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1. SkinLink: On-body Construction and Prototyping of Reconfigurable Epidermal Interfaces

   https://doi.org/10.1145/3596241  

   Ku, Pin-Sung; Huang, Kunpeng; Wang, Nancy; Ng, Boaz; Chu, Alicia; Kao, Hsin-Liu Cindy (June 2023, Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies)

   Applying customized epidermal electronics closely onto the human skin offers the potential for biometric sensing and unique, always-available on-skin interactions. However, iterating designs of an on-skin interface from schematics to physical circuit wiring can be time-consuming, even with tiny modifications; it is also challenging to preserve skin wearability after repeated alteration. We present SkinLink, a reconfigurable on-skin fabrication approach that allows users to intuitively explore and experiment with the circuitry adjustment on the body. We demonstrate SkinLink with a customized on-skin prototyping toolkit comprising tiny distributed circuit modules and a variety of streamlined trace modules that adapt to diverse body surfaces. To evaluate SkinLink's performance, we conducted a 14-participant usability study to compare and contrast the workflows with a benchmark on-skin construction toolkit. Four case studies targeting a film makeup artist, two beauty makeup artists, and a wearable computing designer further demonstrate different application scenarios and usages. 

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2. StoryMakAR: Bringing Stories to Life With An Augmented Reality & Physical Prototyping Toolkit for Youth

   https://doi.org/10.1145/3313831.3376790  

   Glenn, Terrell; Ipsita, Ananya; Carithers, Caleb; Peppler, Kylie; Ramani, Karthik (April 2020, Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems)

   null (Ed.)

   Makerspaces can support educational experiences in prototyping for children. Storytelling platforms enable high levels of creativity and expression, but have high barriers of entry. We introduce StoryMakAR, which combines making and storytelling. StoryMakAR is a new AR-IoT system for children that uses block programming, physical prototyping, and event-based storytelling to bring stories to life. We reduce the barriers to entry for youth (Age=14-18) by designing an accessible, plug-and-play system through merging both electro-mechanical devices and virtual characters to create stories. We describe our initial design process, the evolution and workflow of StoryMakAR, and results from multiple single-session workshops with 33 high school students. Our preliminary studies led us to understand what students want to make. We provide evidence of how students both engage and have difficulties with maker-based storytelling. We also discuss the potential for StoryMakAR to be used as a learning environment for classrooms and younger students. 

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3. A Revaluation of How We Think about Making: Examining Assembly Practices and Artifact Imagination in Biomaking

   https://doi.org/10.1145/3311890.3311895  

   Lui, Debora; Kafai, Yasmin B.; Walker, Justice T.; Hanna, Sheri; Hogan, Karen; Telhan, Orkan (January 2019, FabLearn ‘19)

   While much research focused on making emphasizes digital and tangible media, few studies have explored making with biology, or biomaking, where people use cells as fabrication units to grow or “make” desired materials for designing real world applications. This lack is especially glaring considering how biomaking and related industries are often aligned with a growing push toward sustainable production as a way of addressing the pressing environmental issues of the day. In order address how maker frameworks could be used as a productive way of bringing biomaking into K-12 contexts, we report on the design and implementation of a biomaking workshop where teams of high school students both assembled a physical biosensor and imagined applications for this technology to address real world issues. Using classroom observations, analysis of classroom projects, and focus group interviews, we examined student experiences and perceptions of these activities in order to ask: What the affordances and challenges of biomaking in supporting maker learning, especially with regard to the less common practices of assembly and imagining? In the discussion, we review what we learned about facilitating biomaking in K-12 setting, as well how our analysis led us to a revaluation of the often crucial but neglected role assembly plays in more ‘typical’ maker activities, and the possibilities for enriching maker activities by including design prototyping and imagination. 

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4. Why make it? Understanding undergraduate engineering students' conceptions for the purpose of prototyping in engineering design activities

   Ali, Hadi; Liu, Yue (October 2018, Frontiers in education)

   Prototyping in design provides ways to navigate ambiguity in the design problem, gain insight through the refinement of ideas, and aid in communication between team members. However, while designing, students often underutilize prototyping and do not consider it as an integral part of the design process. To facilitate the scaffolding of design activities, it is necessary first to understand students’ conceptions of prototyping. In this study, we use artifact elicitation interviews as a method to elicit students’ conceptions by moving from the specifics of the artifacts they brought with them to the interview, to their general understanding of prototyping. Participants in the study are students in an undergraduate sophomore design oriented, project-based learning course in a large southwestern university. Students were invited to participate in a screening survey. After potential participants suitable for the purpose of this study were identified, some were selected for a follow-up interview. The findings of the study describe students’ conceptions of “what counts” as a prototype; what is valued in a prototype; the benefits of, and challenges associated with prototyping; and differences between in-class and out-of-class prototyping activities. The findings of this study improve our understanding to effectively scaffold prototyping activities in design and experiential learning. 

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5. Learning by Fixing and Designing Problems: A Reconstruction Kit for Debugging E-Textiles

   https://doi.org/10.1145/3141798.3141805  

   Lui, Debora; Anderson, Emma; Kafai, Yasmin B.; Jayathirtha, Gayithri (January 2017, FabLearn '17 Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education)

   In this paper, we present the development of a "reconstruction kit" for e-textiles, which transforms fixed-state construction kits---maker tools and technologies that focus on the creation of semi-permanent projects---into flex-state construction kits that allow for endless deconstruction and reconstruction. The kit uses modular pieces that allow students to both solve and create troubleshooting and debugging challenges, which we call "DebugIts." We tested our prototype in an after-school workshop with ten high school students, and report on how they interacted with the kit, as well as what they learned through the DebugIt activities. In the discussion, we delve into the affordances and challenges of using these kits as both learning and assessment tools. We also discuss how our pilot and prototype can inform the design of reconstruction kits in other areas of making. 

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