This is a project exploring a possible future of embedded mobile augmented reality services in people's daily routine. The project was conduct- ed at Umeå Institute of Design as a MFA Thesis in Interaction Design. The constant development of technologies along- side with society’s increased usage of the mobile phone makes this medium more and more inter- esting amongst all age groups. The existing solu- tions focus on ways of communicating through short time interactions as well as on gameplays with a focus on storytelling. So far, these existing solutions are rarely implementing a service aspect for people's daily routine. The mobile augmented reality technology has the power to serve a variety of purposes, which are for now, not discovered. This lack of exploration creates challenges for the market and the user which leads to discourage in that medium. To understand the needs of the people and the language of the technology, I immersed myself into the augmentation of realities and conducted a thorough research with conversations with the target group and experts in the field, opportunity evaluations, and concepts testing. The insights gathered during the research brought the conclu- sion that the medium has the power to transfer knowledge by having the user experiencing rath- er than observing. This increases the chances of understanding and participating with information. This is why the project’s goal is to form a mobile AR service example, where the user feels motivat- ed to engage with their surroundings in their daily routine. The final outcome of the project consists of a plat- form which allows the user to explore the history of their current location. The platform is clustered in two areas. On the one hand a content library gathers information about explored locations. This information is displayed through a list and detail view of written information as well as through an immersive gallery. This gives the user the oppor- tunity to easily explore and share their discoveries with their communities. On the other hand an interactive map as well as a lens filter enables the user during their exploration to discover the infor- mation. Based on a data preview visualisation the user is able to create their own contextual digital gallery. This experience motivates the user to easily start discovering their location as well as building up routines based on that kind of interaction. This new service showcases possibilities to design for mobile AR as well as strengthen the relation be- tween the users and their environment.

Programming is currently being introduced as an obligatory part of the K-9 education in Sweden with the aim to strengthen pupils’ digital competence and prepare them with skills adapt for the 21st century. The challenge is now to successfully integrate programming as a tool for teaching and learning within existing practices. Teachers are expected to support their pupils learning about programming despite their own limited chance to acquire knowledge on the subject. The Swedish National Agency for Education (Skolverket)has given some guidance but research on this area is rather limited and a lot is left to the teachers to decide and educate themselves in. Educational programming environments (EPEs), especially aimed at novices, can support teachers in this integration but needs to be suitable for the objectives from the Swedish school to not unintentionally direct the way teaching is done. This study aims to answer how an EPE should be designed to fit within the Swedish school context with a focus on the teachers’ perspective. To study this, seven interviews were conducted with educators in middle school with experience of working with programming in the classroom, followed by two observations during lectures with EPEs. The results provided implications that were used to form design guidelines for an EPE aimed at the Swedish school.

In a world dominated by digital technologies, user-centered design aims to ensure that the users are catered with solutions that deal with their needs. As agile methods have become a prevalent approach in software development, it is crucial for the two disciplines to work together. However, existing studies have already presented incompatibilities between the methods of the two disciplines. This study intends to investigate the impact that agile principles have on the adoption of user-centered approach on a broader scale through the many parties involved in the process. By conducting interviews with practitioners and interpreting the results through the lens of Engeström’s activity system model, the findings of the study reveal significant influences imposed on the user-centered approach by external and organizational factors that are intensified by the agile principles. Three main areas of concern are identified and accompanied by broad suggestions on how to approach resolving them, focusing on the empowerment of UX designers, accurate deliberation of the intentions and practices of user-centered approach, and close collaboration to raise awareness of the benefits of user-centered approach. Lastly, it is emphasized that the identified areas of concern – primarily the problematic impact from clients and executives – need further extensive research to provide definitive solutions.

