Conference PaperPDF Available

To Shed Some Light on Empowerment: Towards Designing for Embodied Functionality

Authors:

Abstract and Figures

We present a case study as part of an investigation into the value of Embodied theory for the design of mixed physical-­‐digital interactive products. An interactive light system was designed that empowers an independent living person with an Autistic Spectrum Disorder (ASD) in managing domestic activities. Reflecting on the case we develop our vision of Embodied Functionality (EF). Designing for EF goes beyond 'distributing' information technology in the environment. It aims at creating interactive physical-­‐digital products that play a functional role (i.e. become part of) a person's embodied being-­‐in-­‐the-­‐world, involving a person's identity. It does so by utilizing existing structure and by supporting action-­‐perception couplings, reflection in-­‐ and on action and autonomy in social coordination. EF opens up an alternative design space holding the promise of a more successful appropriation of interactive (assistive) products into people's everyday lives.
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To#Shed#Some#Light#on#Empowerment:#Towards#
Designing#for#Embodied#Functionality#
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ZQ <-2,K(02$-K!$.,0%!$-2'!3$06*,!+'-+,I2%!!
9Q S*06'(02$-K!2#,!4'%2!I('4$%$-K!+'-+,I2!$-2'!0-!'A-'+&'23'4#5'!I('2'2GI,!
^Q S30*/02$-K!I('2'2GI,%!&$2#!\0O!0-.!+0(,20),(%!$-!2#,!0+2/0*!+'-2,O27'H7/%,:!
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0+2$-K!'/2!'H!\0OU%!0+2$3$2$,%!0-.!+'**06'(02$3,!(,H*,+2$'-!'-!30($'/%!I('2'2GI,%!$-!#$%!
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2#,!%2/.$'!$-2'!2#,!0+2/0*!/%,!+'-2,O2!P]0(2%&''.!,2!0*C!Y;;cQ:!f-+,!2#,!%,+'-.!I('2'2GI,!
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,2#-'K(0I#$+0*!0-.!+'**06'(02$3,!$-%$K#2%!$-2'!2#,!/%,(!I(0+2$+,!P]0(2%&''.!,2!0*C!Y;;c[!
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3.#MYDAY#
<-!2#$%!%,+2$'-!&,!.,%+($6,!2#,!H$-0*!.,%$K-:!\p@5p!$%!0!/6$a/$2'/%C!$-2,(0+2$3,!*$K#2!%G%2,4!
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%,2!'H!&$(,*,%%C!4/*2$+'*'/(!*$K#2!6/*6%!PM*&5&-/(91'[!D$K/(,!>:0Q!I*0+,.!$-!+'-3,-2$'-0*!*04I7
6'.$,%C!I*/%!0!+,-2(0*!%202$'-!&,!+0**!2#,!6,0+'-!PD$K/(,!>:6C!>:+!0-.!>:,Q:!!
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4.#Insights#from#reflecting#on#the#design#case#
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40),!2#,!(,+,$3,(!5'//('"-$.'+'%!Pd$2*$-C!>__^Q:!<-!2#$%!(,K0(.C!\0O!%#'&,.!,OI*$+$2!
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0I0(2!'-,U%!PI('H,%%$'-0*Q!*$H,&'(*.C!'-,U%!,O$%2,-+,C!&#$+#!&0%!6/$*2!'-!2#,!60%$%!'H!
&#02!'-,!.',%!0-.!2#,(,H'(,!#'&!P$-!&#02!&0GQ!'-,!T$%Ul(PR$,4,(!X!?'#-%2'-C!Y;>9C!
I:>;:Q!
"#02!$%C!*,0(-$-K!2'C!0-.!6,$-K!06*,!2'!%)$*H/**G!/%,!,a/$I4,-2C!0%!I0(2!'H!'-,%U!6,$-K7$-72#,7
&'(*.!$%!0!I(,(,a/$%$2,!H'(!6,$-K!0-!0/2'-'4'/%!I,(%'-:!N,!6,*$,3,!SD!40G!#,*I!2'!.,%$K-!
$-2,(0+2$3,!2,+#-'*'K$,%!2#02!H/-+2$'-!0%!,a/$I4,-2!u!$-!'2#,(!&'(.%C!&#$+#!#,*I!0!I,(%'-!2'!
