Abstract
A product’s form and related affordances, together with interaction possibilities, have a significant influence on the user’s emotional response. Although interaction influences the user’s product experience, little is known of how product interaction may best provide opportunities for novel yet understandably familiar product-user experiences. The purpose of this study is to contribute to understanding the contradictory relationship between novelty and acceptability in product design, with a focus on product interaction. Adopting a research-through-design approach, four bottle designs were developed and prototyped. Two dichotomous theoretical constructs were applied to the four designs: Explanatory-Affordance, Exploratory-Affordance, Explanatory-DisAffordance and Exploratory-DisAffordance-Based designs. The four constructs broadly relate to the types of product interactions afforded through interaction with the four bottle designs. Affordance and DisAffordance-Based designs refer to the product’s ability to afford an understanding of use through form and other signifiers. Explanatory-Exploratory-Based design suggests the extent to which a user may exploratively interact with the product. The four bottle designs were used as stimuli to collect participants’ emotional response under controlled conditions. We confirmed the significant impact of an exploitive approach to product interaction for increased positive response and stimulation of novelty in product appraisal. Moreover, affordance, while not stimulating positive emotion on its own, may provide opportunity for reassurance and acceptability during product interaction when combined with an explorative design approach. This work is licensed under Creative Commons Attribution (CC BY). To view a copy of the licence, visit https://creativecommons.org/licenses/by/4.0/
Highlights
As a growing global population rapidly moves to live in cities, how we approach learning in the city and from the city becomes increasingly imperative
We have aimed to show by reading these cases through the literature on transformative learning and learning ecologies, that when the modalities of such a design-based urban pedagogy become animated, we start to see the emergence of ‘agencies in the massively plural’ (Cope and Kalantzis 2009: 173)
In short we found that design-based learning ecologies can be enabled through a pedagogy of care-full attentiveness to possibilities that are contextually mediated and released: through walking and mapping, speculative questioning and imagining, sketching and visualizing, playing with and in time, making and prototyping, communicating and researching
Summary
As a growing global population rapidly moves to live in cities, how we approach learning in the city and from the city becomes increasingly imperative. We address the potential dynamic between the pedagogical, design and the urban through four case type contributions from South Africa and Norway. They are part of an overall argument on the conceptualization of learning futures (Facer 2011) and learning ecologies (e.g. Cope and Kalantzis 2017) that are centred in a developmental and socioculturally framed perspective on the transformative character of learning as activity The material included is drawn from completed projects as well as joint research underway: co-creation, collaborative inquiry and shared composition of research being a key feature of the work Including cases from such diverse socio-economic and political contexts opens up an expanded space to understand and critique the core concepts in this research
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
