Concept Design for Mobile Services and Devices ... - CiteSeerX

Concept Design for Mobile Services and Devices Leveraging on Situatedness and User Participation Giulio Iacucci [email protected]

Helsinki University of Technology

Abstract The design of mobile devices and services poses different challenges compared to the design of desktop software. The context of use for nomadic users is more dynamic and mutable and mobile devices and Internet technologies are increasingly used in personal and work practices seamlessly. The paper presents a participatory technique, SPES Situated and Participative Enactment of Scenarios, aimed at generating mobile service and device concepts. In SPES a designers follows a user during his/her activities, as interesting situation arise the designer and the user envision future scenarios by acting out ideas and discussing them. This approach to generate and discuss design ideas is intended to complement design activities where ideas are talked about away from the situatedness of activities.

Keywords: games, participatory design, situated computing "In periods when a culture is forming and flourishing, play fulfills important vital, social, and liturgical functions; but in periods of stagnation of cultural creativity and the advent of cold, rational civilizations, play recedes into the background, and the play stratum in life shrinks until it becomes barely perceptible."

(Liudmila Mikhailovna Andriukhina)

1. Introduction and Background Internet and mobile phones are changing our life practices more than early computer technology did. The latter seemed to support rather than change the ways of leaving and working (Dahlbom and Ljungberg 1998). It is fair to expect a more radical change in life practices as mobile and ubiquitous computing technology enters our lives. The use and nature of the ubiquitous and mobile computing artifacts will be a result of the co-evolution of esthetic, society, and technology. To the discipline of design is left the challenge to envision at best the result of such co-evolution. Presently, the use of common information and communication technologies, like the Internet (www, email, etc.), mobile phones, and PDA’s extend seamlessly in work and personal practices. Mobile phones are used for personal calls and for work related calls too. At Proceedings of IRIS 23. Laboratorium for Interaction Technology, University of Trollhättan Uddevalla, 2000. L. Svensson, U. Snis, C. Sørensen, H. Fägerlind, T. Lindroth, M. Magnusson, C. Östlund (eds.)

work the access to Internet is also used for both personal and work related activities if we think at the WWW and email. This suggests that for the new technologies there will be more and more situations where the line between work and the personal life is blurred. The designers of these new computing artifacts, beside or before the challenge of making everything work, following an “artful integration” approach (Suchman 1999), could pose themselves the question of whether their enterprise is mainly technology driven or human centered. In the latter case, the objectives of concept design include envisioning use scenarios as co-evolutions of esthetic, society, and technology that are successful in making user’s life better. Compared to designing for specific work practices, the successful design will have to give greater importance to entertainment and pleasure as components of the user experience. Moreover, social and cultural aspects will have greater influence in the acceptance and adoption of new technology. In conclusion, on one hand there are hints about what will be possible (Bluetooth, various types of augmented reality and tangible interfaces, speech recognition...) but it is hard to imagine what and how will fit in our lives and how our lives will change. This research was carried out in GO PROD, a subproject concentrating on user aspects in the project GO. The objective of the GO Project is to implement a wireless network in the campus area of the Helsinki University of Technology to investigate services for the nomadic Internet user of the future. The purpose of our part in the project is the development of concepts for the system consisting of both services and devices, concretized as use scenarios and prototypes. As our users are the people in the campus, we have now considered the user groups of researchers and students in two different design cycles. In this early stage of design, we found it difficult to rely on representations of users or their activities, like user models because of the “soft aspects” mentioned above and a missing focus on a bounded problem area. For these reasons, we choose to complement models with active user involvement also in the generative part of design. Moreover, we believe in evolutionary approach and in design-by-trying-it-out. The context of user's activities is at the center of our attention and it becomes an additional challenge trying to consider it properly in design for two reasons. Firstly, in the case of nomadic users, the context is particularly dynamic and mutable, secondly, the pressure in augmenting the capability of systems to be context aware. For this reason, we investigate new effective ways of studying situations beyond and between ethnographic techniques and evaluation (also situated evaluation Twindale et al. 1994). In this paper, we propose a participatory technique, SPES Situated and Participative Enactment of Scenarios, for generating use concepts of devices or services where users and designers envision and act out scenarios in situations either staged or real. Before describing the technique, we relate our work to the readings and we give an account of related techniques.

