[pt] Esta empreitada filosófica tem sua gênese nas discussões sobre a dualidade corpo-mente e como sua compreensão, e possível superação, poderiam influenciar positivamente o saber-fazer educacional do século XXI. Analisamos o livro Experience and Nature, de John Dewey, na sua versão original e integral a fim de destrinchar as bases para uma filosofia da mente pragmática construída pelo autor. Demonstramos como a mente e o corpo não podem ser dissociados, no que Dewey chamou de corpo-mente e que nós estendemos para corpo-mente-ambiente, devido ao princípio de continuidade que postula um contínuum físico-psicofísico-mental. A organicidade do campo mental que rege a interação indissociável entre organismo e ambiente e que não deixa de lado sentimentos, emoções e hábitos se mostrou um campo rico para os estudos em Educação; o próprio Dewey o fez em sua obra Experience and Education, a qual analisamos e mostramos como essa filosofia da mente pode trazer benefícios para o fazer-pensar educacional do século XXI. Esperamos que esta pesquisa auxilie futuros pesquisadores dos campos da Educação, Filosofia e Filosofia da Educação como uma referência importante para a compreensão das ideias expostas numa obra considerada umas das melhores dentro da tradição pragmática, mas que, até então, tem seu potencial subutilizado pelos pesquisadores brasileiros. / [en] This philosophical enterprise has its origin in the discussions of the body-mind duality and how its comprehension, and possible overcoming, could positively influence educational thinking-doing in the 21st century. We analyze the book Experience and Nature, written by John Dewey, in its original and full version in order to look into the basis for a pragmatic Philosophy of Mind built by the author. We demonstrate how mind and body cannot be dissociated, what Dewey called body-mind and we extend this to a body-mind-environment, due to the continuity principle which postulates a physical-psychophysical-mental contínuum. The organicity of the field of mind, which demands the inextricable interaction between the organism and the environment and does not set aside feelings, emotions and habits is revealed as a rich field for the study of Education; Dewey himself did the same in the book Experience and Education, which we analyze, show how the Philosophy of Mind can benefit educational doing-thinking in the 21st century. We hope this work might help future research in the field of Education, Philosophy and Philosophy of Education as an important reference for the comprehension of the ideas exhibited in a book considered one of the best among the pragmatic tradition, but which has had its potential underappreciated hitherto in Brazil.

O conhecimento e a primeira leitura das Notas sobre a experiência e o saber da experiência de Bondía (2002) geraram movimentos desencadeadores da produção desta dissertação, que trata de minha percepção dessa experiência, enquanto professora do ensino fundamental de uma escola pública de Caxias do Sul, RS. Um desses movimentos consistiu da organização de um grupo de estudos, a Matida, formado por alunos de 5ª e 6ª séries dessa escola, no qual me expus, permitindo-me tempo e espaço para olhar detalhadamente o que me passava ao longo do desenvolvimento de suas atividades. A perspectiva teórica desta dissertação constitui-se de uma composição das noções de experiência e experimento (BONDÍA, 2002), esta última dirigida à resolução e à formulação de problemas de matemática preparatórios à Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). Neste texto descrevo o ambiente, a organização e os encontros da Matida, disponibilizando alguns flashes dos mesmos. Também descrevo a produção de materiais empíricos, e relato e teço análises referentes a certas ações, como a formulação coletiva de um problema matemático, a resolução e a descrição dos procedimentos utilizados na obtenção de soluções para os problemas propostos, e a avaliação dos alunos em relação ao grupo. A Matida tornou-se um lugar intermediário no ambiente escolar, no qual me proporcionei sair da rota “turística” dos planos pedagógicos e entrar em vias que os atravessam, sujeitando-me à experiência. Compartilho aqui uma percepção dessa experiência e a transformação por ela gerada sobre mim. / Getting to know and first reading Notes on experience and the knowledge of experience (BONDÍA, 2002) generated movements that unleashed the production of this dissertation, which focuses on my perception of such an experience, as a public elementary school teacher in Caxias do Sul, RS. One of these movements consisted in organizing a study group named Matida, which was constituted by some of the school‟s 5th and 6th grade students, in which I exposed myself, allowing me time and space to thoroughly see what I was going through during the development of the group activities. The theoretical perspective of this dissertation is made of a composition of the notions of experience and experiment (BONDÍA, 2002), the latter directed to the resolution and formulation of mathematical problems in preparation for the Brazilian Math Olympiads for Public Schools. In the text I describe the environment, organization and meetings at Matida, giving some flashes of the meetings. I also describe the production of empirical material, and report and analyze certain actions, such as the collective formulation of a mathematical problem, some problem-solving activities, the description of the proceedings employed to obtain solutions for the problems proposed, and the students‟ evaluation regarding their group. Matida became an intermediate place in the school environment, in which I allowed myself to leave the “touristic” route of pedagogical design and get into paths that cross it, subjecting myself to the experience. Here I share a perception of this experience and the transformation it generated on me.

