Interaction Design Elements Research Articles

Optimizing Child-Friendly and Affordable Street Environments within 15-Minute Living Circles: A Qualitative Case Study

Children’s daily environmental views and street interactions, especially on their walk to school, are understudied in urban planning and psychological development. Street environments affect children’s sense of security and learning possibilities, however there is a gap in how street environments within 15 minutes affect educational engagement and behaviour. This qualitative case study examined Nanchang, China, children aged 7–12’s street interactions to determine how they perceive and interact with street environments on their way to school. Observing 10 carefully selected children, analysing their drawings, and interviewing them revealed key features of child-friendly streets, such as eye-catching safety signs, a wealth of recreational facilities, and interactive design elements that greatly impacted children’s daily lives. Quality street environments can encourage autonomous exploration, improve social skills, and connect school learning. Provide urban planners and policymakers with knowledge to improve street environments for children’s holistic development.

EDUPERES and GAMERES: A smart interactive education platform and digital gamification for basic circuit analysis

AbstractThis paper introduces Education Platform for Equivalent Resistance (EDUPERES) and Gamification of Equivalent Resistance (GAMERES), two different parts of a new computer aided education platform with interactive and imaginative design and game elements, which have been created during 4 years. In Vocational School of Transportation of Eskişehir Technical University, electrical circuit analysis is a compact course which exhaustively yet quickly covers all the DC and AC circuit concepts. During the course, it is observed that some students have difficulties in some basic capabilities such as calculation of equivalent resistance of either a standard or a compact circuit, dividing currents, and so on. More sadly, this inability spreads to the rest of the semester. This study aims to overcome this issue through a smart interactive education platform and gamification. The first part, that is, EDUPERES visualizes and animates the solutions of electrical circuits. To make the students exercise circuit questions, it provides an interface which simulates the comfort of using paper and pencil. This platform is powered by a smart algorithm to watch almost all of the actions of the students and to give prompt warnings. It allows students to transform the shapes of compact circuits during circuit reduction. The second part, that is, GAMERES imaginatively converts the circuit questions into action, competition, shooter, puzzle, and maze games. Via box plots and Mann–Whitney–Wilcoxon nonparametric tests, it is shown that EDUPERES and GAMERES can significantly increase students' learning. The success of EDUPERES and GAMERES is discussed with regard to previous studies and gamers' motivations.

마이데이터 서비스에서 적극적인 자기결정권을 위한 인터랙션 디자인 연구: 금융 약관을 중심으로

This study examines the challenges posed by the big data industry on personal information protection, as the increasing demand for digital information leads to heightened interest in collecting and using personal data. Despite the implementation of the Personal Information Protection Act, the current regulatory framework falls short in effectively managing and utilizing big data, and the limitations of MyData bills, which prioritize the autonomy of information subjects, are further exacerbated by a lack of user awareness and technical issues. The study focuses on understanding the interaction design elements that facilitate active self-determination in the context of MyData, by conducting in-depth interviews to identify user inconveniences and expectations, and prototyping a virtual financial MyData service to evaluate effective interaction design elements. The findings highlight the positive and negative impacts of MyData service terms and conditions on user self-determination, and provide insights for interaction design that can support informed personal data management.

Conceptual Model of Augmented Reality Mobile Application Design (ARMAD) to Enhance user Experience: An Expert Review

Rapid technological advancement has altered the demands of user experience (UX) in product design. However, research has shown that there is a gap and paucity of conceptual and practical models in this research field that may serve as guidelines for the design of immersive technologies such as augmented reality (AR) applications. Identifying the variables and components that influence the enhancement of AR design is critical for creating a great UX. The literature indicated that emotion is the primary driver of the UX. Therefore, this study proposed a conceptual design model for AR mobile application that incorporates user interface, interaction, and content design elements while taking their emotions into consideration in order to improve the UX. The focus of this study is to evaluate the proposed conceptual design model of augmented reality mobile application design (ARMAD) through expert reviews. Feedbacks from the expert reviewers are compiled and illustrated in order to refine the initial ARMAD model. The findings showed that majority of the expert reviewers agreed that the conceptual design model is suitable to be used as guideline in designing AR applications that enhances the UX through emotional elicitation. Accordingly, ARMAD model has been refined according to the feedback and suggestions from the expert reviewers. This model will provide researchers and practitioners insight into the essence of AR design that influence the user experience.

