This thesis is concerned with the fact that people routinely appropriate interactivetechnology. Much of the work in this project was conducted at The Public, aninteractive art gallery in West Bromwich. Examples of appropriation that arepresented range from interactive art, the game Minecraft™, to mundane objectsencountered in daily life. Research Questions posed in this study are: • What are the dynamics of appropriation? • What is the relationship of appropriation to affordance? • How do individuals experience appropriation? Appropriation is the mechanism by which we make objects in the world relevant and personal. This PhD has revealed three dimensions of appropriation namely: • Control: both in terms of ownership and virtuosity. • Ensoulment: the mechanism through which we ascribe personal significance to artefacts. • Affordance: the experiential relationship to artefacts concerned with action on and with them. Appropriation is revealed as a mechanism through which people understand potential action with technology. A traditional view is that people learn how to use a system and once its canonical use is established new uses or appropriations are discovered. What is revealed in this study is that appropriation is bound to our perception of action with technology, commonly explained through the concept of affordance. Appropriation is revealed as the initial act in human encounters with technology.

Augmented reality (AR) has emerged as a new interactive technology that enables marketers to craft an immersive experience for customers. The technology complaints the physical environment with virtual objects, and thus have the unique power to put the (virtual) product in the hands of the consumer. This provides marketers with a new option for reaching out and engaging with customers. Although the AR market is estimated to grow exponentially by the year 2023, little is known about how AR-applications on smart devices influence customer experience. This thesis addresses the research gap by exploring how IKEA Place, an AR-application, influences customer experience. By using a conceptual framework of online customer experience we explore how different antecedents influence the experience with AR. Furthermore, the study also highlight the differences between a website and an AR-application, and thus give a more nuanced understanding about AR. As the majority of the research on AR-technology has a quantitative approach, this study was done through a qualitative study using a quasi-experimental design. The empirical result indicates that aesthetics, ease-of-use, telepresence and assortment influence customer experience extensively. Moreover, the result also suggests that hedonic value influences the augmented experience more than the utilitarian, and thus customers do not perceive the application to fulfil their utility needs.

There is a need in classrooms to engage students and maintain their interest in course content. A recent type of interactive technology, known as a "clicker," has shown potential to increase student engagement, performance, and participation in the classroom when used effectively. Peer instruction, a type of student to student interaction in which pairs or small groups of students discuss their answers to questions before responding, is often used in conjunction with clickers, and may account for the perceived effectiveness of these tools. The purpose of this study is to determine the clicker's effectiveness in increasing learning and increasing student engagement in secondary classrooms, while controlling for their use during peer instruction. Two classrooms were examined (n ~ 15 for each classroom) in which 1 classroom used clickers integrated with peer instruction activities, while the other classroom only did the peer instruction activities. The findings of this study showed no significant difference in student learning, a small increase in student engagement, and a positive student reaction to the clicker's potential and use in the classroom.

No description available.

Dynamic interactive technology brings new opportunities for helping students learn central statistical concepts. Research and classroom experience can be help identify concepts with which students struggle, and an \"action-consequence\" pre-made technology document can engage students in exploring these concepts. With the right questions, students can begin to make connections among their background in mathematics, foundational ideas that undergrid statistics and the relationship these ideas. The ultimate goal is to have students think deeply about simple and basic statistical ideas so they can see how they lead to reasoning and sense making about data and about making decisions about characteristics of a population from a sample.Technology has a critical role in teaching and learning statistics, enabling students to use real data in investigations, to model complex situations based on data, to visualize relationships using different representations, to move beyond calculations to interpreting statistical processes such as confidence intervals and correlation, and to generate simulations to investigate a variety of problems including laying a foundation for inference. Thus, graphing calculators, spreadsheets, and interactive dynamic software can all be thought of as tools for statistical sense making in the service of developing understanding.

No description available.