O conhecimento e a primeira leitura das Notas sobre a experiência e o saber da experiência de Bondía (2002) geraram movimentos desencadeadores da produção desta dissertação, que trata de minha percepção dessa experiência, enquanto professora do ensino fundamental de uma escola pública de Caxias do Sul, RS. Um desses movimentos consistiu da organização de um grupo de estudos, a Matida, formado por alunos de 5ª e 6ª séries dessa escola, no qual me expus, permitindo-me tempo e espaço para olhar detalhadamente o que me passava ao longo do desenvolvimento de suas atividades. A perspectiva teórica desta dissertação constitui-se de uma composição das noções de experiência e experimento (BONDÍA, 2002), esta última dirigida à resolução e à formulação de problemas de matemática preparatórios à Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). Neste texto descrevo o ambiente, a organização e os encontros da Matida, disponibilizando alguns flashes dos mesmos. Também descrevo a produção de materiais empíricos, e relato e teço análises referentes a certas ações, como a formulação coletiva de um problema matemático, a resolução e a descrição dos procedimentos utilizados na obtenção de soluções para os problemas propostos, e a avaliação dos alunos em relação ao grupo. A Matida tornou-se um lugar intermediário no ambiente escolar, no qual me proporcionei sair da rota “turística” dos planos pedagógicos e entrar em vias que os atravessam, sujeitando-me à experiência. Compartilho aqui uma percepção dessa experiência e a transformação por ela gerada sobre mim. / Getting to know and first reading Notes on experience and the knowledge of experience (BONDÍA, 2002) generated movements that unleashed the production of this dissertation, which focuses on my perception of such an experience, as a public elementary school teacher in Caxias do Sul, RS. One of these movements consisted in organizing a study group named Matida, which was constituted by some of the school‟s 5th and 6th grade students, in which I exposed myself, allowing me time and space to thoroughly see what I was going through during the development of the group activities. The theoretical perspective of this dissertation is made of a composition of the notions of experience and experiment (BONDÍA, 2002), the latter directed to the resolution and formulation of mathematical problems in preparation for the Brazilian Math Olympiads for Public Schools. In the text I describe the environment, organization and meetings at Matida, giving some flashes of the meetings. I also describe the production of empirical material, and report and analyze certain actions, such as the collective formulation of a mathematical problem, some problem-solving activities, the description of the proceedings employed to obtain solutions for the problems proposed, and the students‟ evaluation regarding their group. Matida became an intermediate place in the school environment, in which I allowed myself to leave the “touristic” route of pedagogical design and get into paths that cross it, subjecting myself to the experience. Here I share a perception of this experience and the transformation it generated on me.