The role of interactive interior design elements in supporting the functional targets of kindergarten spaces دور عناصر التصميم الداخلي التفاعلية في دعم المستهدفات الوظيفية لفراغات رياض الأطفال

Kindergarten buildings have a great role in forming the personality of the child at this age and contributing to the achievement of skills for the child. The development of kindergarten spaces aims mainly to improve the function of the main kindergarten buildings, from which it contributes to achieving the targeted skills of these buildings. The research problem is represented in the lack of clarity of the relationship between the interactive design elements and the skills intended to be acquired by the child inside the kindergarten buildings. This research paper aims at how to use the interactive design elements to support the function of the internal spaces of the kindergarten buildings, using the descriptive approach in describing the basic skills desired in the kindergarten and what It is the role of the interior designer in using and designing interactive elements that contribute to the development, and the descriptive analytical approach in identifying and describing the interactive elements and techniques that can be used within kindergarten classes, then the deductive approach to conclude the relationship between the desired skills from the kindergarten classes and the proposed interactive methods, including access to techniques and methods. The proposed interactive to develop the internal environment of kindergarten buildings. لمباني رياض الأطفال دور کبير في تکوين شخصية الطفل في هذه المرحلة العمرية والمساهمة في تحقيق مهارات للطفل، فتطوير فراغات مباني رياض الأطفال يهدف بشکل أساسي إلي تحسين وظيفة مباني رياض الأطفال الرئيسية ومنها يساهم في تحقيق المهارات المستهدفة من هذه الفراغات. وتتمثل مشکلة البحث الأساسية في عدم وضوح العلاقة بين العناصر التصميمية التفاعلية والمهارات المستهدف إکسابها للطفل داخل مباني رياض الأطفال لهذه المرحلة العمرية، فتهدف هذه الورقة البحثية إلي کيفية استخدام العناصر التصميمية التفاعلية لدعم وظيفة الفراغات الداخلية لمباني رياض الأطفال، باستخدام المنهج الوصفي في وصف المهارات الأساسية المرجوة من رياض الأطفال وما هو دور المصمم الداخلي في استخدام وتصميم عناصر تفاعلية تساهم في التطوير، والمنهج الوصفي التحليلي في حصر ووصف العناصر والتقنيات التفاعلية التي يمکن استخدامها داخل فصول رياض الأطفال، ثم المنهج الاستنتاجي لاستنتاج العلاقة بين المهارات المرجوة من فصول رياض الأطفال والأساليب التفاعلية المقترحة ومنها الوصول إلي التقنيات والأساليب التفاعلية المقترحة لتطوير البيئة الداخلية لمباني رياض الأطفال.

Promoting Physical Activity in Japanese Older Adults Using a Social Pervasive Game: Randomized Controlled Trial.

BackgroundPervasive games aim to create more fun and engaging experiences by mixing elements from the real world into the game world. Because they intermingle with players’ lives and naturally promote more casual gameplay, they could be a powerful strategy to stimulate physical activity among older adults. However, to use these games more effectively, it is necessary to understand how design elements of the game affect player behavior.ObjectiveThe aim of this study was to evaluate how the presence of a specific design element, namely social interaction, would affect levels of physical activity.MethodsParticipants were recruited offline and randomly assigned to control and intervention groups in a single-blind design. Over 4 weeks, two variations of the same pervasive game were compared: with social interaction (intervention group) and with no social interaction (control group). In both versions, players had to walk to physical locations and collect virtual cards, but the social interaction version allowed people to collaborate to obtain more cards. Changes in the weekly step counts were used to evaluate the effect on each group, and the number of places visited was used as an indicator of play activity.ResultsA total of 20 participants were recruited (no social interaction group, n=10; social interaction group, n=10); 18 participants remained active until the end of the study (no social interaction group, n=9; social interaction group, n=9). Step counts during the first week were used as the baseline level of physical activity (no social interaction group: mean 46,697.2, SE 7905.4; social interaction group: mean 45,967.3, SE 8260.7). For the subsequent weeks, changes to individual baseline values (absolute/proportional) for the no social interaction group were as follows: 1583.3 (SE 3108.3)/4.6% (SE 7.2%) (week 2), 591.5 (SE 2414.5)/2.4% (SE 4.7%) (week 3), and −1041.8 (SE 1992.7)/0.6% (SE 4.4%) (week 4). For the social interaction group, changes to individual baseline values were as follows: 11520.0 (SE 3941.5)/28.0% (SE 8.7%) (week 2), 9567.3 (SE 2631.5)/23.0% (SE 5.1%) (week 3), and 7648.7 (SE 3900.9)/13.9% (SE 8.0%) (week 4). The result of the analysis of the group effect was significant (absolute change: η2=0.31, P=.04; proportional change: η2=0.30, P=.03). Correlations between both absolute and proportional change and the play activity were significant (absolute change: r=0.59, 95% CI 0.32 to 0.77; proportional change: r=0.39, 95% CI 0.08 to 0.64).ConclusionsThe presence of social interaction design elements in pervasive games appears to have a positive effect on levels of physical activity.Trial RegistrationJapan Medical Association Clinical Trial Registration Number JMA-IIA00314; https://tinyurl.com/y5nh6ylr (Archived by WebCite at http://www.webcitation.org/761a6MVAy)

