed play with access to nature as well as digital installations. Our findings show that play with nature materials and digital installations emerged in different ways. Most notably, imaginative play was observed emerging in close interaction with nature, while the digital installations mostly inspired rule-based play. Furthermore, engagement with digital installations typically involved an active exploration phase which was not observed with nature materials. Nature materials instead engaged the children's senses more immediately, and often offered opportunities for collection and consumption, paving way for fluent play activities roaming large areas. We argue that these differences motivate rethinking the design of digital installations for play in nature and suggest guidelines to this purpose.

Live action roleplay (larp) has a wide range of applications and can be relevant in relation to HCI. While there has been research about larp in relation to topics such as embodied interaction, playfulness, and futuring published in HCI venues since the early 2000s, there is not yet a compilation of this knowledge. In this article, we synthesize knowledge about larp and larp-adjacent work within the domain of HCI. We present a practitioner overview from an expert group of larp researchers, the results of a literature review, and highlight particular larp research exemplars which all work together to showcase the diverse set of ways that larp can be utilized in relation to HCI topics and research. This article identifies the need for further discussions toward establishing best practices for utilizing larp in relation to HCI research, as well as advocating for increased engagement with larps outside academia.

Movement-based design methods are increasingly adopted to help design rich embodied experiences. While there are well-known methods in the field, there is no systematic overview to help designers choose among them, adapt them, or create their own. We collected 41 methods used by movement design researchers and employed a practice-based, bottom-up approach to analyze and characterize their properties. We found 17 categories and arranged them into five main groups: Design Resources, Activities, Delivery, Framing, and Context. In this paper, we describe these groups in general and then focus on Design Resources containing the categories of Movement, Space, and Objects. We ground the characterization with examples from empirical material provided by the design researchers and references to previous work. Additionally, we share recommendations and action points to bring these into practice. This work can help novice and seasoned design researchers who want to employ movement-based design methods in their practice.

The paramount measure of success for a machine learning model has historically been predictive power and accuracy, but even a gold-standard accuracy benchmark fails when it inappropriately misrepresents a disabled or minority body. In this work, we reframe the role of machine learning as a provocation through a case study of participatory work co-creating exergames by employing machine learning and its training as a source of play and motivation rather than an accurate diagnostic tool for children with and without Sensory Based Motor Disorder. We created a design probe, Cirkus, that supports nearly any aminal locomotion exergame while collecting movement data for training a bespoke machine learning model. During 5 participatory workshops with a total of 30 children using Cirkus, we co-created a catalog of 17 exergames and a resulting machine-learning model. We discuss the potential implications of reframing machine learning’s role in Assistive Technology for values other than accuracy, share the challenges of using “messy” movement data from children with disabilities in an ever-changing co-creation context for training machine learning, and present broader implications of using machine learning in therapy games.

Technology-supported movement learning has received increased attention in HCI. Previous design research has mostly focused on individual experiences, even though the social and situated context is essential to movement learning practices. Based on the experiences from two design projects in the fitness domain featuring open-ended biofeedback artefacts, we propose Intercorporeal Biofeedback as a strong concept to support the design and use of biofeedback in such practices. We ground the concept in situated movement learning theory, phenomenology of social cognition, and HCI work on biofeedback. We articulate four key characteristics of intercorporeal biofeedback: it provides participants with a shared frame of reference , upon which they engage in fluid meaning allocation and use it to guide attention and action , becoming an interactional resource . Intercorporeal biofeedback can serve to guide future design work for situated, social movement practices.

Warm-up games are widespread practices in multiple activities across domains, yet little scholarly work can be found about their role in physical training. Here, we study potential goals and benefits of warm-up games, and explore opportunities for technology inclusion through investigating a collection of warm-up games gathered: online, from a survey of online warm-up games curated, described, and used by Physical Education teachers; and in person, from an ongoing design research work as part of a technology-supported circus training course. Further, in the context of the latter, we conducted explorative design interventions, augmenting a range of the warm-up games with wearable technology. Our work surfaces major goals and benefits of warm-up games, which can be broadly classified as preparing participants physically, socially, and mentally. We also show how the inclusion of open-ended technology can support these goals and discuss broader opportunities for technology inclusion in warm-up games.

