Designing Interactive Systems 2012

1. Embodied
Narra,ves
A
Performa,ve
Co-­‐design
Technique
Elisa
Giaccardi*
.
Pedro
Paredes
.
Paloma
Díaz
.
Diego
Alvarado
Universidad
Carlos
III
de
Madrid
Digital
Living
Ini,a,ve

2. This
talk
in
a
nutshell
A
new
co-­‐design
technique
combining
improvisa,onal
performance
and
collabora,ve
hands-­‐on
ac,vi,es
as
a
means
to:
• Reveal
and
make
use
of
embodied
understandings
• Situate
design
ac7vi7es
"in
place"
(physically
and
socially)
Newcastle,
DIS
2012
Elisa
Giaccardi
2/40

3. Overview
The
gulf
of
co-­‐design
Elements
of
performa,vity
in
Embodied
Narra,ves
Embodied
Narra,ves
in
prac,ce
• use
of
technology
as
design
material
• a
rapid
and
agile
process
Case
studies
and
findings
Lessons
learned
Future
direc,ons
Newcastle,
DIS
2012
Elisa
Giaccardi
3/40

4. The
gulf
of
co-­‐design

5. Co-­‐design,
essen,ally
The
main
goal
of
co-­‐design
methods
is
to
facilitate
crea,vity,
collabora,on
and
dialogue
in
the
genera,on
of
ideas
and
ar,facts
(Sanders
&
Stappers
2008,
Sanders
et
al.
2010)
Image
source:
Sanders
&
Stappers
2008
Newcastle,
DIS
2012
Elisa
Giaccardi
5/40

6. Collabora,ve
techniques
Physical
manipula,on
Hands-­‐on
engagement
Focus
on
the
collabora,ve
produc,on
of
tangible
products
Vaajakallio,
K.,
Ma[elmäki,
T.
and
Guha,
M.L.,
Druin,
A.,
Chipman,
G.
et
Lee,
J.J.
It
became
Elvis:
Co-­‐design
al.
Mixing
ideas:
A
new
technique
for
lessons
with
children
(2010).
working
with
young
children
as
design
partners
(2004).
Newcastle,
DIS
2012
Elisa
Giaccardi
6/40

7. Embodied
techniques
Role
playing
Body
storming
Games
Focus
on
an,cipa,on
of
scenarios
and
gathering
of
requirements
Hemmert,
F.,
Hamann,
S.,
Löwe,
M.
Dindler,
C.,
Eriksson,
E.,
Iversen,
O.
et
et
al.
Co-­‐designing
with
children:
A
al.
Mission
from
Mars:
A
method
for
comparison
of
embodied
and
exploring
user
requirements
from
disembodied
sketching
techniques
…
children
in
narra,ve
space
(2005).
(2010).
Newcastle,
DIS
2012
Elisa
Giaccardi
7/40

8. The
problem,
with
children
Playing
a
game
/
accomplishing
a
task,
designing
solu,ons
/
discussing
criteria
and
alterna,ves
…
tend
to
remain
separate
ac,vi,es
for
children
(Sluis-­‐Thiescheffer
et
al.
2007,
Vaajakallio
et
al.
2010)
Newcastle,
DIS
2012
Elisa
Giaccardi
8/40

9. The
problem,
as
we
see
it
Image
from:
Sanders
2011
Newcastle,
DIS
2012
Elisa
Giaccardi
9/40

10. The
problem,
as
we
see
it
understanding gap prototyping
Derived
from:
Sanders
2011
Newcastle,
DIS
2012
Elisa
Giaccardi
10/40

11. Elements
of
performa,vity

12. Aka,
forgeing
Goffman
We
consider
performance
as
the
daily
prac,ce
through
which
people
define
themselves
and
engage
socially
with
other
people
through
place
– Performance
as
expressive
dimension
(Schieffelin
1997)
– Improvisa7on
as
crea7ve
conversa7on
and
dialogue
(Sawyer
2000)
– Embodied
performance
as
mnemonic
(Counsell
&
Monk
2009,
Schiller
2011)
Newcastle,
DIS
2012
Elisa
Giaccardi
12/40

13. Embodied
Narra,ves
in
prac,ce

14. Characteris,cs
• No
plot
outline
• Open
and
interchangeable
chldren
roles
• Flexible
and
nego,ated
adult
roles
• Familiar
seings
and
rela,onships
Newcastle,
DIS
2012
Elisa
Giaccardi
14/40

15. Design
materials
• Found
objects
• Office
supplies
• Ritual
elements
business
size
• Polaroid
PoGo
TM
instant
digital
s,cky-­‐back
prints
camera/printer
(one
per
team)
Newcastle,
DIS
2012
Elisa
Giaccardi
15/40

16. The
PoGo
TM
as
design
material
Used
to:
• Boost
improvisa,on
and
social
play
• Provide
building
blocks
for
prototyping
Vs.
mobile
cameras
used
in
support
of
communica,on
or
reflec,on
(Bekker
et
al.
2003,
Oosterholt
et
al.
1996,
Verhaegh
et
al.
2006)
Credits:
,nyurl.com/6mtnn43
Newcastle,
DIS
2012
Elisa
Giaccardi
16/40

