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Designing Technology to Foster Psychological Wellbeing Course Overviews / Calvo, Rafael A. / Peters, Dorian Extended Abstracts of the ACM CHI'16 Conference on Human Factors in Computing Systems 2016-05-07 v.2 p.988-991
© Copyright 2016 ACM
ACM Digital Library Link
Summary: As the focus in HCI has moved from functionality to usability to the user experience, we have moved toward greater human-centerdness. In a newest iteration, we are beginning to acknowledge the psychological impact that our pervasive technologies have on us. Rather than assuming negative impact is inevitable, as designers we are in a position to actively recruit digital experience to help us thrive. By turning to well-established methods in fields such as psychology, neuroscience, and economics, we can begin to design, and develop new technologies to foster psychological wellbeing and human potential -- an area of research and practice we have referred to as "positive computing" [1]. In this course we will explore approaches to evaluating and designing for wellbeing determinants like autonomy [3,5], competence [5], connectedness [5], meaning [4], and compassion [2], as a first step towards a future in which all digital experience supports flourishing.
Introduction to Positive Computing: Technology that Fosters Wellbeing Course Overviews / Calvo, Rafael A. / Peters, Dorian Extended Abstracts of the ACM CHI'15 Conference on Human Factors in Computing Systems 2015-04-18 v.2 p.2499-2500
© Copyright 2015 ACM
ACM Digital Library Link
Summary: A growing number of HCI professionals are interested in how we might design technology to foster psychological wellbeing. Meeting such an aim will involve a crossing of disciplines, of methods, and a new way of thinking about what technology should be doing for us. By turning to the well-established research and methods available in psychology, education, neuroscience, and HCI, we can begin to cultivate a field dedicated to the design and development of technology that supports wellbeing and human potential, a field we refer to as positive computing [1]. In this course we will explore multidisciplinary approaches to evaluating and designing for digital experience that supports wellbeing determinants like self-awareness, autonomy, resilience, mindfulness, and altruism. The objective of this course is to provide participants with: a theoretical foundation, a practical framework, a look at the state of the art, and group-generated design strategies to better support wellbeing in their current and future projects.
Compassion vs. empathy: designing for resilience Features / Peters, Dorian / Calvo, Rafael interactions 2014-09 v.21 n.5 p.48-53
© Copyright 2014 ACM
ACM Digital Library Link
Autonomy in technology design Workshop summaries / Calvo, Rafael A. / Peters, Dorian / Johnson, Daniel / Rogers, Yvonne Proceedings of ACM CHI 2014 Conference on Human Factors in Computing Systems 2014-04-26 v.2 p.37-40
© Copyright 2014 ACM
ACM Digital Library Link
Summary: Issues of autonomy impact motivation, the user experience and even psychological wellbeing, yet many questions surrounding design for autonomy remain unanswered. This workshop will explore theory, issues and design strategies related to autonomy drawing on theoretical frameworks available in psychology and looking at autonomy from multiple levels. These include user autonomy within the context of software environments, technologies that increase autonomy in daily life, and how technologies might foster autonomy as a component of psychological development.
The irony and re-interpretation of our quantified self Ubiquitous computing / Calvo, Rafael A. / Peters, Dorian Proceedings of the 2013 Australian Computer-Human Interaction Conference 2013-11-25 2013-11-25 p.367-370
© Copyright 2013 ACM
ACM Digital Library Link
Summary: The new possibilities afforded by cloud computing infrastructure, with respect to the large amounts of data that can now be collected and processed unobtrusively, have triggered a growing interest in systems that record personal life events. We go on the notion that this information can be used as a kind of extended memory to support insights into our past and our present lives. However, as we argue in this paper, the psychological processes and consequences underlying the interpretation of this data can be significantly more complex and less predictable than has generally been acknowledged.
    Specifically we look at two phenomena: first, that of re-interpretation (that events are reinterpreted every time we recall them) and second, that humans participate in ironic processes such that even self-control goals can become obstacles to behavior change. In this paper we put forward that as we design life-logging systems, personal informatics or quantified-self technologies in future, will need to better find ways to take into account this psychological complexity in order to be effective and avoid inadvertent harm. We also briefly review theoretical frameworks and psychological evidence that may inform the way we design such systems going forward.