Context: The Telecommunication industry has experienced a great revolution since last decade. Mobile devices become the new fashion trend and play a vital role in every one´s life. Due to this reason, major industry experts predict the upcoming time to be the time of Mobile Industry. The success of mobile industry is by and large dependent on its consumers. Therefore it is necessary for the vendors to focus on their target audience i.e. what are the needs and requirements of their consumers and how they feel and perceive about their products. UX evaluation of mobile products and services (MPS) can help the organizations for developing more user friendly products and services that can meet the user expectations, needs and acceptance. Objectives: In this thesis study, one of our main focuses was to explore different definitions and concepts of UX present in academia, ISO and other standards. Also, we were interested to identify different UXEMs and the UX role in mobile industry in order to develop a better understanding about the importance of UX in the success of Mobile products and services (MPS). Methods: An exploratory case study was carried out to answer the research questions of this thesis study. At the end, the results of the case study were evaluated from a workshop, held at Ericsson AB (Karlskrona). On the basis of case study and workshop, final results are presented. Results: During this thesis study, we have proposed an initial framework to understand UX. We have also proposed a toolkit of UXEMs that can provide guideline about UXEMs i.e. which UXEM is suitable for which factor of UX and during which phase of development life cycle. Conclusions: In academia (literature), different definitions and terminologies are present for UX but still no consensus is found on one single definition of UX. In academia, different authors have identified different UX factors that may influence the UX in adoption of MPS. Through Case Study, we identified different UXEMs and UX evaluation criteria that are used to capture the UX. We have presented different UX factors that need to be focused for evaluating UX in Mobile Industry. We conclude that there is a need of such UXEM or UXEMs that can capture the broader picture of UX as most of the identified UXEMs were only useful to measure some of the UX factors. After conducting workshop at Ericsson AB (Karlskrona), we conclude that there is need to make industry and academia more closer for developing good understanding about UX i.e. still industry people are not much familiar with different UXEMs and UX factors .

The practical relevancy of Customer Experience Management is increasing. The research on the topic has still not found common ground in all areas. Most scholars still fail to see the advantage of adopting a broader perspective of Customer Experience Management and integrating factors that lie out of the focal company’s control into the scope of the conceptual framework. The aim of this thesis is to clarify the principal elements that constitute Customer Experience Management and explore what role the Service Delivery Network plays in this context and how it can be managed more effectively with the help of IT/IS. To explore the problem empirically, a case study approach was used. The author had the possibility to investigate the Passenger Experience activities of Tallinn Airport which has the unique goal of becoming "The World’s Cosiest Airport". Summarizing the findings of the thesis very briefly, the following things should be noted. First, the case study has shown empirically that passengers’ experiences with different companies in a Service Delivery Network interfere with each other. Second, the findings suggest that Partner Management is an important part of Passenger Experience Management. Third, IT and mobile IT in particular are good means to manage Passenger Experiences. Especially, mobile applications have a huge potential to support a customer’s self-management and co-create an experience. A potential avenue for future research would be 1. to take on the passenger perspective on the topic and 2. to replicate the study or at least parts of it at other airports to allow cross-case analyses.