6,!0/2'-'4'/%C!0-.!2#,(,6GC!2'!6,!4'%2!H/**G!#$4%,*H:!<-!2#,!+'-2,O2!'H!.,%$K-$-K!0%%$%2$3,!
2,+#-'*'K$,%!H'(!I,'I*,!&$2#!%I,+$0*!-,,.%C!%/+#!0%!\0O!$-!'/(!+0%,C!&,!%,,!,4I'&,(4,-2!
0%!I(,+$%,*G!0%!2#,!.,K(,,!2'!&#$+#!'-,!$%!06*,!2'!h,OI(,%%!i'-,%Uj!$.,-2$2G!2#('/K#!2#,!
,a/$I4,-2!i'-,j!/%,i%jl:!F%$-K!2#,!I('./+2!%#'/*.!H,,*!*$),!T%'4,2#$-K!B(%$!&$2#!2#,!2''*UC!
(02#,(!2#0-!0%!T%'4,2#$-K!2#,!2''*!.',%!H'(!4,U!'(!%'4,2#$-K!T2#,!2''*!$-%2(/+2%!4,!2'!.'U:!!
6.#Conclusion#and#future#work#
<-!0!'-,7G,0(!I0(2$+$I02'(G!.,%$K-!I('+,%%!&,!,OI*'(,.!#'&!0-!,46'.$,.!I,(%I,+2$3,!&'/*.!
I*0G!'/2!$-!.,%$K-$-K!0!%G%2,4!H'(!0-.!&$2#!\0OC!0-!$-.,I,-.,-2*G!*$3$-K!I,(%'-!&$2#!5J@:!gG!
(,H*,+2$-K!'-!2#,!.,%$K-!0-.!.,3,*'I$-K!0!K('&$-K!$-%$K#2!$-2'!\0OU%!*$H,&'(*.C!&,!,OI*'(,.!
0-!0*2,(-02$3,!H/-+2$'-0*!('*,!'H!0%%$%2$3,!2,+#-'*'KG!$-!%/II'(2$-K!,46'.$,.!I(0+2$+,%:!N,!
+0**!2#$%!S46'.$,.!D/-+2$'-0*$2G!PSDQC!&#$+#!4,0-%!2'!K/$.,!0!I,(%'-!2'&0(.%!2#,!0+2$'-7
0HH'(.$-K!%2(/+2/(,!'H!0!I,(%'-U%!'&-!,-3$('-4,-2C!2'!%/%20$-!0+2$'-7I,(+,I2$'-!+'/I*$-K%C!
2'!,-06*,!(,H*,+2$'-!$-70-.!'-!0+2$'-C!0-.!2'!%2(,-K2#,-!0!I,(%'-U%!0/2'-'4G!&$2#$-!%'+$0*!
+''(.$-02$'-:!<-!2#,!+'-2,O2!'H!0%%$%2$3,!2,+#-'*'K$,%!&,!%I,+/*02,!2#02!.,%$K-$-K!H'(!SD!+0-!
+(,02,!I('./+2%!2#02!&$**!6,!4'(,!(,0.$*G!0++,I2,.!0-.!0II('I($02,.!$-!,46'.$,.!I(0+2$+,%C!
0-.!2#,(,6G!*,%%!*$),*G!2'!6,!060-.'-,.!PW#$*$I%!0-.!o#0'C!>__ZQ:!1/((,-2*G!&,!0(,!
.,3,*'I$-K!0!('6/%2!&'()$-K!I('2'2GI,!'H!\p@5p!2#02!+0-!H/-+2$'-!H'(!%,3,(0*!&,,)%!
&$2#'/2!2,+#-$+0*!0%%$%20-+,C!2'!0%%,%%!4'(,!.,,I*G!2#,!0+2/0*!&0G%!$-!&#$+#!2#,!%G%2,4!
+'4,%!2'!H/-+2$'-!0%!0-!0%I,+2!'H!\0OU%!,3,(G.0G!*$H,:!D/(2#,(4'(,C!&,!$-2,-.!2'!,OI*'(,!