nformation security (InfoSec) policies are widely used by institutions as a form of InfoSec control measure to protect their information assets. InfoSec policies are commonly documented in natural language, which is prone to ambiguity and misinterpretation, thereby making it hard, if not impossible, for users to comply with. These misinterpretations may lead the students or staff members to wrongfully execute the required actions, thereby making institutions vulnerable to InfoSec attacks. According to the literature review conducted in this work, InfoSec policy documents are often not followed or complied with; and the key issues facing InfoSec policy compliance include the lack of management support for InfoSec, organisational cultures of non-compliance, intentional and unintentional policy violation by employees (the insider threat), lack of policy awareness and training as well as the policy being unclear or ambiguous. This study is set in the higher education context and explores the extent to which the non-compliance problem is embedded within the policy documents themselves being affected by ambiguity. A qualitative method with a case study research strategy was followed in the research, in the form of an inductive approach with a cross-sectional time horizon, whereby a selection case of relevant institutional InfoSec policies were analysed. The data was collected in the form of academic literature and InfoSec policies of higher education institutions to derive themes for data analysis. A qualitative content analysis was performed on the policies, which identified ambiguity problems in the data. The findings indicated the presence of ambiguity within the policy documents, making it possible to misinterpret some of the policy statements. Formal methods were explored as a possible solution to the policy ambiguity. A framework was then proposed to address ambiguity and improve on the clarity of the semantics of policy statements. The framework can be used by policy writers in paying attention to the presence of ambiguity in their policies and address these when drafting or revising their policy documents. / School of Computing / M. Sc.(Computing)

Various studies have taken different approaches to persuade users into adopting a healthy sitting posture. In addition to the sedentary lifestyles we have come to adopt, the importance and reasoning of these studies stem from the adverse effects of poor posture on our health and mood. However, studies approaching this area with real-time visual modality integrated into clothing are rather sparse. Utilizing this integration might potentially fulfill the requirements of the ubiquitous computing era and inform the users in a calmer way. To evaluate various aspects of this concept, a mid-fidelity prototype was developed and tested with users. Semi-structured interviews were then conducted to obtain their thoughts and opinions on such an approach. In addition to the approval of the concept, further concerns, advantages and disadvantages were disclosed, and used to inform a design space for similar concepts. Although requiring more research, the results of this study outline a primary design space consisting of essential characteristics one needs to be aware of when designing a similar concept.

Today it is just as important to understand the content on social media platforms as the technology that are being used. With the help of technology the content does not need to be just words but can also be anything from videos to simple symbols. Taboo subjects like dick-pics are often swept under the rug as being too offensive to talk about. But if technology is to keep up with the content even the sensitive subjects need to be understood. Since anyone can send anything to anyone it is important to show how different people react. If the sender of a dick-pic thinks it is amusing, it is important to tell how the receiver may react. It can be a self-representation to send a dick-pic, just to show a new or a hidden side of oneself. It can also be a way to exercise power over another person as well as harassing the receiver with a sexual picture. But a dick-pic could also be just a joke sent to someone and a way of communicating with friends. This is a quantitative research with 120 participants answering a questionnaire which focused on sending and receiving dick-pics and the reason and reaction of sending dick-pics online. The study showed three main reasons for sending dick-pics and the reasons were categorised as following: language online, self-representation and power structures.

I denna uppsats har fem grundskoleelever i årskurs 3-6 intervjuats om deras uppfattningar av bildundervisningens relevans i relation till deras erfarenheter av visuell kultur. Gemensamt för eleverna var att de på olika vis använde sig av sociala forum och var vana mediala orienterare. Bildämnet har under tid förändrats och läroplanen ställer nu även krav på multimodal undervisning med digitala verktyg. Resultatet avslöjar dock att undervisningen inte motsvarat samhällets utveckling vilket lämnat eleverna att önska en mer digitaliserad undervisning. Insamlandet av empiri har skett genom kvalitativa intervjuer där jag löpande fört anteckningar för hand och därefter bearbetat materialet genom ett digitalt skrivprogram. Empirin har analyserats utifrån det multimodala perspektivet, ett relativt nytt perspektiv vilket bygger på kommunikation genom olika teckensystem och medier.