1.1.

Related Techniques

Using role-playing and games is relatively well established in particular in the Scandinavian Participatory Design tradition. Perhaps Ehn and Sjögren (1991) have presented the most serious work. Their objective in using games "is neither to encourage competition nor to teach a theory from above, but support situated and shared action and reflection." (p. 254) Moreover, games are a way to "create a common language, to discuss the existing reality, to investigate future visions, and to make requirement specifications on aspects of work organization, technology and education." (p. 252) Other works, in applying games in the design for

workplace, include the CARD and PICTIVE techniques (Muller et al. 1995), or the Labour Game Method (Torvinen 1999). The games in the PD tradition are for technology change in the workplace. In our case, we have developed games with the user also for personal practices and leisure and we show how to do it in the special case of designing for mobility. Usually in PD approaches (MUST Kensig et al. 1996, CESD Grønbæk et al. 1997), the generative stage where designers and users envision use scenarios, is carried out in Future Workshop (Greenbaum and Kyng 1991, Kyng 1995a). A characterizing difference, also with other representations of work (Suchman ed. 1995) is that we are explicitly aiming at constructing the situatedness of action to support our acting out of the scenarios and shared envisioning and discussions. In Kyng (1995b), mock-ups as representations of the future system, work situation descriptions, and future use scenarios are used in exploratory workshop for the simulation of future use. Another approach very close to our is cooperative prototyping (Bødker and Grønbæk 1991)," where both users and designers are participating actively and creatively,….the designers must somehow let the users experience a fluent work-line situation with a future computer application... This can be done in a simulated future work situation or in a real work situation." p. 200 Our techniques are not aimed at simulating but at experiencing. Through the experience, we aim at letting the scenarios and product concepts evolve. One particular technique with at least partially similar goals to ours is Focus Troupe. Salvador and Sato (1999) developed Focus Troupe to collect deep contributions from potential customer on new product ideas. Traditional marketing technique such as focus groups, surveys, are limited because the customer has no experience of a product that does not yet exist. "The idea of focus troupe is to use performance to elicit contextually relevant, personally experiential user feedback for products that do not yet exist." [28] In Focus Troupe, dramatic vignettes are presented to an audience of potential customers. The product concept is featured like a prop or dramatic element in a familiar situation adapted to the new invention. After the play, the audience of potential customers form small groups engaging in several conversations about the concept armed with a full understanding of the implications, operations and expectations of what the product would do. The designers of the product concepts are present at the focus troupe to answer questions from the audience and help keep the discussion on a productive track. The comments explain reason why the concept does or does not fit in their lives. The further possibilities were investigated in a workshop at the Participatory Design Conference (Salvador and Sato 1998). The techniques envisioned would involve performing quick, intense, immersive, and engaging activities focused on developing a shared context of use against which end-user evaluations will make sense. The workshop developed a framework with two distinctions. The sessions can be explorative if the product concept is rough and evaluative if the concept is refined enough. Moreover professional actors or the potential customer themselves can act as participants. The outcome of the workshops in terms of various participatory variants of Focus Troupe can be found in Salvador and Sato (1998). Focus Troupe seems to be appropriate when a product concept and scenario are already more or less defined. The two techniques developed in the GO project are rather generative seeking for scenarios and device and service concepts.

2. Participatory Techniques in the GO Project In the GO Project, concept development is carried out by studying user groups in iterative

cycles. The cycle includes an information gathering phase with interviews, diaries, observations, and focus groups. The material collected is analyzed and used in the upcoming activities. The next phase is the generation of concepts, where we engage user actively in two activities: situated acting out, role playing games. Outcomes of the activities are future scenarios in storyboards and video- sketches, mock-ups. In the role-playing games, the participants (users and designers) play roles or act as themselves in given situations. The situations and the roles are taken from the user studies or invented. The players imagine what kind of devices or services could support their mobility and communication, discuss, and act out the ideas in the given situation. Designing mobile services and devices one has to take into account three aspects simultaneously: group activities and interaction, the mobility of participants in the interaction, and the context of each participant in term of artifacts, tools and environment. We believe that visualizing these three aspects provides an appropriate platform to generate product concepts. Role games can be organized to provide this platform helping players (users, experts, and designers) to envision and act out new product concepts taking into account the three aspects mentioned. For a detailed description of this technique see Iacucci et al. (2000), we will now describe SPES.