I'%%$6$*$2$,%!'H!$-+'(I'(02$-K!4'3,4,-2!%,-%$-K!0-.!0+2$'-!4'-$2'($-KC!&$2#!2#,!0$4!'H!
$-3,%2$K02$-K!$-!0!+($2$+0*!&0G!#'&C!H('4!0-!S46'.$,.!D/-+2$'-0*$2G!I,(%I,+2$3,C!2#,%,!
2,+#-'*'K$+0*!2(,-.%!40G!0..!(,0*!30*/,!2'!0!I,(%'-U%!,4I'&,(4,-2:!!
Acknowledgements:!"#0-)%!2'!\0OC!2'!0**!%2/.,-2%!'H!F2(,+#2!F-$3,(%$2G!'H!5II*$,.!
J+$,-+,%!0-.!F-$3,(%$2G!'H!"&,-2,!2#02!+'**06'(02,.!$-!2#$%!I('A,+2C!0-.!2'!0**!2#'%,!
$-3'*3,.!&$2#$-!W#$*0.,*I#$0!10(,!f(K0-$V02$'-:!
6+)&35'()&)5'(@L(;122&2G(*'4%($%%F(
13"
7.#References#
56'&.C!d:!@:C!X!\G-022C!S:!@:!PY;;;Q:!1#0(2$-K!I0%2C!I(,%,-2C!0-.!H/2/(,!(,%,0(+#!$-!/6$a/$2'/%!
+'4I/2$-K:!6Y?(8+42/43)&$2/($2(Y$"-1)'+H91"42(B2)'+43)&$2(W8:Y9BXC!ZP>QC!Y_7^c:!
5K(,C!W:!0-.!]'(%&$**C!<:!P>__`Q:!=$H,&'(*.!0-0*G%$%:![$1+245($J(6+)&J&3&45(B2)'55&G'23'(;'/'4+3*I(\C!>>>7
>9^:!
5($0%CS:C!S.,-C!]:C!D$%+#,(C!d:C!!d'(40-C!5:C!J+#0(HHC!S:!PY;;;Q!"(0-%+,-.$-K!2#,!$-.$3$./0*!#/40-!
4$-.v+(,02$-K!%#0(,.!/-.,(%20-.$-K!2#('/K#!+'**06'(02$3,!.,%$K-:!8+42/P($2(Y$"-1)'+H91"42(
B2)'+43)&$2(Z!P>Q:!c97>>Y!
g,-2*,GC!R:C!]/K#,%C!?:5:C!R0-.0**C!@:C!R'..,-C!":!J0&G,(C!W:C!J#0I$('C!@:!0-.!J'44,(3$**,C!<:!!P>__YQL!
S2#-'K(0I#$+0**G7<-H'(4,.!JG%2,4%!@,%$K-!H'(!5$(!"(0HH$+!1'-2('*:!<-!?:!"/(-,(!0-.!R:!e(0/2!P,.%:QL!
=*4+&2G(M'+/-'3)&E'/I(M+$3P(:J(Y=Y]<^QP!"'('-2'C!10-0.0C!51\L!8,&!p'()C!II:!>YZu!>Y_:!!
g*'46,(KC!?:!0-.!e0(0%2$:C!]:!PY;>YQ:!M$/&)&$2&2G(')*2$G+4-*,(.&)*&2(M4+)&3&-4)$+,(D'/&G2:!='-.'-L!
R'/2*,.K,:!
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1'-2,O275&0(,!1'4I/2$-K:![$1+245($J(91"42HY$"-1)'+(B2)'+43)&$2I(Q_:!9;Z799b:!
g(,(,2'-C!g:!PY;>ZQ:!]06$2/02,.!'6A,+2%L!,3,(G.0G!20-K$6*,%!2#02!H'%2,(!2#,!$-.,I,-.,-2!*$3$-K!'H!0-!
,*.,(*G!&'40-:!B2)'+43)&$2/I(Q_P9Q:!Y;7Y9:!
g(G%'-C!J:C!=0-.(GC!R:!0-.!N0$-&($K#2C!?:5:!P>__`Q:!5!+'4I'-,-2$0*!3$,&!'H!,O,+/2$3,!.G%H/-+2$'-!$-!