The prime objective is to investigate how technology and work organization can support the workflow in handling time critical emergency calls, having the prerequisites of giving the highest priority to saving human lives and minimizing the effects of emergency situations. The challenge is to maintain and improve the quality of service (QoS) during and after a proposed technology driven organizational change. This thesis is based on empirical work including extensive ethnographical studies of emergency call handling at Swedish Emergency Service Centres, SOS centres. Today the SOS centres are basically organized as independent centres. The proposed technology enabled organization concerns the contingency of handling emergency calls nationwide, in SOS clusters. One of the desired outcomes of this reorganization is that peaks and falls in the handling of emergency calls will be levelled out. It is assumed that any operator will be able to handle the call independent of the location of the emergency situation, opening up for a more efficient handling of incoming calls. In principle, introducing new information technologies enables this reorganization of SOS centres. However, the basic claim of our investigation is that a transition to the new organization has to take into account systemic requirements, to support a non-disruptive change. The first of the three main results concerns essential aspects of technology based organizational changes. From the empirical work, we have concluded that the tasks constituting the workflows at SOS centers are conducted in parallel, and that the coordination of the tasks can be modeled using a risk-driven blackboard-based spiral model. We have also concluded that there is a rich face-to-face communication and body language situation within the centers supporting coordination of workflows. This coordination is context-dependent thus the means of creating awareness of the overall situation in the centre support the acquisition of important extra information in the specific case. The second result concerns methods and models to increase the quality of the requirement specification process. The principal approach is to specify assessments and systemic requirements. Furthermore, issues such as how to validate empirically based workflow models, as well as how to measure groupware usability and how to support the information sensitive change are considered. Suggestions concerning methods and models that could provide means to that end are presented. The third result concerns identification of relevant research and development challenges coupled with new insights about combining ethnographical approaches with system modeling. Identification and suggestion of suitable experimental platform design, enabling testing of service qualities, including a suggested role for agent technologies are presented. / Utmaningen är att säkerställa och förbättra kvalitén i hanteringen av nödsamtal vid en eventuell förändring från enskilda SOS centraler till SOS cluster.

In recent years, low-code development has become increasingly popular, enabling developers to write less code and focus on the objective. However, while proven efficient, little attention has been given to how developers experience working in these development environments. This is significant as providing unpleasant experiences could reduce the benefits of low-code platforms by leaving the developers unhappy. As such, this study aims to gain an understanding of developer experience in low-code environments. The study was conducted with an IT-company recently specialized in low-code solutions, where participants were chosen based on having prior experience with low-code development. This ensued in interviews with six low-code developers as well as a project leader. Main positive experiences found were, feeling more productive, improved customer relations, focus on the objective, shared developer understanding, and quick learnability. Key negative experiences found were, having work constrained, limited freedom and creativity, inadequate documentation, and overview, and having poor and unsafe teamwork capabilities. To the best of my knowledge this is the first study to explore developer experience in low-code development environments and stands as groundwork for future studies in low-code developer experience.

Samhället vi lever i är i ständig förändring och utveckling. Digitala verktyg som smartphones, surfplattor och applikationer som exempelvis spel, är en stor del av barns vardag. Vi har i denna undersökning haft fokus på att undersöka hur förskollärare och barnskötare involverar digitala verktyg i förskolans språkutvecklande undervisning. Genom intervjuer, insamling av lokala arbetsplaner samt enkätundersökning, har vi tagit del av förskollärares, barnskötares samt IKT-pedagogers tankar och erfarenheter som relateras till vårt syfte och vår frågeställning. I vår analys av den insamlade empirin har vi använt oss av det teoretiska ramverket TPACK, för att analysera och diskutera den flerdimensionella och dynamiska kompetensen som förskollärare behöver för att undervisa i förskolan om och med digitala verktyg. Om man som förskollärare kan tillskriva sig TPACK, har man således en professionell digital kompetens som behövs för undervisning i förskolan (Koehler & Mishra, 2006, 2009). Vår tolkning är att TPACK och professionell digital kompetens har samma innebörd och vi kommer därför i vår undersökning att använda oss av formuleringen professionell digital kompetens. Resultatet av vår undersökning visar på att förskollärares och barnskötares förhållningssätt samt kompetenser är avgörande för hur digitala verktyg används för att nå språkutveckling hos barnen. Där förskollärare eller barnskötare visar ett intresse för digitala verktyg, skapas även en lärandemiljö där dessa också nyttjas i större utsträckning. Vidare visade vår undersökning på vikten av att förskollärare och barnskötare innehar professionell digital kompetens, där dessa kunskapsdomäner kommer till uttryck i planering och genomförande av den språkutvecklande undervisningen.