scholarly journals The Cue Is Key

2014 ◽  
Vol 222 (2) ◽  
pp. 110-117 ◽  
Author(s):  
Elise van den Hoven ◽  
Berry Eggen
Keyword(s):  
Interaction Design ◽  
Real Life ◽  
Human Mind ◽  
External Memory ◽  
Memory Recall ◽  
Personal Memory ◽  
Memory Research ◽  
External Cues ◽  
Design Perspective ◽  
Internal Effect

This paper aims to put the memory cue in the spotlight. We show how memory cues are incorporated in the area of interaction design. The focus is on external memory cues – cues that exist outside the human mind but have an internal effect on memory reconstruction. Examples of external cues include people, environments, and things, where the latter are most relevant for the aim of this paper since these cues can be incorporated in designs. This paper makes a dual contribution to research: (1) it provides insights into how memory research informs the design of devices to facilitate personal memory recall; and (2) by taking a design perspective, it raises questions about memory cues as part of real-life remembering to inform psychological memory research. Since memory theory inspires design and both fields would benefit from collaboration, we would like these questions to be an inspiration for future memory research, in particular targeting external memory cues.

Mobile Devices as Support Rather than Distraction for Mobile Learners

2014 ◽  
pp. 61-76
Author(s):  
Johan Eliasson ◽  
Teresa Cerratto Pargman ◽  
Jalal Nouri ◽  
Daniel Spikol ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Interaction Design ◽  
Learning Activities ◽  
Learning Goals ◽  
Physical Interaction ◽  
School Students ◽  
Face To Face ◽  
Design Perspective ◽  
Geometry Learning

This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

Redesign of the Bank Reconciliation Interface of the ContaAzul Software

2019 ◽  
pp. 119-137
Author(s):  
João Antonio de Menezes Neto ◽  
Victor Rafael Laurenciano Aguiar
Keyword(s):  
Interaction Design ◽  
Financial Management ◽  
Small Businesses ◽  
Participatory Design ◽  
Research Problem ◽  
Financial Control ◽  
Project Approach ◽  
Technological Advances ◽  
Design Program ◽  
Design Perspective

This chapter details the redesign process of the bank reconciliation interface of ContaAzul, an online cloud-based financial management software for small businesses in Brazil. The reconciliation is a feature that allows the user to import bank account statements and easily register them into the software, generating automated reports that help companies achieve their financial control. The research problem was motivated by use cases that were not covered in the studied version of this feature, as well as by recent technological advances. Interaction design was chosen as the project approach and Garrett's five planes as the methodology. As the final deliverable, a prototype was composed of static, bitmap screens, elaborated from a participatory design perspective. This research was developed as a course conclusion project in the Master's degree in Design Program of University of the Region of Joinville, Brazil. The first author of this chapter is also a design coordinator at ContaAzul.

Mobile Devices as Support Rather than Distraction for Mobile Learners

2011 ◽  
Vol 3 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Johan Eliasson ◽  
Teresa Cerratto Pargman ◽  
Jalal Nouri ◽  
Daniel Spikol ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Interaction Design ◽  
Learning Activities ◽  
Learning Goals ◽  
Physical Interaction ◽  
School Students ◽  
Face To Face ◽  
Design Perspective ◽  
Geometry Learning

This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

scholarly journals On the relevance of cartography – An interaction design perspective

2019 ◽  
Vol 2 ◽  
pp. 1-6
Author(s):  
Sebastian Meier ◽  
Jordi Tost ◽  
Frank Heidmann
Keyword(s):  
Interaction Design ◽  
Position Paper ◽  
Digital World ◽  
Design Perspective ◽  
And Diffusion

<p><strong>Abstract.</strong> We see more cartographic products in our digital world than ever before. But what role does cartography play in the modern production of cartographic products? In this position paper, we will argue that the democratization and diffusion of cartographic production has also led to the presumed “fading relevance” of cartography. As an argument against this notion, we highlight starting points for the field of cartography to improve modern cartographic production through its inherent cartographic knowledge.</p>

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