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Publication Metadata only “Tell Me Your Story, I’ll Tell You What Makes It Meaningful’’: characterization of meaningful social interactions between intercultural strangers and design considerations for promoting them(Springer Science and Business Media Deutschland GmbH, 2021) N/A; Department of Sociology; Department of Media and Visual Arts; Department of Media and Visual Arts; Ramirez Galleguillos, María Laura; Eloiriachi, Aya; Serdar, Büşra; Coşkun, Aykut; PhD Student; Undergraduate Student; Master Student; Faculty Member; Department of Sociology; Department of Media and Visual Arts; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 165306Positive meaningful interactions are encounters that promote positive attitudes and learning about others, which are needed to develop healthy social fabrics and cultural diversity. However, individuals tend to interact more with people like themselves often avoiding encounters with others that seem to be different, for example, with intercultural strangers. Though previous HCI work has been concerned with exploring meaningful experiences with products and technologies as a way of promoting product attachment, the field lacks studies exploring how design could facilitate intercultural MSI. Designing interventions to support intercultural MSI requires i) understanding what characteristics make these interactions meaningful and ii) how these characteristics can be addressed through design. In this study, we contribute to the literature by producing knowledge on these aspects. Based on an analysis of 56 real-life stories about intercultural MSI and an idea generation session with designers, we characterize intercultural MSI with four dimensions (outcomes, feelings, context, and elements) and we identify four design considerations to be taken into account when designing interventions to support intercultural MSI. Hence, our contribution is to formulate this knowledge while highlighting how the characteristics and perceptions of intercultural MSI can be applied to design new technologies that promote this kind of interaction. © 2021, Springer Nature Switzerland AG.Publication Metadata only ‘Disciplining the audience’: audience experiences with MUBI(SAGE Publications Ltd, 2024) Department of Media and Visual Arts; Ildır, Aslı; Department of Media and Visual Arts; College of Social Sciences and HumanitiesThrough the case of MUBI, this article inquires into the changing audience habits with the proliferation of video-on-demand services and the discourse of control and choice, increased mobility, and democratic access. Drawing on in-depth interviews with subscribers of MUBI Turkey, this article explores the ways the audience relates to the imagined audience that MUBI assumes, promotes, and celebrates as a cultural gatekeeper and artistic patron/expert;and how, in turn, being a MUBI user becomes a sign of cultural taste. This study argues that even though users appreciate MUBI’s limited choice model compared to Netflix, they still experience feelings such as frustration, stress, and inadequacy. These feelings mainly result from MUBI’s artistic authority over them, established through the discourse of expertise/artistic patronage and limited-time model. On the other hand, users do not automatically accept the service’s expertise. Some are more critical of it than other VOD services (such as Netflix) because they consider watching MUBI a form of ‘intellectual labor’. Even though MUBI discursively maintains the long-standing dichotomies of niche-mainstream, arthouse-popular cinema, or high-lowbrow culture, the users experience these dichotomies more complexly according to their multiple subject positions.Publication Metadata only A challenging design case study for interactive media design education: interactive media for individuals with autism(Springer, 2014) Esin Orhun, Simge; Ünlüer Çimen, Ayça; Department of Media and Visual Arts; Yantaç, Asım Evren; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 52621Since 1999, research for creativity triggering education solutions for interactive media design (IMD) undergraduate level education in YIldIz Technical University leaded to a variety of rule breaking exercises. Among many approaches, the method of designing for disabling environment, in which the students design for the users with one or more of their senses disabled, brought the challenge of working on developing interactive solutions for the individuals with autism spectrum conditions (ASC). With the aim of making their life easier, the design students were urged to find innovative yet functional interaction solutions for this focused user group, whose communicational disability activate due to the deficiencies in their senses and/or cognition. Between 2011 and 2012, this project brief supported by participatory design method motivated 26 students highly to develop design works to reflect the perfect fit of interaction design to this challenging framework involving the defective social communication cases of autism.Publication Open Access A challenging design case study for interactive media design education: interactive media for individuals with autism(Springer, 2014) Orhun, Simge Esin; Çimen, Ayça Ünlüer; Department of Media and Visual Arts; Yantaç, Asım Evren; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 52621Since 1999, research for creativity triggering education solutions for interactive media design (IMD) undergraduate level education in Yildiz Technical University leaded to a variety of rule breaking exercises. Among many approaches, the method of designing for disabling environment, in which the students design for the users with one or more of their senses disabled, brought the challenge of working on developing interactive solutions for the individuals with autism spectrum conditions (ASC). With the aim of making their life easier, the design students were urged to find innovative yet functional interaction solutions for this focused user group, whose communicational disability activate due to the deficiencies in their senses and/or cognition. Between 2011 and 2012, this project brief supported by participatory design method motivated 26 students highly to develop design works to reflect the perfect fit of interaction design to this challenging framework involving the defective social communication cases of autism.Publication Open Access A critical game for collective interactions around money(CEUR-WS, 2021) Department of Media and Visual Arts; N/A; Subaşı, Özge; Apaydın, Pınar; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 240920; N/AThis paper introduces a critical play experience, Survival of the Fittest?