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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3

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Now showing 1 - 5 of 5
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    Transforming books and the reading experience through interactive technologies
    (Scuola IAD Tor Vergata, 2017) Obaid, Mohammad; Wozniak, Pawel W.; Lischke, Lars; Billinghurst, Mark; Department of Media and Visual Arts; Alaca, Ilgım Veryeri; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 50569
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    Transforming books and the reading experience through interactive technologies preface
    (Interaction Design and Architectures, 2017) Obaid, Mohammad; Wozniak, Pawel W.; Lischke, Lars; Billinghurst, Mark; Department of Media and Visual Arts; Alaca, Ilgım Veryeri; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 50569
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    Industrial design students' perceptions towards a career in user experience field in Turkey
    (Springer, 2022) Suner-Pla-Cerda, Sedef; Tore Yargin, Gulsen; Ural, Haktan; Department of Media and Visual Arts; Günay, Aslı; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 150162
    The rapid growth of the user experience (UX) field has brought efforts to meet the increasing demand for specialists by welcoming professionals from diverse disciplines, including industrial design (ID). UX field offers ID graduates extended professional possibilities, potentially appeasing the challenging conditions of the ID job market in Turkey. Although there are some educational efforts on getting prepared for a career in UX, how ID students perceive such a career path has not been investigated. For this purpose, this paper presents a survey study conducted with senior ID students to understand their perspectives regarding the likelihood of a career in UX. The findings outline the extent and reasons of their interest in UX, benefits of their educational background, and perceived readiness and individual efforts towards building a UX career. We discuss the potentials of ID background for UX, and present implications for design education and practice to better prepare students for a career in UX.
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    The effectiveness of mime-based creative drama education for exploring gesture-based user interfaces
    (Wiley, 2018) Ünlüer, Adviye Ayça; Department of Psychology; N/A; N/A; Department of Computer Engineering; Department of Media and Visual Arts; Cemalcılar, Zeynep; Baytaş, Mehmet Aydın; Buruk, Oğuz Turan; Yemez, Yücel; Özcan, Oğuzhan; Faculty Member; PhD Student; PhD Student; Faculty Member; Faculty Member; Department of Psychology; Department of Computer Engineering; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Engineering; College of Social Sciences and Humanities; 40374; N/A; N/A; 107907; 12532
    User interfaces that utilise human gestures as input are becoming increasingly prevalent in diverse computing applications. However, few designers possess the deep insight, awareness and experience regarding the nature and usage of gestures in user interfaces to the extent that they are able to exploit the technological affordances and innovate over them. We argue that design students, who will be expected to envision and create such interactions in the future, are constrained as such by their habits that pertain to conventional user interfaces. Design students should gain an understanding of the nature of human gestures and how to use them to add value to UI designs. To this end, we formulated an awareness course' for design students based on concepts derived from mime art and creative drama. We developed the course iteratively through the involvement of three groups of students. The final version of the course was evaluated by incorporating the perspectives of design educators, an industry expert and the students. We present the details of the course, describe the development process, and discuss the insights revealed by the evaluations.
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    Embedded figures in stories (EFiS): a method to observe preschoolers’ interactions with spatial manipulatives
    (Elsevier, 2019) Van Mechelen M.; N/A; Department of Psychology; Department of Media and Visual Arts; Baykal, Gökçe Elif; Göksun, Tilbe; Yantaç, Asım Evren; Researcher; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 328406; 47278; 52621
    Technologies that aim to support preschool children's learning are emerging rapidly in the industry. However, the developmental needs and abilities of children under 4 years old have been insufficiently taken into account in the early stages of technology design. This paper addresses this gap in the child–computer interaction field by exploring how children between the ages of 2 and 4 years old interact with spatial manipulatives that facilitate their early spatial learning. To this end, we developed Embedded Figures in Stories (EFiS) method to elicit age specific knowledge about preschoolers’ spatial skills (i.e., mental rotation) and inform child-tangible interaction (CTI) design. To develop EFiS method, we modified intervention techniques for early spatial learning found in cognitive developmental studies and incorporated these into design methods used in CTI. In this paper, we first present an argument for why CTI design with and for preschoolers is important for early spatial learning. Second, we describe our method and how we applied it in a case study. Then, we discuss the potential opportunities and limitations of using the EFiS method, along with design guidelines for future use of the method. This study mainly contributes to design methods to extract age specific knowledge about very young children's spatial thinking skills, which lay a basis for further STEAM (Science, Technology, Engineering, Arts, and Mathematics) achievements.