0/2$%4L!R,3$,&!'H!(,+,-2!,3$.,-+,:!<-L!?0+'6!5:!g/(0+)!0-.!?04,%!":!S--%C!PS.%Q:!6))'2)&$2I(
%'E'5$-"'2)I(42%(-/,3*$-4)*$5$G,I!8,&!p'()L!d/$*H'(.C!YZY7Y^_:!
1*0-+,GC!N:!?:!P>__`Q!=&)14)'%(3$G2&)&$2(R(:2(*1"42(N2$.5'%G'(42%(3$"-1)'+(+'-+'/'2)4)&$2P!
1046($.K,C!\5L!1046($.K,!F-$3,(%$2G!W(,%%:!!
1*0()C!5:!P>__`Q!`'&2G()*'+'R(M1))&2G(#+4&2I(#$%,(42%(.$+5%()$G')*'+(4G4&2:!1046($.K,C!\5L!\<"!
W(,%%:!!
@,!?0,K#,(C!]:!0-.!@$!W0'*'C!S:!PY;;`Q!W0(2$+$I02'(G!%,-%,740)$-KL!5-!,-0+2$3,!0II('0+#!2'!%'+$0*!
+'K-$2$'-:!M*'2$"'2$5$G,(42%()*'(Y$G2&)&E'(=3&'23'/I!bP9QC!9c^7^;`:!
@A0A0.$-$-K(02C!":C!J:!N,-%3,,-C!?:!D(,-%C!0-.!e:!f3,(6,,),:!PY;;9Q:!"0-K$6*,!I('./+2%L!(,.(,%%$-K!2#,!
60*0-+,!6,2&,,-!0II,0(0-+,!0-.!0+2$'-:!M'+/(7#&K1&)(Y$"-I!cC!JI($-K,(7E,(*0K:!II:!Y_97!Z;_C!
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@(,GH/%:C!]:=:!P>__;Q:!`'&2GH&2H)*'H.$+5%R(6(3$""'2)4+,($2(9'&%'GG'+a/(`'&2G(42%(8&"'I(D&E&/&$2(BP!
1046($.K,!P\5QL!\<":!
@(,GH/%C!]:=:!PY;;YQ!<-2,**$K,-+,!&$2#'/2!(,I(,%,-202$'-L!\,(*,0/7W'-2Gw%!+($2$a/,!'H!4,-20*!
(,I(,%,-202$'-:!M*'2$"'2$5$G,(42%()*'(Y$G2&)&E'(=3&'23'/C!>C!Zb`7cZ!!
10(4$,-C!J:!W:C!X!D$%+#,(C!d:!PY;;cQ:!@,%$K-C!0.'I2$'-C!0-.!0%%,%%4,-2!'H!0!%'+$'72,+#-$+0*!
,-3$('-4,-2!%/II'(2$-K!$-.,I,-.,-+,!H'(!I,(%'-%!&$2#!+'K-$2$3,!.$%06$*$2$,%:!B2(M+$3P($J()*'(
=BCY9B(Y$2J'+'23'($2(91"42(043)$+/(&2(Y$"-1)&2G(=,/)'"/(PII:!^_`7b;bQ:!51\:!
d$6%'-C!?:?:!P>_`_Q!8*'(!3$5$G&345(6--+$43*()$(b&/145(M'+3'-)&$2C!]'/K#2'-!\$HH*$-C!g'%2'-:!
d$2*$-C!=:8:!P>__^Q:!N#G!'*.,(!I,'I*,!0++,I2!'(!(,A,+2!0%%$%2$3,!2,+#-'*'KG:!C'2'+4)&$2/!>_P>Q:!9>79b:!!
d''.&$-C!1:!PY;;;Q:!5+2$'-!0-.!,46'.$4,-2!&$2#$-!%$2/02,.!#/40-!$-2,(0+2$'-:![$1+245($J(
-+4G"4)&3/C!ZYC!>9c_7>^YY:!!
d''.&$-C!1:!P>__9QC!W('H,%%$'-0*!3$%$'-:!6"'+&342(62)*+$-$5$G&/)C!_bC!b;b7bZZ:!!
6789:;<=(>6?!=(@A(;7>>B>C(9!6D(!E'2F
>9!
