This thesis explores the stigmas and taboos surrounding youth health centers in Sweden and how this might be hindering young people to visit the youth health centers. It’s exploring how this can be challenged and how the threshold can be lowered by involving the informal support system and bringing the youth health center to the youth arena which allows for a more informal type of support and guidance. The youth health centers in Sweden have been around since 1970 and are a well known and established form of healthcare, yet the majority of the visitors are young women. How come? I’ve been working from the hypothesis that there is a need for more youth to seek help but that they for various reasons don’t manage to make it all the way there. There are many stigmas surrounding topics that the youth health center is dealing with, such as sex, depression, or domestic violence. This is especially true for young people on the edge between childhood and adulthood. Using a human-centered design approach this project has through the involvement of adolescents, midwives and youth workers among others, been exploring challenges and finding opportunities where interaction design can be used to improve the situation for the youth that do not make it to the youth health centers but that want and would benefit from their services. The final design proposal is an ambassadorship, aimed towards adults already part of the informal support system, that will enable youth to feel more empowered to seek help. It is set up to reach the youth in new ways, in an informal manner to bring the solution to the youth and to create a more comfortable space for them to open up within. Part of this is also a service for youth to effortlessly get in contact with the youth health center and to create personal connections to its personnel through link cards and video presentations. These connections are there to prepare the youth and to lower the bar of contact by building trust and humanize the help-seeking process. To make it clear that they are not trying to contact an institution but a person.

Today’s generation is born with digital devices like computers, tablets, smartphones, and gaming consoles. Children’s passive engagement with digital mediums (digital devices and the content they offer) has become a primary concern for parents because it limits children’s learning opportunities through physical play. In this digital age, we cannot completely take away these devices from children’s sight. Still, we can create more situations and contexts that encourage children to reduce their time with digital mediums and/or convert children’s passive engagement into an active engagement. This research-informed design project aimed to understand children’s (aged 8-11) motivations, aspirations, likes, dislikes, and engagement with different physical and digital activities in their daily lives. Learning from different phases of the design process was applied to design a proposal that helps increase children’s physical play during their engagement with digital activity. Method: Findings from the exploratory research led to a few opportunity areas, which were further investigated using research through the prototyping method. User personas, their needs, and their involvement in different activities inspired me to define a few design principles I followed throughout the project to evaluate my design decisions. I set my initial research question as “How might we integrate ‘digital mediums’ with the qualities of ‘physical play’ to provide our children more exciting growth opportunities.” I could probe, test, observe, learn, and finally prototype a few scenarios that enabled children’s physical play during the digital activity. Result: The final concept is “animo- A tool to engage children in a storytelling activity through physical play.” The concept combined children’s current interest in digital mediums with their interests in the creative activity of drawing and doodling. It creates opportunities for children to build the creation by COMBINING two or more objects or mediums, by ENGAGING in physical play and/or with the surrounding, and SHARING the creation that increases their social interactions. Children learn drawing, handwriting, animation, and storytelling skills. They become more curious, observant and notice more the living and non-living things. Bringing feelings and emotions to their drawings increases their expressive and imaginative abilities. They develop empathy, love, and care by sharing their creation with others. Small recognitions of their creation give them a sense of being noticed and encourages them to explore more. Animo helps children learn storytelling through animation, but more than that, it exposes them to the infinite possibilities of learning through physical play.

The goal of the project is to explore the issue of information overload in grand-strategy games, specifically focusing on Paradox games,and utilizing Victoria 3 as the primary case study. The research delves into the background and theory of grand strategy games, includingthe user experience, tooltip design, tutorials, and think-aloud interviews.To accomplish this, the research methodology involves conducting preliminary interviews via the think-aloud method, as well as a surveybased study. In the survey, participants will be asked to share their understanding of tutorial information and their experience with tooltips.Data analysis will be conducted using both quantitative and qualitative methods.This study discusses information overload for players within the tutorial section and tooltips within, analyzing issues from playersperspective and discussing and highlighting these issues and the challenges of overcoming them.

In recent years, many PC and console video games have seen a shift towards live service models as a means of generating recurring revenue through in-game purchases called microtransactions. Microtransactions have been linked to the concept of dark patterns—design patterns that favour the service at the expense of the end user—due to their possible negative impact on the user experience. One widespread yet poorly studied microtransaction is the battle pass, particularly from a player perspective. In order to investigate playerattitudes to dark patterns found in battle passes, we conducted two studies, by looking at battle passes found in 19 games, and by carrying out a series of discussion workshops, to identify dark pattern commonalities in battle passes, and to find out how players perceive and experience dark patterns in battle passes, respectively. Data was analysed by means of reflexive thematic analysis in both studies. The results show that battle passes attempt to drive increased player engagement and spending in a number of ways, and further that players have complex—and often contradictory—relationships to battle passes.