Figure 1: A particular of the role-playing game mise-en-scène

2.1.

SPES: Situated and Participative Enactment of Scenarios

SPES includes following the users in their normal life and providing them with very simple mock-ups of future devices. The users use the mock-ups to envision ideas of services and product features acting out use scenarios as interesting situations arise. With SPES we aim at: • Taking into account real life circumstances as they arise, • Helping the users articulate their point of view and contribute with creative ideas, • Dialoguing with users about scenarios in their natural settings, • Trying out the idea through enactment as opposed to merely talking or storyboarding it. A designer shadows a user for one or two days in her/his normal activities. Interesting situations or incidents trigger the enactment of the scenarios. The idea can be proposed either by the designer or by the user. In the former case, during the incident or immediately afterwards, the designer suggesting an idea for the scenario, invites the user to take the mock-up in his hand. In other cases, the user may take the initiative and start the enactment, however the acting out of the scenarios is always framed by a dialogue, which provides ideas and discussion on possible device or service features. The designer is equipped with a digital camera, a diary to record user activities and take drawings about the user mobility. The user is equipped, in addition to his/her things, with a simple mock-up that represents a future device and is invited to carry it around everywhere. SPES has been used with four different users. We present examples of scenarios generated in two SPES sessions. The sessions lasted from half day to two days. 2.1.1.

Envisioning services with a researcher

Sergey is a postgraduate student at the Helsinki University of Technology. He belongs to the first group of users we studied in the project (researcher and research assistant). He accepted to participate in our situated user acting out for two days. In his research, Sergey was doing experiments on wood samples at the department of Forest Products Technology. He has many other activities, among others, he owns a consulting company, he is organizing international workshop for students, he is a samba teacher, and plays basketball. During the two days he participated in the technique, Sergey was moving a great deal inside the building (what in Bellotti and Bly 1996 is called local mobility). During the day, he was also moving in the campus to meet friends for coffee and to go to eat. Once he even visited his bank in a nearby commercial center. The designer who was following Sergey kept a diary of everything that happened, and was especially drawing maps of the mobility. The designer was also equipped with a digital camera to document the environment or interesting situations. Sergey was always carrying around a simple mock-up of a device ("a magic thing") , which he used often to imagine how a portable device could support him in a particular situation (see Figure 2, the particular mock in the figure was developed within the Maypole Project Mäkelä and Batterbee 1999). In the following, we report a short description of some of the situated acting out situations or discussion on product features: • Moving from one lab room to another Sergey imagined he could have headphones to listen to music through the magic devices (the mock-up), especially when he has manual preparation to do for the experiments.

• •

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During a visit at the bank, Sergey had a consultation in Finnish where he had problems recalling a couple of technical terms. Outside the bank, he explained how the magic device could provide him a fast and easy translation from Russian to Finnish everywhere. During one of his experiments, he had to check every 5-10 minutes the instruments to read and record values. The time was not enough to go back to his room (two floors up). The designer noticed during the previous day that Sergey was checking web sites for news and emails quite often. Therefore, the designer asked if he could imagine viewing the news on a portable device. Sergey took the mock-up in his hand between the two reading points in the experiments and showed how the scenario would look like (see figure 2 at the end of the paper). He remembered that in the Australian Open there was probably a tennis game going on that he was interested in. We also engaged in a discussion about screen size and alternative display solutions thinking about the type of news media he would receive. During his experiments, Sergey moves a lot around the building visiting many lab rooms. He records everything on paper so he suggested that it would be nice to start editing a word document for the experiment also on the move. After showing what he wrote on paper he took the mock-up in his hand and acted out a scenario. He was editing a word document writing the initial data for the experiment and he imagined that the magic device would have a scrollable keyboard that would slide down from the back and a touch-screen.

Figure 2: Sergey with the mock-up 2.1.2.