]0(2%&''.C!\:C!W('+2,(C!R:C!J*0+)C!R:C!E'xC!5:C!gy%+#,(C!\:C!R'/-+,H$,*.C!\:C!X!R'/+#GC!W:!PY;;cQ:!1'7
(,0*$V02$'-L!"'&0(.!0!I($-+$I*,.!%G-2#,%$%!'H!,2#-'4,2#'.'*'KG!0-.!I0(2$+$I02'(G!.,%$K-:!
=342%&24E&42([$1+245($J(B2J$+"4)&$2(=,/)'"/C!>9PYQC!_7Z;:!
],$.,KK,(C!\:!PY;>ZQ:!c&d2('2(8&d%:!8$A4,K,-L!J/-:!i@/2+#!2(0-%:!\:!N$*.%+#/2!'HL!],$.,KK,(C!\:!
P>_Y`Q:!='&2(12%(c'&):!"y6$-K,-L!\0O!8$,40G,(!E,(*0K:j!
]/2+#$-%C!S:!P>__^XP(Y$G2&)&$2(&2()*'(]&5%:!1046($.K,!P\5QL!\<"!I(,%%:!
]/44,*%C!1:1:\:C!X!E0-!@$A)C!?:!PY;>^Q!J,3,-!W($-+$I*,%!2'!@,%$K-!H'(!S46'.$,.!J,-%,40)$-K:!
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]/44,*%C!1:1:\:!X!=z3GC!W:@:!PY;>ZQ:!\022,(!'H!2(0-%H'(402$'-!L!.,%$K-$-K!0-!0*2,(-02$3,!2'4'(('&!
$-%I$(,.!6G!I#,-'4,-'*'KG:!B2)'+43)&$2/I!Y;PbQC!9Y79_:!
]'**0-C!?:C!]/2+#$-%C!S:!0-.!e$(%#C!@:!PY;;;Q!@$%2($6/2,.!1'K-$2$'-L!"'&0(.!0!-,&!D'/-.02$'-!H'(!
]/40-71'4I/2,(!$-2,(0+2$'-!(,%,0(+#:!6Y?(8+42/43)&$2/($2(Y$"-1)'+H91"42(B2)'+43)&$2C!E'*:!`C!
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.,%$K-:!B2R(DB=(Q__\I(6Y?(Y$2J'+'23'($2(%'/&G2&2G(&2)'+43)&E'(/,/)'"/I(W[12'(Q\eQfI(72&E'+/&),(
M4+NI(M'22/,5E42&4I(7=6I(--P(OU_HOU^QC!8,&!p'()L!51\:!
e$(%#C!@:!PY;>;Q!"#$-)$-K!&$2#!,O2,(-0*!(,I(,%,-202$'-%:!6B(g(=$3&'),C!Y^C!II:!99>79^9:!!
=03,C!?:C!P>_ccQ!Y$G2&)&$2(&2(M+43)&3'P(?&2%I("4)*'"4)&3/(42%(315)1+'(&2('E'+,%4,(5&J':!1046($.K,!
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=/HHC!W:C!?$('2)0C!\:C!p040%#$20C!8:C!e/V'0)0C!]:C!],02#C!1:!0-.!S.,-C!d:C!PY;>ZQ:!S46,..,.!
<-2,(0+2$'-L!"#,!5++'4I*$%#4,-2!'H!5+2$'-%!$-!S3,(G.0G!0-.!E$.,'7\,.$02,.!S-3$('-4,-2%:!51\!
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8',C!5:!PY;;9Q!63)&$2(&2(-'+3'-)&$2P(1046($.K,L!\<"!W(,%%:!
8'(40-C!@:5:!PY;;YQ:!8*'(%'/&G2($J('E'+,%4,()*&2G/P!8,&!p'()L!g0%$+!g'')%!
f3,(6,,),C!1:?:C!N,-%3,,-C!J:!0-.!]/44,*%C!1:1:\:!PY;;bQ:!@,%$K-!R,%,0(+#L!d,-,(02$-K!e-'&*,.K,!