Chronic lower back pain (CLBP) presents a significant challenge in healthcare, requiring effective tools for rehabilitation and assessment. This study explores the use of virtual reality (VR) for the assessment of CLBP and addresses two research questions. Firstly, it investigates how movements and tasks considered problematic for individuals with CLBP can be incorporated into the VR application for assessment purposes. Secondly, it examines physiotherapists' perceptions of the VR application regarding tasks, feasibility, user experience, and overall design. To answer our questions, we conducted three design workshops with physiotherapists and HCI researchers and designed three VR applications that we evaluated with six physiotherapy students. The study provides valuable insights into participants' perceptions and experiences, shedding light on both the promising aspects and potential pitfalls of using VR in physiotherapy assessment. The findings underscore the value of incorporating user feedback into the design and implementation process, emphasizing the need for a user-centered approach, and provide several implications for the design of VR applications for assessment. This study lays the groundwork for the integration of VR as a valuable tool in physiotherapy assessment for CLBP.

In our progressively digitized world, the escalating demand for software solutions intensifies the need for proficient developers. Low-Code Development Platforms (LCDPs) present a promising approach to address this necessity, empowering individuals without traditional programming skills to create software applications. However, despite their potential, these platforms are often not accessible or intuitive for non-professional developers. This research examines the design of LCDPs, with an emphasis on enhancing the user experience for non-programmers. By investigating the usability of LCDPs and designing a prototype based on the findings, my aim is to contribute to the ongoing discussion about the democratization of software development and to propose enhancements that could make LCDPs more user-friendly, inclusive, and usable across devices. The research involves a combination of literature review, interviews, prototype development, and user testing, providing a multifaceted perspective on the topic. Moreover, it discusses potential implications for the design of LCDPs, as well as for the broader field of interaction design.

In this paper, I begin the first steps towards developing more ethical methods for designing for users with ADHD by investigating what needs stakeholders have when interacting with technology. Current interaction design projects concerned with ADHD are largely focused on children—ignoring adults with ADHD. Their aims and methods are problematic, potentially harmful, and erase experiences of those with ADHD by excluding them from the design process. These projects treat the ADHD community as a list of symptoms to be fixed by training behaviors—a practice that has been demonstrated to cause harm. Influenced by the Crip Technoscience, Neurodiversity, and Self-Advocacy movements and utilizing participatory/co-design methods I investigate the needs of users with ADHD by engaging with them throughout the process, ultimately leading to the development of preliminary guidelines for designing for ADHD accessibility which are presented in this paper alongside design examples and discussion of possible future work.

Understandings of road traffic interactions are largely based on human-human interactions. However, the development of vehicles controlled by highly auto- mated driving systems (ADS) would introduce a radically novel type of road user. This compilation thesis explores encounters between these “autonomous vehicles” (AVs) and human vulnerable road users (VRUs) such as pedestrians and cyclists. The included publications are connected to three research questions. First, empirical studies are reviewed to highlight existing interactive be- haviors and communication cues. This is followed by a methodological question of how to investigate AV-VRU interactions. Finally, VRUs’ experiences from initial experiments on AV crossing encounters are presented. While road user trajectories and kinematic behaviors are viewed as primary mechanisms to facilitate traffic interactions, they might also be influenced by cues such as appearances, gestures, eye-gaze, and external human-machine interfaces (eHMI). Using the Wizard-of-Oz approach, we are able to explore VRU encounters with a seemingly highly automated vehicle. Compared to meeting an attentive driver, AV encounters resulted in a reported lower willingness to cross, lower perceived safety, and less calm emotional state, indicating that the absence of driver-centric cues could lead to interaction issues and impede acceptance of AVs. To further explore this, we included light-based eHMI to signal the driving mode and intent of the vehicle (e.g., intent to yield). Future research should continue to investigate how AVs may co-exist with human road users focusing on aspects such as behavioral adaptations, research methodologies, and the role of various eHMI.

Digital competence is a skill that schools must teach. As society becomes more and more digitized, there are good reasons to argue how big a role digital devices should have in the classroom and how it affects the pupil´s learning in contrast to the traditional analogue teaching. Of interest was how pupils` writing process is influenced by digital tools in the teaching. The method chosen to be used in the work was to investigate what previous research says about the research area. It was reviewed through thematic analysis and compiled. The result shows that the balance between digital and analogue is important, and that the tools should complement each other. A digital competence and motivation are factors that influence the writing process, the research highlights. The material does not only deal with studies at the primary level, due to research gaps, which is needed to ensure the contextual relevance. However, all studies are done in a school environment. For further research there is interest in investigating how digital competence can be developed among students and staff in Swedish schools.

This thesis examines the roles played by digital information and communication technologies in a Swedish public library’s three-year long renovation project. As a case study of technology-influenced collaboration in a cultural heritage institution, this study addresses a gap in digital humanities research on the practical details of sociotechnical collaboration, as well as a lack of documentation of an ongoing trend of renovations and rebuildings of Swedish public libraries.  A large number of internal materials produced at the library during the course of its renovations was studied, and semi-structured qualitative interviews with three of the cultural heritage workers involved were conducted. Reading these materials with an actor-network theory approach, an account was constructed of the renovation project and the usages therein of digital technologies, in order to examine these technologies as actors and their effects on the project. It was found that, throughout the project, information and communication technologies were used to think, plan, organize, discuss, and make decisions about the work, that limitations and affordances of these technologies shaped how they could be used, and that this thus had effects on the project. Digital technologies are shown to have been active and agential, and avenues for future research are suggested.