This thesis explores the role of curation in the design and development of brand experience in the luxury retail environment. Three research objectives seek firstly, to gain an understanding of the meaning of curation in luxury retailing and identify the role, purpose and value to luxury retailers; secondly, to explore the different ways in which curation manifests itself in the luxury retail environment by examining sole brand and multi brand luxury retailers, and lastly, to identify how curation is brought to life through the curatorial roles within luxury retailers. In light of increasing global competitive pressures and fast-paced technology advances associated with mobile devices, the rise of omnichannel retailing has led luxury brands to be ubiquitous, with the resulting challenge for luxury retailers to develop seamless and experiential omnichannel brand experiences in order to continue to differentiate and grow. However, there is a paucity of literature regarding the design and development of luxury brand experiences, suggesting a gap in the literature. In addition, ‘curation’, a term traditionally associated with museology, is being increasingly used in the business environment in terms of creating differentiated experiences or collection of products both online and in-store. Little attention has been paid to curation in the literature, with the result of limited understanding of the role of curation in the design and development of brand experience, suggesting a second gap to be addressed in the research. The research was an investigative, qualitative and thematic analysis-based study. The data collection focused on face-to-face semi-structured interviews with 17 senior professionals from the luxury retail and cultural environments in the UK. Braun and Clarke’s (2006) Six Stages of Thematic Analysis and NVivo software were utilised to analyse the data, resulting in 9 key themes. My original contribution to the literature is this research is one of the first empirical studies to explore the role of curation in the design and development of brand experience in the luxury retail environment, resulting in three key contributions. Firstly, the role of curation is an influential one in the design and development of brand experience in the luxury retail environment and is manifested in four forms of curation across sole brand and multi brand luxury retailers. Secondly, curation in luxury retail has evolved from the traditional art-historian discipline of curation and is emerging as a new discipline and modus operandi in its own right, creating strategic, organisational, financial and experiential value. Thirdly, a strategic curation management toolkit consisting of three strategic frameworks was developed that contributes to both the brand literature and management practice. The toolkit provides managers with a common vernacular to develop their curatorial capabilities and identify strategic opportunities where they can harness curation as a strategy to design and develop omnichannel luxury brand experiences as a route to competitive advantage and build a platform for future growth.

Buildings consume a significant portion of the world's overall electricity consumptionand it is critical for people's well-being and performance to have a good indoor climate. This is projected to rise as living conditions improve and climate change occurs. This means that energy-efficient interior climate systems are critical, and it is a worthwhile topic to research. This Master Thesis is focused on the topic of indoor climate and how user experience design can improve efficiency and sustainability in the commissioning process. In addition to being a topic that is not much explored, the longer it takes to install wireless systems, the more expensive and more harmful it is to construction sites. The aim of this study was to identify challenges that users face during the commissioning process. Another aim of this research was to investigate what are the improvement opportunities in the indoor climate commissioning process. The final aim of this study is an artifact that has been created with suggested actions that address the identified challenges that users encounter during the commissioning process. The methods chosen for this research will be a combination of qualitative and quantitative research, known as a mixed-method approach. This approach will be used to obtain answers to the study's research questions. The outcome of the survey and interviews with employees who have participated in the commissioning processsomehow will enable us to answer the research questions. The project includes, for example, user studies, technical studies, and the development of new concepts.

The thesis was conducted as the master thesis for a Master's in innovation and design. The aim of this thesis was to investigate in what ways scent can be used as an olfactory stimulation within exhibitions and to access the possible effects that occur from bridging historical contexts with scent within the exhibitions – as a tool for embodied storytelling. The olfactory study focuses on Leksmedjan Smetuna in Rademachersmedjorna, Eskilstuna. The thesis theoretical framework presents theories on sense of smell, museum experiences, storytelling, and embodied storytelling. A space analysis and a qualitative interview with a museum pedagogue at Västermanland´s county museum. An observational smellscape with different scented elements is conducted as well, with visiting children at Leksmedjan Smetuna in Rademachersmedjorna – where children get the chance to experience historical scents from the 17th century, through their sense of smell. This with the aim to visualize the physical-, emotional- and social effects that occur during children´s sensory museum experiences. The scented elements for the observational smellscapes were designed and produced during the thesis design process and are based on theoretical and empirical data collection. The results of the thesis bring forth important perspectives regarding children´s sensory museum experiences that incorporate scented elements. / Examensarbetet genomförs som ett examensarbete för en Master i innovation och design. Syftet med denna studie är att undersöka på vilka sätt doft kan användas som luktstimulering inom utställningar, samt att visualisera möjliga effekter som uppstår genom att överbrygga historiska sammanhang med hjälp av doft inom utställningar – som ett verktyg för embodied storytelling. Doftstudien fokuserar på Leksmedjan Smetuna i Rademachersmedjorna, Eskilstuna. Studiens teoretiska ramverk presenterar teorier om människans luktsinne, museiupplevelser, storytelling med en fördjupning av embodied storytelling. Studiens empiriska metodarbete utgörs av en rumsanalys och en kvalitativ intervju med en museipedagog på Västermanlands länsmuseum. Metodarbetet inkluderar även en observerande smellscapes med besökande barn på Leksmedjan Smetuna i Rademachersmedjorna, Eskilstuna – där barnen får chansen att uppleva historiska dofter från 1600-talet, genom sitt luktsinne. Detta i syfte att visualisera de fysiska-, emotionella- och sociala effekterna som uppstår under barns sensoriska museiupplevelser av studiens doftelement. Doftelementen som ingår i studiens observerade smellscapes, designades och producerades under studiens designprocess och baseras på den teoretisk och empirisk datainsamling. Studiens resultat lyfter fram viktiga perspektiv på barns sensoriska museiupplevelser som innehåller doftelement.