Effects of Social Interaction Mechanics in Pervasive Games on the Physical Activity Levels of Older Adults: Quasi-Experimental Study.

BackgroundThe novel genre of pervasive games, which aim to create more fun and engaging experiences by promoting deeper immersion, could be a powerful strategy to stimulate physical activity among older adults. To use these games more effectively, it is necessary to understand how different design elements affect player behavior.ObjectiveThe aim was to vary a specific design element of pervasive games for older adults, namely social interaction, to test the effect on levels of physical activity.MethodsOver 4 weeks, two variations of the same pervasive game were compared: social interaction for the test group and no social interaction for the control group. In both versions, players had to walk to physical locations and collect virtual cards, but the social interaction version allowed people to collaborate to obtain more cards. Weekly step counts were used to evaluate the effect on each group, and the number of places visited was used as an indicator of play activity.ResultsA total of 32 participants were recruited (no social interaction=15, social interaction=17); 18 remained until the end of the study (no social interaction=7, social interaction=11). Step counts during the first week were used as the baseline (no social interaction: mean 17,099.4, SE 3906.5; social interaction: mean 17,981.9, SE 2171.1). For the following weeks, changes to individual baseline were as follows for no social interaction (absolute/proportional): 383.8 (SE 563.8)/1.1% (SE 4.3%), 435.9 (SE 574.5)/2.2% (SE 4.6%), and −106.1 (SE 979.9)/−2.6% (SE 8.1%) for weeks 2, 3, and 4, respectively. For social interaction they were 3841.9 (SE 1425.4)/21.7% (SE 5.1%), 2270.6 (SE 947.1)/16.5% (SE 4.4%), and 2443.4 (SE 982.6)/17.9% (SE 4.7%) for weeks 2, 3, and 4, respectively. Analysis of group effect was significant (absolute change: η2=.19, P=.01; proportional change: η2=.27, P=.009). Correlation between the proportional change and the play activity was significant (r=.34, 95% CI 0.08 to 0.56), whereas for absolute change it was not.ConclusionsSocial interaction design elements of the pervasive game may have some positive effects on the promotion of physical activity, although other factors might also have influenced this effect.Trial RegistrationJapan Medical Association Clinical Trial Registration Number JMA-IIA00314; https://dbcentre3.jmacct.med.or.jp/JMACTR/App/JMACTRS06/JMACTRS06.aspx?seqno=7274 (Archived by WebCite at http://www.webcitation.org/761a6MVAy)

인터랙션 디자인 요소가 적용된 판매전시 공간 사례의 특성 연구

인터랙션 디자인 요소가 적용된 판매전시 공간 사례의 특성 연구

Creating a Pilot Educational Psychiatry Website: Opportunities, Barriers, and Next Steps.

BackgroundWhile medical students and residents may be utilizing websites as online learning resources, medical trainees and educators now have the opportunity to create such educational websites and digital tools on their own. However, the process and theory of building educational websites for medical education have not yet been fully explored.ObjectiveTo understand the opportunities, barriers, and process of creating a novel medical educational website.MethodsWe created a pilot psychiatric educational website to better understand the options, opportunities, challenges, and processes involved in the creation of a psychiatric educational website. We sought to integrate visual and interactive Web design elements to underscore the potential of such Web technology.ResultsA pilot website (PsychOnCall) was created to demonstrate the potential of Web technology in medical and psychiatric education.ConclusionsCreating an educational website is now technically easier than ever before, and the primary challenge no longer is technology but rather the creation, validation, and maintenance of information for such websites as well as translating text-based didactics into visual and interactive tools. Medical educators can influence the design and implementation of online educational resources through creating their own websites and engaging medical students and residents in the process.