A day of an exchange student in the Campus

Thomas is a German exchange student at the Helsinki University of Technology participating at a special one-year program. The exchange students participating at the program do not all live

in the campus. Some of them, like Thomas, live at 15-20 min bus-drive from the campus, in a residential area just outside Helsinki. One of the findings of the analysis after the information gathering activities was that this group of exchange student is very close and for the students it is very important to meet during the day and to keep up with the several social activities. Thomas plays the piano, enjoys biking and among other things is interested in stock exchange. Like the other exchange students he spends most of the free time with the others in parties, movies but also travels and visits to museums and other local happenings. Thomas accepted to participate at the situated acting out for one day, the session would start at his apartment in the morning. During the day he had to visit various location in the campus for group-work and other things. As the designers arrives at his apartment it is 7:45 Thomas just got out of bed. Before sitting at the table for breakfast Thomas was given a magic device, which he placed in front of him while having corn-flakes. As there was in the apartment no TV or Internet connection he first envisioned to check the business news updates through the devices though complaining about the small screen. The exchange students meet sometimes in the bus to the campus. Just seldom they contact each others to coordinate the trip to the campus and agree to take one of the busses. Thomas says that it is just to much effort and also not free of charge to call during the breakfast to agree on a time for the bus. On the other hand, the students would like to meet on the bus going to the campus. During breakfast Thomas envisioned a system that would allow him to notify through the magic device his preference for the bus and check the preferences of the rest of the group.

3. Discussion 3.1.

Designing beyond workplace boundaries

The acceptance of products and services that we are designing is particularly difficult to anticipate, as they are new and their use extends out of the traditional (for CSCW, IS and PD) work boundaries. The adoption is therefore influenced relevantly by social and cultural aspects that are difficult to capture. The companies that research and develop in the new digital media sector invest in extensive lifestyle studies (Mountford 1999). Our approach must be different, as we do not have the resources for such studies. . New design approaches, for example Seductive design (Agostini, De Michelis and Susani 2000), try to tackle this new challenge by teaming up the participatory design culture with the industrial design one. The former lacks of innovative springboards whereas the latter usually designs too far away from users. We choose instead to rely on an evolutionary approach with tight feedback loops, to design by trying-it-out. We choose to have the live user participation inform the design about the social and cultural aspects. How do we try out concepts of products and services that do not exist? How do we put users in the condition to articulate a contribution really relevant to the design? The techniques were successful also under this perspective, first because they produced use scenarios, which extended to personal practices and leisure. Secondly we present a technique where users are put in a condition to articulate relevant contributions to the design even in case of non existing product and services (Salvador and Sato 1999). Through their situated choices in the enactment, the users inform the design directly about the relevant social and cultural aspects. For example, in SPES, it is straightforward for Sergey to act a social and

cultural-conscious response about the idea of using a entertainment service during his experiments, because he is able to take a choice in the situated action.

3.2.

Bridging Observation to Design

As Dahlbom and Ljungberg (1998) argue, the design projects are uninterested in the careful and detailed observation of a situation that is about to be changed. If the research is projective rather than descriptive, how do we link effectively the observation of current practices of users to the generative design activities? There is literature focusing on this issue (Blomberg, Suchman, Trigg 1996, Blomberg et al. 1993 Holzblatt and Beyer 1998, Kensing et al. 1996, just to mention some) we find that our techniques provide an additional perspective. The role-playing game technique provides a means to link the observational data with the generative design activities. The observed physical locations with some details can be represented in a three-dimensional, physical mise-en-scène. Interesting incidents that were observed by the user can be staged through the plot and events in the game. The game sessions were videotaped and analyzed. Out of five game sessions we distilled twenty-nine future scenarios, which were sequences of game action featuring a particular idea of a service or a device. To give an idea of what kind of scenarios we were able to create, we found the following general scenario categories: finding people, location based services and finding places, group awareness, awareness of what happens in other places, contacting people, support for occasional contacts (like taxi sharing), and remote meeting support. In SPES, the attempt is to link directly “observation” and design. By designing in situ it is possible to limit the effort in the information gathering. We believe that in our case it is possible to predict only in little part what kind of information will be needed in the design activities. This technique makes it possible to gather the information in an evolutionary way. Out on the field, the designer and user with the design idea at hand can effectively discern relevant information and be directly influenced by it in creating the use scenarios. For example, in the case of Sergey the particular way in which his experiments are organized, or the particular physical or layout of the room. Moreover, it is possible to witness very realistic scenarios, which can be promptly recorder with real contextual information. Whereas in traditional approaches after brainstorming sessions the design ideas have to be fitted in profile and scenarios created in the information gathering.