Denna studie behandlar problemet med ojämn struktur och design hos lärplattformar, brist på struktur kan innebära svårigheter med att hitta information vilket kan ha negativ påverkan på studenters upplevelser. Därför blev forskningsfrågan: hur kan strukturen och designen på lärplattformar förbättras för att öka studenternas studieupplevelse? Syftet med studien är att belysa de problem och frustrationer som kan uppstå när universiteten använder sig av allt fler digitala verktyg samt sammanställa förbättringsförslag för framtida kurshemsidor. Studien är kvalitativ och använder sig av en design-baserad forsknings metodik där två tester utfördes. Det första testet utfördes på en befintlig kurshemsida och det andra testet utfördes på en prototyp. Den nya prototypen skapades för studien med en ökad grad av standardiserad struktur som sedan kom att testas av universitetsstudenter. Prototyputvecklingen var iterativ och för att utvärdera sidan användes användbarhetstester med CTA (Concurrent think aloud) och en uppföljande semistrukturerad intervju. Data samlades in och analyserades med hjälp av en tematisk analys. Urvalet bestod av 9 st IT-studenter från Stockholms Universitet med erfarenhet av iLearn och valdes ut med hjälp av ett strategiskt urval. Resultatet visade att studenter upplever att en ökad grad av standardiserad struktur och stilsättning leder till att kurshemsidorna blir enklare att navigera och att det är därför viktigt att ta hänsyn till dessa faktorer vid utvecklingen av nya kurshemsidor. På det första testet uppfattade studenter det som att kurshemsidan har en låg grad av standardisering och att det kan leda till bland annat att man missar viktig information vilket kan vara frustrerande och stressande. Det kom vidare fram att det finns problem när stilsättningen är inkonsekvent eftersom det skadar läsbarheten på sidan. Under det andra testet upplevdes de största problemen såsom ordningsföljden och stilen som lösta. Som resultat av studien upptäcktes ett flertal viktiga faktorer som kan innebära mindre stress och oro för studenter kopplat till kurshemsidans utformning. Av dessa faktorer upplever studenter att ordningsföljden av innehållet var mycket viktig. Innehållet bör ordnas efter 1) grad av generalitet 2) Hur viktig informationen är 3) I kronologisk ordning. Vidare upplever studenterna att stilsättningen även den är viktig. Fokus är där på att stilsättningen är konsekvent, att viktig information sticker ut och att innehållet av en rubrik eller länk har en tydlig beskrivning. En viktig slutsats som kan dras är att hur svårt det är att hitta information har en negativ påverkan på studenters studieupplevelse. Det visades vara viktigt att informationen kategoriseras på ett bra sätt där relaterat innehåll bör vara placerat på samma plats eftersom det annars finns en ökad risk att studenterna missar informationen. I övrigt upplevde studenter att en ny funktion med en samlad inlämningslåda är mycket positiv eftersom det skulle minska risken med att missa inlämningar när de är utspridda på flera sidor. Om utvecklare tar större hänsyn till dessa faktorer kan det leda till en förbättrad studieupplvelse för framtida studenter. / This study deals with the problem of the lack of structure and design of learning platforms. Lack of structure can mean difficulties in finding information which can have a negative impact on students' experiences. Therefore, the research question became: how can the structure and design of learning platforms be improved to increase the students' study experience? The purpose of the study is to shed light on the problems and frustrations that can arise when universities use more and more digital tools and to compile proposals for future course websites. The study is qualitative and uses a design-based research methodology where two tests were performed. The first test was performed on an existing course homepage and the second test was performed on a prototype. The new prototype was created with an increased degree of standardized structure which was then tested by university students. The prototype development was iterative, the prototype was evaluated with usability tests, CTA (Concurrent think aloud) and a follow-up semi-structured interview. Data were collected and analyzed using a thematic analysis. The sample consisted of 9 IT students