Foregrounding knowledge in e-learning design: An illustration in a museum setting

<p>The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LCT, <em>Specialisation</em>, we show how to identify and apply organising principles of knowledge, in two successive stages, through an example of our own recent work developing an e-learning environment called Design Studio. First, an <em>analytic</em> stage explored knowledge practices within four design disciplines, engineering, architecture, digital media, and fashion design, in terms of their organising principles. Second, a <em>generative</em> stage involved the creation of content for the Design Studio software as well as its look and feel, and interaction design elements, all of which were designed to be consistent with the output from the analytic stage. Design Studio was then pilot-tested by 14 high school students. The paper concludes with some general observations about how LCT can improve the creation of other e-learning environments.</p>

A Case Study on User Experience of Social Network Game

The user experience of the game contents refers to the overall experience which players feel in the game play. As this experience increases, the immersion and satisfaction level extend. Therefore, the user experience is an important factor in determining success of the game. This study has the purpose for presenting importance of user experience about SNG (Social Network Game), which is the focal point recently. For this purpose, this study analyzes features of successful SNG game by comparing essential elements of user experience, such as user interface, usability, and interaction design elements. And then, this study discusses the user experience elements for enhancing the possibility of success of SNG game. This study can provide the information which is beneficial to the game immersion of SNG game players and user experience.

Human Computer Interaction Design of the LP-ITS: Linear Programming Intelligent Tutoring Systems

The Linear Programming Intelligent Tutoring System (LP-ITS) was designed and developed in an effort to help students who are facing problems in linear programming. This tutoring system is unique in several ways. Most programming tutoring systems require the instructor to creator problems with corresponding solutions. LP-ITS, on the other hand, generate the problem and solution automatically. LP-ITS analyzes the student’s solution step by step to determine the weak points of the student and intelligently guides the student towards the correct solution of the linear programming problem. LP-ITS is intended to be used by students enrolled in Linear Programming course at the University level. This paper discusses the Human Computer Interaction (HCI) design elements in the LP-ITS for improving the Linear programming Intelligent Tutoring System. LP-ITS has been and is currently being field-tested by students enrolled in Operations Research in the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza.

Influence of virtual reality soccer game on walking performance in robotic assisted gait training for children

BackgroundVirtual reality (VR) offers powerful therapy options within a functional, purposeful and motivating context. Several studies have shown that patients' motivation plays a crucial role in determining therapy outcome. However, few studies have demonstrated the potential of VR in pediatric rehabilitation. Therefore, we developed a VR-based soccer scenario, which provided interactive elements to engage patients during robotic assisted treadmill training (RAGT). The aim of this study was to compare the immediate effect of different supportive conditions (VR versus non-VR conditions) on motor output in patients and healthy control children during training with the driven gait orthosis Lokomat®.MethodsA total of 18 children (ten patients with different neurological gait disorders, eight healthy controls) took part in this study. They were instructed to walk on the Lokomat in four different, randomly-presented conditions: (1) walk normally without supporting assistance, (2) with therapists' instructions to promote active participation, (3) with VR as a motivating tool to walk actively and (4) with the VR tool combined with therapists' instructions. The Lokomat gait orthosis is equipped with sensors at hip and knee joint to measure man-machine interaction forces. Additionally, subjects' acceptance of the RAGT with VR was assessed using a questionnaire.ResultsThe mixed ANOVA revealed significant main effects for the factor CONDITIONS (p < 0.001) and a significant interaction CONDITIONS × GROUP (p = 0.01). Tests of between-subjects effects showed no significant main effect for the GROUP (p = 0.592). Active participation in patients and control children increased significantly when supported and motivated either by therapists' instructions or by a VR scenario compared with the baseline measurement "normal walking" (p < 0.001).ConclusionsThe VR scenario used here induces an immediate effect on motor output to a similar degree as the effect resulting from verbal instructions by the therapists. Further research needs to focus on the implementation of interactive design elements, which keep motivation high across and beyond RAGT sessions, especially in pediatric rehabilitation.

A study of successful quality improvement programs in the transportation industry

This article presents the findings of a comprehensive, exploratory survey concerning transportation quality improvement programs. Various quality improvement program dimensions were compared among two groups of respondents: those who experienced market share increases or cost decreases associated with the quality programs, and those who did not. The survey examined firms’ general focus on quality and customers, the use and design of formal quality improvement programs, and the success and current status of these programs. A number of significant quality program differences were found when comparing the two groups, including differences in top management support, benchmarking practices, customer interaction, and program design elements.