2#('/K#!@'$-KP(B2(=.&//(D'/&G2(>').$+NP(D+4.&2G(>'.(8'++&)$+&'/P(=)4)'($J()*'(6+)(42%(
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R'6,(2%'-C!":!PY;;YQ!"#,!I/6*$+!030$*06$*$2G!'H!0+2$'-%!0-.!0(2,H0+2%:!Y$"-1)'+(=1--$+)'%(Y$$-'+4)&E'(
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J0-.,(%C!S:!0-.!J20II,(%C!W7?:!PY;;cQ:!1'7+(,02$'-!0-.!2#,!-,&!*0-.%+0I,%!'H!.,%$K-P(Y$H%'/&G2!9P>QL!
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B)45&42(Y*4-)'+(B2)'+24)&$245(Y$2J'+'23'($2(Y$"-1)'+H91"42(B2)'+43)&$2I!8,&!p'()L!51\C!Z_799:!
J/+#40-C!=:5:!PY;;`Q!91"42H?43*&2'(;'3$2J&G1+4)&$2/L!M542/(42%(=&)14)'%(63)&$2/(Q2%('A-42%'%(
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... The key objective of this paper is to enhance our comprehension of the relationships between technology embodiment, empowerment, and adherence to wearable self-care technology. Using embodied theory (Clark, 1998;Van Dijk & Verhoeven, 2016a, 2016b and embodied cognition theory (e.g., Rowlands, 2010;Barrett, 2011), we introduce the concept of 'embodied empowerment'. This is when a wearable self-care technology is perceived as being an integral aspect of the user's cognition, physique, and overall state of being (Nelson et al., 2019;Van Dijk & Verhoeven, 2016a), thereby instilling a belief in the user that they can influence their health outcomes (Nelson et al., 2016). ...
... Devices such as smart phones, smart wristbands, and smart watches are not only being increasingly used or worn but have also become inseparable from the body (Lu, Zhou, & Li, 2024;Nelson et al., 2019). This phenomenon, where users are so attached to a device that it becomes an extension of themselves, is known as technology embodiment (De Preester & Tsakiris, 2009;Pfeifer et al., 2023;Van Dijk & Verhoeven, 2016b). This study focuses on technology embodiment of wearable devices and its three extensions: of the body, cognition, and/or (sense of) self (Nelson et al., 2019). ...
... It seems safe to argue that, if users embody these technologies, this will give them more influence over achieving their health goals. We will explore this relationship by referring to reasoning from human computer interaction and interaction design (i.e., imported theorizing, see Straub, 2012), where scholars have made use of embodied theory (Clark, 1998;Van Dijk & Verhoeven, 2016a, 2016b to describe how a technology is embodied so that the user feels it is a part of themselves (i.e., part of their body, brain, and/or state of being) (Hummels & Van Dijk, 2015). Embodied devices are usually items we use every day; these used to be items such as a cane or a car (Merleau-Ponty, 1979), but have recently shifted to technologies that have become more integrated in our daily lives (Van Dijk, 2018). ...
... (In the present paper, of course, theory has the centre stage). For more details about the cases, see: for Case 1: [51], for Case 2: [52] and for Case 3: [15,53]. ...
... MYDAYLIGHT is an interactive system of wirelessly connected led-light units, designed to support high functioning, semi-independent living persons on the autistic spectrum in managing daily affairs in the home [53] (See Figure 7). Using the system, one can plan activities to do the next day. ...
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This paper critically explores what it means to Design for Embodied Being-in-the-world (D4EB). It aims to uncover what this perspective means for designing hybrids, the new interactive physical-digital artefacts developed in wearable, tangible and ubiquitous computing and augmented reality. D4EB is contrasted with the principle of embodied representation, applied for example in designing tangible interfaces between users and digital information. In contrast, D4EB starts from our phenomenological ‘being-in-the-world’. Hybrids are conceived as participating in socially situated, sensorimotor couplings that govern the way the lived body operates in the lifeworld. D4EB rejects conceptual dualisms between the (representational) mind and the (physical) body and between (inner) mind and (outside) world. To illustrate its core principles, three design cases are presented. The cases are part of ongoing design-research that formed the basis for the framework. D4EB is further discussed in relation to personal identity, the role of external representations and the role of the designer. D4EB promises to open up a theoretically informed, largely unexplored design space, which can help designers utilize the full power of hybrid technologies. Hybrids may be designed to support people in their embodied being by sustaining, enriching and generating new ways of attuning to the lifeworld.