from Stockholm University with experience of iLearn and were selected using a strategic selection. The results showed that students feel that an increased degree of standardized structure and style leads to course homepages becoming easier to navigate and that it is therefore important to take these factors into account when developing new course homepages. On the first test, students perceived that the course website has a low degree of standardization and that it can lead to, among other things, missing important information, which can be frustrating and stressful. It was further revealed that there are problems when the style setting is inconsistent because it damages the readability of the page. During the second test, the biggest problems such as order and style were perceived as solved. As a result of the study, a number of important factors were discovered that can lead to less stress and anxiety for students linked to the design of the course website. Of these factors, students felt that the order of the content was very important. The content should be arranged by 1) degree of generality 2) How important the information is 3) In chronological order. Furthermore, the students feel that style is also important. The focus is there on the style being consistent, that important information stands out and that the content of a heading or link has a clear description. An important conclusion that can be drawn is that how difficult it is to find information has a negative impact on students' study experience. It was therefore shown to be important that the information is categorized in a good way where related content should be placed in the same place because otherwise there is an increased risk of the students missing the information. Otherwise, students felt that a new feature with a consolidated submission box is very positive as it would reduce the risk of missing submissions when they are spread over several pages. If developers pay more attention to these factors, it can lead to an improved study experience for future students.

The holistic user experience (UX) is comprised of both pragmatic and hedonic qualities and encompasses both product-centric and service-type experiences. Currently there is no questionnaire that measures the holistic UX for both types of experiences, and, without one, it is not possible to measure multimodal experiences that cross between experience types within the same extended experience. To address this need, the User Experience Questionnaire (UEQ), originally designed to measure product-centric experiences, was generalized to work for both product-centric and service-type experiences in a variant called the Generalized User Experience Questionnaire (UEQ-G). In a first study, the UEQ-G was tested alongside the UEQ in legacy, product-centric scenarios. Participants were asked to test two mobile applications and then evaluate them using either the UEQ-G or the UEQ. The performance of both questionnaires was indistinguishable, and the UEQ-G was found to be an appropriate tool for evaluating product-centric scenarios. In a second study, the UEQ-G was tested in service-type scenarios where, in each scenario, there were two conditions for which a UEQ-G factor was designed to be either high or low depending on the scenario condition. Participants were asked to observe a scenario video in either the high or low condition and then complete a series of five questionnaires that included the UEQ-G. Each of the UEQ-G factors was found to be sensitive to differences in scenario conditions; however, a question was left unanswered about the stimulation factor’s validity. In a final study, the UEQ-G was used to evaluate multimodal experiences in the wild. Participants were asked to order food using the Chickil-A® mobile app and then go to the restaurant to pick up their orders. Upon their return, participants were asked to complete the same series of questionnaires from the second study including the UEQ-G. Results indicated that the UEQ-G was able to detect both hedonic and pragmatic qualities within the multimodal experience and that the vast majority of the relationships seen in the second study were also seen in the third. Through these studies, the UEQ-G demonstrated potential as a questionnaire for measuring the holistic UX in multimodal experiences.