Curious-action: design-research on eliciting repetitive curiosity in public spaces

Persuasive technology often uses attraction to elicit behaviour; however, when this attraction fades, the persuasion fades as well. Lack of curiosity is one of the causes for this; the aim of this project was to elicit and analyse repetitive curiosity.

Through proof-of-concepts and user evaluations, it has been shown that it is possible to elicit repetitive curiosity. Four principles (novelty, interpretation, uncertainty and conflict) and two mechanisms (scaleability and scaffolding) showed to be strong evokers of repetitive curiosity. Four different types of behaviour (normal, explorative, playful and pattern) were elicited in the encounter-behaviour process. The entire process, and the performed behaviour, is heavily influenced by the context, and all its variables.

A proof-of-concept shows that applying these principles and mechanisms is effective for eliciting repetitive curiosity. Six interactive speakers have been developed, responding to passers-by in curiosity-eliciting ways, using sound output.

Persuasive technology uses technology to change behaviour, through persuasion and social influence. Interventions are usually motivating on the short-term, but lose this attraction after a few encounters. Games show to possess a strong longterm motivational pull, both to return and to keep playing. The high motivation for games is caused by different factors, with mystery being an important one. The mystery in a game creates curiosity in the player, and creates the pull to return and the motivation to keep playing.

Goal of this project is to study if and how these mystery elements can be used to persuade people to move. Mystery in games is created according to certain principles; these will be translated into proof-of-concepts and guidelines for persuasive technology.

This project is embedded in the PlayFit project, and in my follow-up PhD project. Therefore, secondary school youth are used as target group, and secondary schools as context.

Reflection

My reflections in this semester and my internship helped me to decide that I want to focus on design-research in my graduation project: ending with a beautiful design is not the most important to me, creating new knowledge and showing that with a proof-of-concept is. Alongside this, I’ve always been intrigued by people and groups interacting with interactive systems, and the lack of interaction after a few weeks of exposure.

While preparing my FMP proposal, the advert for a PhD position in ‘Design-Research on Physical and Social interaction’ came along, focusing on motivating secondary school youth to move, through gaming aspects. Both the subject of this PhD, and the involved parties (experiment Fontys-TU/e cooperation, many stakeholders/cooperators), fitted exactly to my wishes: design-research, eliciting through/beyond technology, new principles to explore and create, etc. Eventually, I applied for the position, and gratefully I was accepted.

Combined, this FMP and PhD-preparation give me something that I’ve missed a lot in our Masters: a goal, a next level to achieve. Through this, I can really achieve depth, both in designs, knowledge, as in my own development. This challenge drives me, and makes sure my enthusiasm remains as high as possible, which will surely be needed for this. I’m looking forward to start, and curious!

In this internship at the Mobile Life Centre, I worked on the actDresses project: programming by means of physical accessories. Through various design and evaluation iterations, on several robotic platforms, novel ways of programming robotic devices have been explored. Metaphors from comics and fashion have been used, resulting in a better understanding of the end-user programming principles. A video submission has been submitted and accepted to HRI2010, and a long conference paper is being written at the moment.

The approach followed was explorative: starting from a quick literature review, different principles of programming and controlling robots were embodied and evaluated. Paper prototypes, glowbots (small robots) and the Roomba vacuum cleaner robot were used as platform. Videos of the explorations can be viewed in this vimeo album; my thought process is reported in this blog.

Result – roomba flags & clothes

video explanation

In the final exploration iteration, the Roomba programming was further developed. Controlling the robot was divided in two segments: first of all, movement characteristics, such as ‘evade walls’, could be programmed by attaching an iconic flag to the robot. Second, different personalities could be programmed, by putting the appropriate dress over the robot.

Reflection

By working with researchers from a variety of disciplines, I was forced to find my ‘niche’: which of my competencies could add something to the multi-disciplinary team in which I worked. Throughout my internship, I learned that interacting is what distinguishes me from others: interacting between design and research, between exploration and analysis, but also literally between people and disciplines. My ability to quickly integrate e.g. software and hardware in a smart solution, or studied literature in a design decision, was a competency that was really valued, and where I really felt I added something.
My ‘way of working’, of 4d-sketching, exploration and analysis, quick user encounters and justified reasoning, fitted in this role of interacting: it builds upon my strengths, my preferences, and my competencies, while delivering good results as well. I’m glad I realised this ‘combination’, as it really helped me to decide how I want to work in my future career.

In addition, this internship was a confirmation of my preference for design-research: I’ve always preferred the content, the reasoning behind, and the depth in a project; the challenge of discovering why people and a design behave in a certain way, the discussions to convince myself and others, and the silent proudness of sharing such discoveries.

Last, but not least, this internship confirmed my ‘where I want to work’ question: multi-disciplinary teams, of people working alone on specific tasks, but together on the overall image. The cooperation, discussions and inspiration you get from interacting with all those interesting projects, that is what really motivates me. Our Eindhoven department is very strong on this, and this internship had the same community and atmosphere: that is what I really like, and need, to stay enthusiastic day in day out.

In this study, I designed several concepts for stimulating intergenerational play between elderly and their
grand-children. An evaluation on design, user and business level resulted in a first foundation for projects on physical and social play.

Research study on elderly communication: how do elderly communicate with their adult children, and how do they experience this. Different evaluation methods were developed and used to do a qualitative and quantitive research study.

In this design class, we explored and designed a novel way of experience logging between backpackers. Using a combination of physical cards and digital highlighting, backpackers could share their experiences on an interactive piece of furniture.

Project video

As chairman of the board, I organised this fifth Student Interaction Design and Research conference. With 80+ participants from across the world, this student conference on design research was a great success. Managing all the business relations, planning the entire organisation of the event and leading our enthusiastic team were my main tasks in this position.

Conference website

Design and implementation of an adaptable awareness system, allowing users to choose and couple their own information sources to their own way of visualisation.

Project video

Touch Me Dare, Feel Me Hear.

Design, implementation and production of a socio-cultural activity eliciting meetings between strangers on the Lowlands festival, by inviting them to create music by mutual touch.

Lowlands evaluation video