The growing interest in wearables for sports and fitness calls for design knowledge and conceptualizations that can help shape future designs. Towards that end, we present and discuss a design space of wearables for these practices, based on a survey of previous work. Through a thematic analysis of 47 research publications in the domain, we surface core design decisions concerning wearability, technology design, and wearable use in practice. Building on these, we show how the design space takes into account the goals of introducing technology, that design decisions can be either directly designed, or left open for appropriation by end-users; and the social organization of the practice. We characterize prior work based on the design space elements, which yields trends and opportunities for design. Our contributions can help designers think about key design decisions, exploit trends and explore new areas in the domain of wearables for sports and fitness practices.

Concepts and theories that emerge within the social sciences tend to be nuanced, dealing with complex social phenomena. While their relevance to design could be high, it is difficult to make sense of them in design projects, especially when participants have a variety of backgrounds. We report on our experiences using role-play scenarios as a way to sensitize heterogeneous designer teams to complex theoretical concepts related to museology as social and cultural phenomena. We discuss design requirements on such scenarios, and the importance of connecting their execution closely to the context of the design and the current stage of the design process.

Technology probes have been used in co-creative embodied design processes to spur creativity and generate design ideas. We present a range of Training Technology Probes (TTPs), designed to facilitate collocated physical and social training. We deployed them in the context of a physical training course for children with motor challenges, where they were tested and iterated onsite through our participants' (instructors' and children's) creative uses. We report on intended/expected uses as well as improvised ones resulting from creative appropriations that were found useful in our physical activity. We discuss key core properties of the TTPs that supported productive creative appropriation. This work adds to others on technology probes by emphasizing their generative value in goal-oriented somatic explorations and practices, like our training course.

Physical training can be frustrating and hard, especially for those who experience additional challenges to access and control their proprioceptive senses. In the context of designing for children with Sensory-based Motor Disorder, we designed and deployed a series of Training Technology Probes to be used in circus training. Here we focus on how these were used, tested, and appropriated by children and instructors during a six-week circus training course. Through these explorations, we identified a range of potential benefits from using their functions in training. We present the Physical Training Technology Probes and the benefits they brought to training. We show how the technology functions helped children focus and provided feedback related to posture and balance. Furthermore, their open-ended designs and versatile options for use were crucial in exploring their contributions to training, and in how they helped foster creative engagement with technology and training. Our work contributes towards understanding the specific requirements when designing for the target group, and more generally contributes with design strategies for technology support for skill training.

Designing technology to support instructed physical training is challenging, due to how instructions rely on complex interactional and situational social processes. To support in-the-moment instruction, we engaged in a co-creative Research through Design process with a Yoga instructor. Together, we designed and deployed Enlightened Yoga: a training class featuring wearable projecting lights that augment the instructor's and trainee's movements, and highlight the orientation and positioning of key body parts. We present insights from the design process and a study of the class. We show how the wearable lights enabled a new shared frame of reference between instructor and trainees, that became instructable through the way participants could reference and orient themselves to it. This allowed the instructor to extend his instructional strategies, and enabled trainees to better act upon cues. We discuss how this was made possible by jointly designing the technology, its coupling with the body, instructions and exercises.

The use of technology to assist in instructed fitness training in collocated social settings is underexplored. Here we focus on how technology can be designed to fit within, leverage, and be part of the strategies and tools that fitness trainees and instructors use to detect and correct performance errors. Drawing on ethnomethodological approaches and using the concept of correction to focus our analysis, we scrutinize the interaction between instructor and trainees in two fitness activities, AntiGravity Fitness and Pilates. We identify social configurations and resources employed in instances of correction. We also present an analytical tool useful for deconstructing such correction processes, highlighting the strategies and resources used by the social actors, and their impact on performance. Based on insights gained from our analyses, we propose design recommendations and identify design opportunities that capitalize on existing tools and collaborative correction strategies, such as scaffolding the correction process.

