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Design students must develop competence in a wide range of areas in order to be successful in their future practice. Increasingly, knowledge of design methods is used to frame both a designer’s repertoire and their overall facility as a designer. However, there is little research on how students build cognitive schema in relation to design methods or how these schema relate to specific epistemological patterns of engagement. In this research paper, we report a multiple case study, capturing the experiences of four advanced undergraduate UX design students at a large research-intensive institution. Through an interview study and subsequent analysis, we describe the wide variety of organizing metaphors that these students used to frame their understanding and performance of design methods, including both principles they used to consider methods as knowledge, and the ways in which these organizing principles impacted their practice of design. We conclude with recommendations for further research on the uptake of methods-focused competence in HCI education and practice.
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Why Larp?! A Synthesis Paper on Live Action Roleplay in Relation to HCI Research and Practice
Live action roleplay (larp) has a wide range of applications, and can be relevant in relation to HCI. While there has been research about larp in relation to topics such as embodied interaction, playfulness and futuring published in HCI venues since the early 2000s, there is not yet a compilation of this knowledge. In this paper, we synthesise knowledge about larp and larp-adjacent work within the domain of HCI. We present a practitioner overview from an expert group of larp researchers, the results of a literature review, and highlight particular larp research exemplars which all work together to showcase the diverse set of ways that larp can be utilised in relation to HCI topics and research. This paper identifies the need for further discussions toward establishing best practices for utilising larp in relation to HCI research, as well as advocating for increased engagement with larps outside academia.
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- Award ID(s):
- 2005816
- PAR ID:
- 10539442
- Publisher / Repository:
- ACM Transactions on Computer-Human Interaction
- Date Published:
- Journal Name:
- ACM Transactions on Computer-Human Interaction
- ISSN:
- 1073-0516
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1145/3689045