17. A
rapid
and
agile
process
Derived
from:
VersionOne,
7nyurl.com/l29kw7
Newcastle,
DIS
2012
Elisa
Giaccardi
17/40

18. Case
studies
and
findings

19. Par,cipants
and
seings
• 36
children
(19
girls
and
17
boys)
• Classmates
and/or
friends
• Age
10-­‐11
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
Elisa
Giaccardi
19
19/40

20. Seing
and
procedure
#1
Dangerous
homes
(pilot)
– 8
children
(2
groups
unisex)
– 1
session
#2
Dangerous
schools
– 28
children
(4
unisex
and
2
mixed)
– 2
sessions
­ 4
groups
with
camera
and
2
without
camera
Newcastle,
DIS
2012
Elisa
Giaccardi
20/40

21. Task
and
instruc,ons
Create
a
social
game
for
children
on
how
to
avoid/respond
to
dangers:
– Children
were
free
to
move
around
and
use
design
materials
at
will
– Final
outcome
had
to
be
a
storyboard/prototype
– The
process
was
not
enforced
a
priori
– 2
hours
per
group
(including
instruc7ons
and
final
debriefing)
Newcastle,
DIS
2012
Elisa
Giaccardi
21/40

22. Qualita,ve
analysis
3
sets
of
notes
per
experiment
(from
observa,ons
and
debriefing)
6
hours
of
video
recording
(pictures
only
in
the
home)
Children’s
actual
behavior
and
feedback
grounding
the
study
Newcastle,
DIS
2012
Elisa
Giaccardi
22/40

23. Exploring
the
seing
“What’s
so
dangerous
in
a
stone?”
(picking
up
a
stone)
“You
can
throw
it
against
other
children!”
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
23
23/40

24. Iden,fying
dangers
“Hang
as
you
did
that
,me
the
teacher
scolded
you!”
(at
the
view
of
the
window)
“Okay”
(replaying
a
personal
experience)
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
24
24/40

25. Elements
of
social
play
Changing
roles
Playing
nicely
Staying
safe
Being
friends
Compe,ng
Using
ritual
elements
Sharing
common
goods
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
25
25/40

26. Changing
roles
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
26
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27. Being
friends
(calling
the
girls’
a<en=on
without
talking)
“Look!”
(observing
the
boy
performing)
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
27
27/40

28. Sharing
common
goods
“We
could
leave
the
camera
in
the
basket…”
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
28
28/40

29. Using
the
PoGo,
in
general
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
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29/40

30. NOT
using
the
PoGo,
in
general
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
30
30/40

31. Breakdown
of
analysis
(with
camera)
Embodied
interact.
Idea
genera,on
Performance
Photo-­‐taking
Hands-­‐on
ac,vi,es
found
objects
op,ons
(what)
posing
snapping
building
prototyping
understanding
body
movements
criteria
(why)
expressing
reviewing
unfolding
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
31
31/40

32. Breakdown
of
analysis
(without
camera)
Embodied
interact.
Idea
genera,on
Performance
Photo-­‐taking
Hands-­‐on
ac,vi,es
found
objects
op,ons
(what)
posing
snapping
building
prototyping
understanding
body
movements
criteria
(why)
expressing
reviewing
unfolding
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
32
32/40

33. Design
outcomes
Game boards - Game components Storyboards
Dangerous pairs Challenge the monster Killing the beast
Moving through dangers (unfinished) Livingstone the seagull
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
33
33/40

34. Lessons
learned
(in
one
slide)
Mobility,
instantaneity
(immediate
s,ckers),
hybridity
and
sharing
associated
to
the
PoGo
were
a
big
factor
in:
– Promo7ng
the
playful
and
performa7ve
use
of
children’s
bodies
– Embodying
children’s
crea7vity
“in
place”
(physically
and
socially)
– Facilita7ng
the
collabora7ve
expression
of
both
understandings
and
ideas
– Situa7ng
children
in
a
rapid
and
agile
conversa7on
with
the
design
situa7on
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
34
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35. Wrapping
up…

36. Summary
of
contribu,ons
Theore,cally:
• Problema,ze
co-­‐design
with
children
• Emphasize
the
need
for
bridging
understanding
and
prototyping
• Contribute
to
growing
research
on
the
use
of
performa,vity
in
design
(from
‘as-­‐if-­‐worlds’
to
bodies,
objects
and
places
‘in
conversa,on’)
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
36
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37. Summary
of
contribu,ons
Prac,cally:
• Provide
an
experimental
technique
for
early
stages
of
the
design
process
that:
– leverages
children’s
natural
playfulness
and
sociability
in
costruc7ng
meaning
through
ac7on
– feeds
outcomes
of
children’s
social
play
back
into
the
crea7ve
process
in
a
rapid
and
agile
fashion
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
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38. Future
direc,ons
Exploring
performa,ve
technologies
as
a
design
material
to:
– span
across
co-­‐design
sessions
– move
towards
interac7ve
prototyping
– incorporate
the
social
aspects
further
in
the
design
Assessing
suitability
– different
domains
– different
user
groups
Newcastle,
DIS
2012
Newcastle,
DIS
2012
Elisa
Giaccardi
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39. Thank
you
for
listening!
Elisa
Giaccardi
Universidad
Carlos
III
de
Madrid
elisa.giaccardi@uc3m.es
Project
funded
by
the
Spanish
Ministry
of
Science
and
Innova,on
(TIN2009-­‐09687)
Newcastle,
DIS
2012
Newcastle,
DIS
2012
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Giaccardi
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