Algorithms influence most of our daily activities, decisions, and they guide our behaviors. It has been argued that algorithms even have a direct impact on democratic societies. Human - Computer Interaction research needs to develop analytical tools for describing the interaction with, and experience of algorithms. Based on user participatory workshops focused on scrutinizing Facebook's newsfeed, an algorithm-influenced social media, we propose the concept of Algorithmic Experience (AX) as an analytic framing for making the interaction with and experience of algorithms explicit. Connecting it to design, we articulate five functional categories of AX that are particularly important to cater for in social media: profiling transparency and management, algorithmic awareness and control, and selective algorithmic memory.

Outdoor play is becoming an increasingly marginalised activity in the urban landscape. Even in HCI, research on interactive solutions for outdoor play has largely been limited to special areas and in particular playgrounds. But children play everywhere, and especially play close to home is central in children's play activities. In this article we draw upon knowledge about designing for children's play in interaction design as well as in landscape architecture, to study how interactive play installations can be integrated in outdoor environments of a residential area. We present a field study in which digitally enhanced play installations were installed, in dialogue with the landscape, in between the buildings of a residential area. We focus on how emerging play activities made use of the installations as well as of the surrounding landscape in expected as well as unexpected ways. Based on the observations, we discuss how residential play is special, and how this affects how to design for it.

In the turn towards practice-oriented research in interaction design, one of the most important proposals has been the emphasis on the 'ultimate particulars' produced by design, as embodiments of design knowledge. In current HCI research, those particulars are almost always taken to be 'things' artefacts or singular systems. We argue that this emphasis may have come at a cost that can be described as a loss of identity; interaction design research was never primarily concerned with the design of artefacts, but with how humans act and interact with each other with and through artefacts. We propose a complementary perspective by looking at design projects and traditions where the 'ultimate particulars' can be considered to be activities rather than things. The article is concerned with how knowledge needs to be articulated in the scholarly engagement with such design practices. We argue that engagement with activity-centric design gets design research one step closer towards understanding salient contemporary design practices and what Buchanan calls 'environmental design'.

During the last decade, there has been an increasing interest in supporting social play through the design of collocated digital games, alongside efforts to better understand social-physical modes of play. In this paper, we present relevant insights from a well-established gaming community, the larp (Live Action Role Play) community. This community has a longstanding tradition of making use of costumes, physical environments, and objects to shape player experience. We conducted a survey completed by 39 larpers concerning how they use digital technology in larp, and the way technology is designed and appropriated to augment the larp experience. Here, we present early results in the form of a preliminary taxonomy of technologies in larps, as well as key trends for design, use, and appropriation of technology to impact in-game social and emotional experience.

Numerous studies have foregrounded how play is only partially shaped by the artifacts that their designers design. The play activity can change the structures framing it, turning players into co-designers through the mere act of playing. This article contributes to our understanding of how we can design for play taking into account that play has this transformative power. We describe four ways that players can engage with framing structures, which we classify in terms of whether players conform to explore, transgress, or (re)create them. Through the examples of three case studies, we illustrate how this model has been useful in design: as an analytical tool for deconstructing player behavior, to articulate design goals and support specific design choices, and for shaping the design process.

Children's outdoor play is fluent and fluctuating, shaped by environmental features and conditions. The article reports on a project where interaction designers and landscape architects work together to fuse their knowledge into working solutions for integrating interactive play in outdoor environments. We report on a schoolyard trial, where interactive play technology was installed as an integral part of a schoolyard environment, and discuss the interplay between technology and the environment that was partly natural forest and partly constructed playground. We highlight in particular the importance of the adaptability of the natural environment, how the combination of interactive technology and natural environment can contribute to the versatility of play activities, and how the interactive technology can both be useful for presenting invitations to play in such adaptable places, and enhance the adaptability for play in otherwise impoverished places.

Designing bodily experiences is challenging. In this paper, we propose embodied sketching as a way of practicing design that involves understanding and designing for bodily experiences early in the design process. Embodied sketching encompasses ideation methods that are grounded in, and inspired by, the lived experience and includes the social and spatial settings as design resources in the sketching. Embodied sketching is also based on harnessing play and playfulness as the principal way to elicit creative physical engagement. We present three different ways to implement and use embodied sketching in the application domain of co-located social play. These include bodystorming of ideas, co-designing with users, and sensitizing designers. The latter helps to uncover and articulate significant, as well as novel embodied experiences, whilst the first two are useful for developing a better understanding of possible design resources.