*, that challenges people to economically survive by generating alternative ideas on how and when to cooperate. Games set a definite environment to achieve, compete, socialize and exchange ideas. Play adds to the game environment by allowing players to generate their terms and critically evaluate the designated rules for them. In this work, benefiting from an unfinished co-play setting, we aim to learn from players’ experiences on collectively arranging and organizing their resources around a similar cause. This setting allows for an exploration of moral boundaries of economic interactions and the role of technologies. We further reflect on how players manage their shared resources, form relationships, re-interpret existing systems and examine analog and digital technologies.Publication Metadata only A hand that holds a machete race and the representation of the displaced in Jacques Audiard’s dheepan(Routledge, 2019) Köksal, Ö.; Department of Media and Visual Arts; Rappas, İpek Azime Çelik; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 183702N/APublication Open Access A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning(Elsevier, 2018) Department of Media and Visual Arts; Department of Psychology; Göksun, Tilbe; Alaca, Ilgım Veryeri; Yantaç, Asım Evren; Baykal, Gökçe Elif; Faculty Member; Faculty Member; Faculty Member; Department of Media and Visual Arts; Department of Psychology; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Social Sciences and Humanities; 47278; 50569; 52621; N/ASpatial skills are essential for everyday tasks, and technology blends seamlessly into children's everyday environment. Since spatiality as a term is ubiquitous in experience this paper bridges literature in two fields: theories on early spatial learning in cognitive development and potential benefits of tangible user interfaces (TUIs) for supporting very young children's spatial skills. Studies suggest that the period between 2 and 4 years of age is critical for training spatial skills (e.g., mental rotation), which relate to further success in STEAM (science, technology, engineering, arts, and math) disciplines. We first present a review of the empirical findings on spatial skills, early interventions, and tools (i.e., narrative and gesture input) recommended for training preschool children's spatial skills. By situating the work within the use and benefits of manipulatives (e.g., building blocks, puzzles, shapes) combined with digital affordances in interaction design, we address the relevance of TUIs as complementary tools for spatial learning. We concentrate on the supporting properties of TUIs that enable playful learning, make storytelling more concrete, and provide embodiment effects through physicality. Through various products found in the market and literature that address the physical–digital convergence, we invite designers and researchers to consider design practices and applicable technology that build on present efforts and paradigms in this area. To contribute to this area, we conclude with a discussion of the gaps in design methods to develop technologies for children younger than 4 years old, and propose directions for future work to leverage new tools that serve very young children's spatial learning and possible inquiries for dual payoff.Publication Open Access A study into designing an ambient water bottle that supports users' water-intake tracking practices(Cambridge University Press (CUP), 2021) Department of Media and Visual Arts; N/A; Coşkun, Aykut; Yıldız, Mert; Yılmazer, Hakan; Genç, Hüseyin Uğur; Faculty Member; 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; 165306; N/A; N/A; N/ATaking on the challenge of motivating users to drink water regularly, we designed a smart water bottle that can track water intake behavior and inform users about this behavior through ambient feedback. We then conducted two studies to explore the bottle's feedback design from the perspective of users and designers. First, we conducted semi-structured interviews with 10 prospective users and found that they would like to receive personalized, precise, gamified and reminding feedback. Second, we conducted a design workshop with 13 professional designers to explore the range of visualizations that can be used to give feedback. Analyzing these visualizations, we identified three reminder types (augmenting, restoring and balancing) and six visualization styles grouped according to three dimensions of ambient displays (representation fidelity, notification level, aesthetic emphasis). In this paper, we first explain our water bottle concept along with existing solutions. Then, we report the results of these studies. Finally, we discuss the potential implications of the results for our own work as well as for designing ambient displays aimed at supporting users' water intake tracking practices.Publication Metadata only Acting 2.0: when entertainment technology helps actors to perform(Assoc Computing Machinery, 2015) Kade, Daniel; Lindell, Rikard; Department of Electrical and Electronics Engineering; Department of Media and Visual Arts; Ürey, Hakan; Özcan, Oğuzhan; Faculty Member; Faculty Member; Department of Electrical and Electronics Engineering; Department of Media and Visual Arts; College of Engineering; College of Social Sciences and Humanities; 8579; 12532Motion capture shoots involve a wide range of technology and entertainment production systems such as motion capture cameras, tracking software and digital environments to create entertainment applications. However, acting in this high-tech environment is still traditional and brings its own challenges to the actors. Good acting and imagination skills are highly needed for many motion capture shoots to deliver satisfying results. In our research, we are exploring how to support the actors and use a head-mounted projection display to create a mixed reality application helping actors to perform during motion capture shoots. This paper presents the latest enhancements of our head-mounted projection display application and discusses the use of this technology for motion capture acting as well as the potential use for entertainment purposes.Publication Metadata only Aesthetics of displacement: Turkey and its minorities on screen(Cambridge Univ Press, 2016) N/A; Department of Media and Visual Arts; Rappas, İpek Azime Çelik; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 183702N/A