3.3. 3.3.1.

Context and Situatedness Plans and Situated Actions

The Book "Plans and Situated Actions" (Suchman 1987) was most influential for understanding human action as situated, as "every course of action depends in essential ways upon its material and social circumstances" and the limits of representations of situations and actions. While taking design choices, designers "anticipate and constrain the user's action", "the generality of various representations of situations and actions is the principle resource for this task, while the context insensitivity of such representational schemes is the principle limitation"(p.189). Representations such as plans are resources for action and, as ways of talking about action, plans as such "neither determine the actual course of situated action nor adequately reconstruct

it." (p. 50) The results of our concept design are use scenarios, which are action taken by the users. Plans are seen “as formulations of antecedent conditions and consequences of action that account for action in a plausible way". The circumstances of our actions are never fully anticipated, but are generated in situ. From these premises we found our belief in the limitation of talking about use scenarios versus acting them in situ. However, how do we organize scenarios in a plausible situatedness? One step is to gain an understanding of context and its role in situations. 3.3.2.

Thinking what Context is …

Duranti and Goodwin (1992) provide results of the research on context from a language perspective. This is not an attempt to draw an analogy between social practices and language, "because language is obviously such a key part of what people actually do. It exemplifies a large part of what social life is like because it is a core part of what social life is" (Giddens and Pierson 1998). The notion of context as presented by Goodwin and Duranti helps us in clarifying the meaning of the word context in relation to situations. "When the issue of context is raised it is typically argued that the focal event cannot be properly understood, interpreted appropriately, or described in a relevant fashion unless one looks beyond the event itself to other phenomena (for example cultural setting, speech situation, shared background assumptions) within which the event is embedded…" (p. 3). The term focal event is used "to identify the phenomenon being contextualized." This brings up the issues of delimiting where the focal event ends and the context begins as explained eloquently by the metaphor of the blind man. They suggest to take as a "point of departure for the analysis of context the perspective of the participant(s) whose behavior is being analyzed". It is context what a participants treats relevant as context. Moreover, what a participant "treats as relevant context is shaped by the specific activities being performed at the moment" (p. 4). In our games, which are staged situations, there are several participants. The issue of delimiting the focal event and the perception of what is relevant context is ambiguous. The "socio-historical knowledge that a participant employs to act within the environment of the moment" pose greater difficulties in the analysis of context as there are more participants. Another central contribution to our understanding of context is its dynamic, socially constitutive properties, "since each move within the interaction modifies the existing context while creating a new arena for subsequent interaction." When Goodwin and Duranti review dimensions of context, they do it from the perspective of the study of language. Nevertheless, the "parameters of context" proposed provide a more thoughtful framework from which we can learn to improve the current view of context as for example proposed in situated computing. According to Beaudouin-Lafon and Mackay (2000), the context is influential at various levels, for example physical, human, social, and organizational. It could be beneficial to consider as levels from the parameters reported by Goodwin and Duranti the behavioral environment and extrasituational context. The behavioral environment, for example, as "the way that participants use their bodies and behavior as a resource for framing and organizing their talk" p. 7 (actions). But how to look for what is relevant? "The frame of relevance established by the focal event, in combination with the analytic interests of the researcher, act as a kind of moving search light on the ground of context, now picking out from the surrounding darkness certain features of the terrain but a moment later shifting focus to something else." (p. 13) In conclusion, as it

becomes clear in Goodwin and Duranti introduction the task of capturing the context of activities is very complex. They continue " not only the internal structure of context, but the prior question of what is to count as context at a particular moment, is capable of dynamic reformulation as local frames of relevance change." This dynamic property underlines the potential advantage of using real or stage situations, as in SPES, while designing as opposed to other more static representations of context as models. 3.3.3.