Interaction design is increasingly merging with designing our everyday environment. Trialing and evaluating such designs in an ecologically valid way often requires that they be installed in public space without clearly communicating their nature as trials. This leads to unaware participation in what, in fact, is an experimental intervention.

The DigiFys project explores the design of interactive landscapes for children's outdoor play. The project combines landscape architecture with design of interactive technology, working towards designs that support children in their everyday play activity, close to home. In the creative lab session, we want to co-design the play landscape together with local children. The focus is on acquiring a perspective on similarities and differences between the children's play culture in Sweden where the project originates, and Malaysia.

Gamification can be done for many purposes. We describe an experiment with gamification that, while addressing an informal learning environment, was not done to directly support learning. In the design of an overarching game experience for a science center, the goals were to support a focused visit, and create incitement for families to engage together.

The past decade has seen an increased focus on body movement in computer games. We take a step further to look at body games: games in which the main source of enjoyment comes from bodily engagement. We argue that for these games, the physical and social settings become just as important design resources as the technology. Although all body games benefit from an integrated design approach, the social and physical setting become particularly useful as design resources when the technology has limited sensing capabilities. We develop our understanding of body games through a literature study and a concrete design experiment with designing multiplayer games for the BodyBug, a mobile device with limited sensing capabilities. Although the device was designed for free and natural movements, previous games fell short in realizing this design ideal. By designing the technology function together with its physical and social context, we were able to overcome device limitations. One of the games was subsequently incorporated in its commercial release.

Participatory design methods face challenges when designing for a widespread youth community. In such projects, it is not enough to design in collaboration with a few selected individuals; one must also strive to understand the community at a deeper level and incorporate its values and practices into the design solution. We report on our process of designing with, and for, an identified youth group: the Parkour and Freerunning community. We show how the successful design relied not only on employing methods of participatory observation and participatory design, but also on acquiring an understanding of the practice as a "fun community", valuing play over achievement and competition.

This paper introduces the idea that location based pervasive games can be used to make mobility training for visually impaired children more fun. The user centred development process which has been carried out in collaboration with both visually impaired children and rehabilitation staff is described and we present a novel game concept which combines locative play, sound traces and a physical catch movement. We report and discuss results of user tests and summarize our experience in a set of tentative development and design guidelines for this type of game.

Pervasive games are staged in reality and their main attractiveness is generated by using reality as a resource in the game. Yet, most pervasive games that use mobile and location-based technology use reality only in a weak sense, as the location for a computerized game.

The term Social Navigation captures every-day behaviour used to find information, people, and places - namely through watching, following, and talking to people. We discuss how to design information spaces to allow for social navigation. We applied our ideas in a recipe recommendation system. In a follow-up user study, subjects state that social navigation adds value to the service: it provides for social affordance, and it helps turning a space into a social place. The study also reveals some unresolved design issues, such as the snowball effect where more and more users follow each other down the wrong path, and privacy issues.

Recent research in the area of information retrieval hypothesizes that people benefit from social clues, so called social navigation, when they try to navigate information spaces [7]. We have designed an on-line grocery store building upon those ideas manifested in several different ways. The most central feature is that the system uses a combination of content-based and collaborative filtering as the basis for recipe recommendations. This filtering process can in turn be controlled by editors, whose role is to control the content of the “recipe clubs”. Other types of social clues are also present, such as displaying how many users that have chosen a recipe. Finally, the system shows information about other users currently present in the system, and allows users to get in direct contact through chat.

No abstract available.

Plan recognition in direct manipulation interfaces must deal with the problem that the information obtained is of low quality with respect to the plan recognition task. There are two main reasons for this: the individual interactions from the user are on a low level as compared to the user’s task, and users may frequently change their intentions. We present two example applications where this is the case. The fact that users change their intentions could be used to motivate an explicit representation of user intentions. However, the low quality of available information makes such an approach unfeasible in direct manipulation interfaces. This paper addresses the same problem by maintaining a plan-parsing approach to plan recognition, but making it local to the user’s most recent actions by imposing a limited attention span. Two different approaches to implementation are given, in the context of the two presented applications.