... Moreover, since evidence-based healthcare is more and more the standard (Broom & Adams, 2012), evidence-based design becomes a societal design requirement in order to facilitate the financial and geographical availability of the design to users. At the same time, if the design does not match with the lived experiences of the user it is unlikely to be appropriated in daily practices (Carroll, Howard, Vetere, Peck, & Murphy, 2002) or to become part of ones' embodied and situated routines (Van Dijk & Verhoeven, 2016;Grönvall & Verdezoto, 2013). Dissatisfaction with the artefact and a mismatch of goals between the intervention and the user are common reasons for abandonment after limited or first use of an eHealth intervention. ...
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In the co-design process, both evidence-based (top-down) and experience-based (bottom-up) input are important, especially in the healthcare context. While the risk of conflict is present, integration of both types of input can lead to synergetic design that encompasses the benefits of both worlds. By building on a case study in which we worked with cancer patients and oncology nurses to co-design an eHealth intervention focused on training self-compassion, this paper contributes to existing literature by exploring practical strategies to merge top-down and bottom-up input in the co-design process. The resulting strategies are: selecting (satisfy one need but not the other), combining (keeping multiple options in the design), integrating (designing a new and coherent functionality that serves both needs) and reframing (redefine perspectives in a way that dissolves the conflict). These bidirectional strategies can enable full co-creation, and further research could investigate their utility in other co-design spaces.
... Traditional roles of care professionals, 'patients' and family-members are being revisited; new care policies aim to support people in recruiting their own social-and material resources to solve problems themselves, thereby regaining (more) control over their own lives [4]. Within this context, various technological products, systems and/or services (henceforth 'artifacts') have been proposed that should work to enhance the empowerment and overall well-being of their users in everyday life [6] [2]. We may actually see the goal of empowering a person with an impairment in the design process, as part of the more general project of acknowledging and enhancing this person's capability for taking control over his or her life more generally [9]. ...
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The concept of method stories was proposed as an approach to document how design research methods are made to work in practice. Sharing the creation process of methods is especially valuable when working with people with impairments, as participation (on equal footing) is often challenged by the impairment. In addition, it is necessary to continuously adapt the design approach to the setting and characteristics of individual participants. The aim of this workshop is to bring together researchers and designers who have involved people with cognitive or sensory impairments in design and to explore how the creation and adaptation process of their methods could be documented and shared through method stories.
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In this Research-through-Design investigation we explore the value of embodiment for social interaction in collaborative settings, and how to support-rather than suppress or ignore – embodiment with interactive technology. We use Participatory Sensemaking (De Jaegher & Di Paolo, 2007), a theory which explains sensemaking as continuous embodied interactions between people in a shared action space. We discuss three prototypes supporting Participatory Sensemaking. We describe how our understanding of participatory sensemaking evolved through (reflections on) design. The first product creates tangible access to moments of reflection in group conversations. We came to understand the tangibles as traces of individual reflection, which become publicly observable and actionable within social interaction. In our second prototype we designed traces as floor-projections dynamically connected to people's body movements. The system mediates the social positioning of session participants. The final system integrates our earlier insights in a dialogue tool for two people. Here participatory sensemaking shows itself as a skill with special emphasis on the sensuality of mutual contact. We end with a more general reflection on how design can contribute to theoretical analysis through iterations of designing and observing what interactive artefacts concretely do within the full complexity of human practices.
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The TEI-community is based on various paradigms. We believe that the community matures by scrutinising these different paradigms and unravelling the consequences for designing for tangible, embedded and embodied interaction. In this paper we explore the consequences and possibilities of phenomenology-inspired embodied theory, and more specifically the concept of embodied sensemaking, i.e. human sensemaking using sensorimotor couplings to support social coordination between people. Based on our theoretical setting, we introduce seven design principles for developing face-to-face embodied sensemaking technology. We show in this paper how we used these principles to develop a mobile design and sensemaking studio for the encounter between two persons to sketch a future at the cross-section of their disciplines. By explaining these principles, we aim to show what embodied theory can bring the TEI-community, and invite others to do the same.