Towards Situated Computing or Embodied Interaction

Our design efforts is influenced by the rising field of situated computing. We also investigate the problem of explicitly incorporating context throughout all aspects of interactive system design. "The term situated computing describes socio-technical systems in which situations of use and context play a central role in the use of computers." (Beaudouin-Lafon and Mackay 2000) According to Dourish 2000, referring to situated computing, "as a discipline we are missing the tools to make sense of the relationship between the technical and social in this particular domain. We can understand how the technology works, and how the sociology works; we have a more difficult time putting them together." The starting point used by Dourish to articulate the foundational relationship between the two perspectives is the term embodied interaction. The term embodiment as used by Dourish origins in the branch of Philosophy called phenomenology. Embodiment in embodied interaction "refers to the way in which interactive resources are manifest in an interface. It does not refer simply to physical reality, but denotes a participative status." Following this approach for tangible media augmented reality, means figuring out ways to embody computation in the world so that we can engage it with the same skills we use in the embodied world. Phenomenology starting with the work of Edmund Husserl calls for a science to ground itself on the direct phenomena of human experience. "This developed into a philosophical psychology which emphasized "the things themselves", experiential phenomena, over the abstractions that were often used to explain them." In the role-playing game it is possible to envision and act out scenarios in a mise-enscène, where the context is considered at different levels. At this stage, we partially display the physical context and we manage to include social, cultural and organizational aspects. Firstly, the map of the different places displays partially the physical context by representing several locations with selected details, and icons. The physical context is explicated through: • the relative position and distance of places, • visual labels recalling the type of place, • the artifacts contained in each place. Secondly, the enactment of the players stages partially social and cultural context. This is possible because the players are the users themselves, thus they bring in real socio-cultural aspects. Finally, the organizational dimension is taken into account during the unfolding of the game through the player enactment and through a carefully prepared plot and events. The real distinguishing characteristic of the approach used in the two techniques is to aim at envisioning scenarios by directly acting them out in real or staged situations. The situatedness of the techniques helps to be inspired. In SPES, the particular situation is stimulating the generations of ideas. On the other hand, the situatedness enables a prompt validation through the enactment of the players.

3.3.4.

Evolving through Experience in a Creative Space

The purpose of the games and acting out is not to simulate or predict the future situations. It is rather a creative space where users and designers let their ideas evolve through an experience. Our effort has some phenomenological spirit. Instead of analyzing and constructing models away from the "Lebenswelt" (world of mundane event Husserl 1970), we attempt to go back to the things themselves, "zu den Sachen selbst" (Heidegger 1979), through the enactment and experiencing in situations staged or real. In this sense, we follow a phenomenological approach by experiencing the scenarios in the staged or real situations. In common evolutionary and iterative design approaches the situation, the phenomenon, plays a role in an observation stage to disappear in the generative stage and reappear in evaluation or testing of design artifacts. The design in this cases, relies on models, analytical methodologies, brainstorming in the lab. The designers end up believing in appearances (Ciborra 1999) which mislead the evolution of design. We argue that analytical methodologies and models are not appropriate in cases like ours where the phenomena is of social and technological nature and as turbulent and unpredictable. The results of the games are only partly contained in the scenarios that are enacted and descriptions of artifacts. Part is also contained in the learning of the individual person, which happens through the experience in the collective space. "The result of play is not a thing, not a product of activity, but the development of the individual person." (Andriukhina 1997) The western European pedagogy of the 20th century has elevated activity and its product to a supreme value. A contrasting view considers, for example, game as a space for individual development. Just as "the Chinese can spend hours competing in the art of writing iconograms…with water on asphalt." The purpose of our games and the SPES sessions, is not the education of users and designers tout-court, the ultimate goal is to generate future use scenarios. However, part of the result of the game resides in the individual development of each player. For this reasons it might be not too productive to analyze the videotapes of games and users behavior too much in detail, but we could organize in the future follow-up design sessions where players can communicate in design artifacts what they have learned.

3.4.

Some Limitations

Both techniques rely profoundly on the ability and will of users to cooperate with us. Especially in SPES the pairing of designers and users is crucial and has been tried only between peers of the same sex between the age of 23-30 years old. Some other types of pairings seem problematic considering that the following extends out of the workplace. In the role-playing game technique the resulting scenarios were mainly dealing with dynamic cooperative activities. On the other hand, in the second technique as we have shown, the scenarios were about personal and less dynamic activities. We considered both techniques to be limited because they manage to address only part of scenario types, although in a complementary manner.

4. Acknowledgments The author wishes to thank Kari Kuutti for guidance and encouragement, Lucy Suchmann for the useful comments, and Eerik Vesterinen for his contribution in the project. The work would

have not been possible without the great engagement of the users.

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