CATALOGO BAMG KATALAGOA

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Although randomized controlled trials are the gold standard in evaluating the effectiveness of eco-feedback systems on reducing consumption behaviors, such trials are resource intensive and costly. As such, it is crucial that the intervention—the eco-feedback artifact—is well designed before effort is invested in a longitudinal study. In this talk, I will discuss the application of iterative design to eco-feedback systems. Iterative design is a design methodology based on a cyclic process of prototyping, user testing, and analysis, the results of which are then used to inform a new round of prototyping (and the cycle continues). Through an 18-month design process of a prototype eco-feedback display (Froehlich, 2011), I will describe how iterative design was used to evaluate and refine the aesthetic, usability, understandability, and educational potential of an eco-feedback system before a field deployment. I will highlight the role of massive online surveys in evaluating early eco-feedback design ideas and the role of in-home interviews in evaluating higher-fidelity (more refined) designs. Finally, I will close the talk with a discussion of low-cost methods to deploy and test eco-feedback designs in the field even when underlying resource sensing systems (e.g., smart meters) are unavailable. These methods can be used to evaluate how the eco-feedback system may fit into domestic space, explore differences in perspective and preference across household members, and evaluate how the system affects household dynamics (e.g., if the design provokes privacy concerns) before behavioral trials are conducted in earnest. Froehlich, J. (2011). Sensing and Feedback of Everyday Activities to Promote Environmental Behaviors. University of Washington Doctoral Dissertation 2011. http://www.cs.umd.edu/~jonf/publications.html

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You can download the PowerPoint file with embedded movies here: http://www.cs.umd.edu/~jonf/talks.html ---------------- In the HCIL's Makeability Lab at the University of Maryland, we design interactive experiences that cross between bits and atoms—the virtual and the physical—and back again to confront some of the world's greatest challenges: environmental sustainability, health and wellness, and universal accessibility. In my talk, I’ll begin with an overview of the “Maker ethos” and the rise of Maker/DIY culture. I’ll then discuss how "Making" at the University of Maryland before shifting to how the HCIL (Human-Computer Interaction Lab) has begun introducing Maker tools and projects in research (e.g., [1–4]) and in the classroom including an introduction to our new(ish) HCIL Hackerspace. The talk closes with an overview of my Tangible Interactive Computing classes and how I've attempted to imbue it with a "Maker" and design studio spirit. At end, I hope to prompt discussion about the future of physical computing and making and where university education fits in. REFERENCES [1] Hara, K., Le, V. and Froehlich, J. 2013. Combining Crowdsourcing and Google Street View to Identify Street-level Accessibility Problems. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’13) (New York, NY, USA, May 2013). [2] Hara, K., Shiri, A., Campbell, M., Cynthia, B., Le, V., Pannella, S., Moore, R., Minckler, K., Ng, R. and Froehlich, J. 2013. Improving Public Transit Accessibility for Blind Riders by Crowdsourcing Bus Stop Landmark Locations with Google Street View. Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility Technology (2013), 16:1–16:8. [3] Mauriello, M., Gubbels, M. and Froehlich, J. 2014. Social Fabric Fitness: The Design and Evaluation of Wearable E-Textile Displays to Support Group Running. SIGCHI Conference on Human Factors in Computing Systems (CHI ’14) (2014). [4] Norooz, L. and Froehlich, J. 2013. Exploring early designs for teaching anatomy and physiology to children using wearable e-textiles. Proceedings of the 12th International Conference on Interaction Design and Children - IDC ’13 (New York, New York, USA, Jun. 2013), 577–580.

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