<p>Rapid advancement in ubiquitous computing has been pushing toward making wearable technology mainstream. However, there is no standard process for developing wearables that are personalizable for every user. To democratize wearable design and accessibility for individuals with diverse backgrounds and levels of expertise, we created a three-level process to (1) extend access to the vast knowledge base, (2) simplify the design and fabrication of wearables, and (3) support the interaction modality exploration for wearables. To facilitate the accessibility of wearables' knowledge, we developed a taxonomy that helped us categorize resources and centralize them in a single interface. The taxonomy will reduce the language barrier for developers with multidisciplinary backgrounds and different knowledge levels while enabling a better grasp of the information. To extend the accessibility of the design and fabrication of wearables, we developed a system that assists inexperienced users in designing custom hand wearables and fabricating them using a simplified desktop manufacturing process in a short time. Finally, we propose a system that allows users to explore new forms of interaction modalities with emergent technologies that can inspire the creation of new wearables. Our preliminary results show how our systems enable developers and novice users to access new knowledge and fabrication methodologies and explore new forms of interaction.</p>

No description available.

No description available.

Children’s right to participation in situations that matter to them is stated in law and convention texts and is emphasized by the children themselves in research studies, too. When actively involved, their perspective is visualized. Children’s use of interactive technology has increased considerably during the last decade. The use of applications and web sites are becoming a regular occurrence in paediatric healthcare. The overall aim was to develop and test, together with children, an interactive communication tool meant to facilitate young children’s participation in healthcare situations. To understand children’s varied perceptions of their involvement in healthcare situations, interviews, drawings and vignettes were used in a phenomenographic approach (I). A participatory design iteratively evaluated evolving prototypes of an application (II). Video observations and hermeneutics captured the meanings of the participation cues that the children demonstrated when they used the application in healthcare situations (III). A quantitative approach was used to identify patterns in the children’s cue use (IV). In total, 114 children in two clinical settings and in a preschool were involved. The result showed that the children perceived themselves, their parents and the professionals as actors in a healthcare situation, although all were perceived to act differently (I). The children contributed important information on age-appropriateness, usability and likeability in the iterative evaluating phases that eventually ended up in the application (II). When using the application in healthcare situations, the cues they demonstrated were understood as representing a curious, thoughtful or affirmative meaning (III). Curious cues were demonstrated to the highest extent. The three-year-olds and the children with the least experience of healthcare situations demonstrated the highest numbers of cues (IV). Conclusion: when using the application, the children demonstrated a situated participation which was influenced by their perspective of the situation and their inter-inter-action with the application as well as the health professional. The children’s situated participation provided the professionals’ with additional ways of guiding the children based on their perspectives. / I lag- och konventionstexter, liksom i forskning, som använder barnens egna uttryck betonas deras rättighet att vara delaktiga i situationer av betydelse för dem. Genom att delta kan de göra sitt perspektiv synligt. Under det senaste årtiondet har barns användning av interaktiv teknik ökat kraftigt. Applikationer och web-sidor används nuförtiden även flitigt inom barnsjukvården. Avhandlingens övergripande syfte var att utveckla och pröva, tillsammans med barn, ett interaktivt kommunikationsverktyg avsett att möjliggöra yngre barns delaktighet i vårdsituationer. Intervjuer, teckningar och vignetter användes för att, fenomenografiskt, förstå barnens uppfattningar av att vara i en vårdsituation (I). En iterativ deltagarbaserad design användes för att utveckla en prototyp av en applikation. En hermeneutisk tolkning av video-observationer fångade meningen i barnens sätt att visa sin delaktighet (hintar) vid användningen av applikationen i vårdsituationer (III). En deduktiv, kvantitativ ansats användes för att identifiera mönster i barnens sätt att visa sin delaktighet när de använde applikationen (IV). Resultatet visade att barnen uppfattade sig själva, föräldrarna och vårdpersonalen som aktörer i situationen, även om alla uppfattades agera på olika sätt (I). Barnen bidrog i den iterativa processen med viktig information gällande aspekter som åldersanpassning, användbarhet och hur väl den tilltalar dem, vilket slutligen ledde fram till den färdiga applikationen (II). Barnens sätt att visa sin delaktighet när de använde applikationen förstods ha en nyfiken, tankfull och självbekräftande mening (III). Nyfikenheten visades mest vid användningen av applikationen. Treåringarna samt barnen med minst vårderfarenhet använde applikationen i störst utsträckning (IV). Sammanfattning: när applikationen användes i vårdsituationen visade barnen en situerad delaktighet vilken byggde på deras perspektiv på den aktuella situationen samt på deras inter-inter-aktion med applikationen och vårdpersonalen. Genom detta erbjöds vårdpersonalen ytterligare ett sätt att guida barnet utifrån barnets eget perspektiv.