Positive computing: technology for a wiser world Features / Calvo, Rafael A. / Peters, Dorian interactions 2012-07-01 v.19 n.4 p.28-31
© Copyright 2012 ACM
ACM Digital Library Link
EDITED BOOK Facilitating the Development and Use of Interactive Learning Environments / Bloom, Charles P. / Loftin, R. Bowen 1998 p.304 Lawrence Erlbaum Associates
ISBN: 0-8058-1850-2 [cloth] 0-8058-1851-0 [paper]
Part I: Tools of the Trade
	Developing Learning Technology in Practice
		+ Clancey, W. J.
	Using Quasi-Experimentation to Gather Design Information for Intelligent Tutoring Systems
		+ Wolff, A. S.
		+ Bloom, C. P.
		+ Shahidi, A.
		+ Shahidi, K.
		+ Rehder, R. E.
	Cost-Benefits Analysis for Computer-Based Tutoring Systems
		+ Wolff, A. S.
Part II: Case Studies From Industry
	Introducing Advanced Technology Applications Into Corporate Environments
		+ Bloom, C. P.
		+ Wolff, A. S.
		+ Bell, B.
	An Observational Study of ITS Knowledge-Base Development by Non Technical Subject-Matter Experts
		+ McClard, A.
	Supporting Development of Online Task Guidance for Software System Users: Lessons From the WITS Project
		+ Farrell, R.
		+ Lefkowitz, L. S.
	Transferring Learning Systems Technology to Corporate Training Organizations: An Examination of Acceptance Issues
		+ Bullemer, P. T.
		+ Bloom, C. P.
	Augmenting Intelligent Tutoring Systems With Intelligent Tutors
		+ Radlinski, R.
		+ Atwood, M. E.
Part III: Case Studies From Government
	"A Prophet Without Honor..." Case Histories of ITS Technology at NASA/Johnson Space Center
		+ Loftin, R. B.
	Sherlock 2: An Intelligent Tutoring System Built on the LRDC Tutor Framework
		+ Katz, S.
		+ Lesgold, A.
		+ Hughes, E.
		+ Peters, D.
		+ Eggan, G.
		+ Gordin, M.
		+ Greenberg, L
	Are Intelligent Tutoring Systems Ready for the Commercial Market?
		+ Norton, J. E.
		+ Jones, J. A.
		+ Johnson, W. B.
		+ Wiederholt, B. J.
Mapping the Design Process: Visualizing What We Don't See Panels / Boyarski, Daniel / Howlett, Virginia / Mathis, Scott / Peters, David Proceedings of ACM CHI'95 Conference on Human Factors in Computing Systems 1995-05-07 v.2 p.189-190
Keywords: Development and design process, Interdisciplinary teamwork, Problem solving, Visualization
© Copyright 1995 Association for Computing Machinery
Link to ACM SIGCHI Conference Paper
Summary: The process of developing and designing software varies widely across projects and development teams. There are short-term projects and endless ones; small teams and large ones; clearly defined objectives and goals defined on the fly. What is common to most of these efforts is that they are not simple and easy endeavors, developed in linear fashion with predictable results. They are also rarely documented in visual terms, say as process maps with artifacts as exemplars, that can later be studied and improved upon. Within the HCI community, we tend to focus on parts of the process -- such as user models or evaluation methods -- and less often consider the life and shape of the process as a whole.
    Because of time constraints, development teams are rarely afforded the time to reflect on a completed project, or even a particular phase of a project. How did it turn out? Did we achieve what we set out to do? What worked well and what didn't? What would we do differently next time? Time to reflect on the process employed ends up being time well spent, as such reflection informs future projects, benefitting everyone by saving time and resources.
    The idea behind this panel is to make the design process explicit. We will do this by showing how three interface design projects progressed from start to finish. Mapping each project's process makes visual a seemingly abstract process. By graphically representing a complex procedure, we are able to see the parts and how they relate to each other within the whole. These are three very different projects from three very different companies; in fact, the situations and constraints could not be more varied. This affords us the chance to compare and contrast design process maps.