Abstract

We explore the use of cinematic “pre-visualization” (previs) techniques as a rapid ideation and design futuring method for human computer interaction (HCI) research. Previs approaches, which are widely used in animation and film production, use digital design tools to create medium-fidelity videos that capture richer interaction, motion, and context than sketches or static illustrations. When used as a design futuring method, previs can facilitate rapid, iterative discussions that reveal tensions, challenges, and opportunities for new research. We performed eight one-week design futuring sprints, in which individual HCI researchers collaborated with a lead designer to produce concept sketches, storyboards, and videos that examined future applications of their research. From these experiences, we identify recurring themes and challenges and present a One Week Futuring Workbook that other researchers can use to guide their own futuring sprints. We also highlight how variations of our approach could support other speculative design practices.

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Abstract

Pen-based input is often treated as auxiliary to mobile devices. We posit that cross-device interactions can inspire and extend the design space of pen-based interactions into new, expressive directions. We realize this through WatchPen, a smartwatch mounted on a passive, capacitive stylus that: (1) senses the usage context and leverages it for expression (e.g., changing colour), (2) contains tools and parameters within the display, and (3) acts as an on-demand output. As a result, it provides users with a dynamic relationship between inputs and outputs, awareness of current tool selection and parameters, and increased expressive match (e.g., added ability to mimic physical tools, showing clipboard contents). We discuss and reflect upon a series of interaction techniques that demonstrate WatchPen within a drawing application. We highlight the expressive power of leveraging multiple sensing and output capabilities across both the watch-augmented stylus and the tablet surface.

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Abstract

I propose a persona framework and five guidelines for designing interactive technology tools that help self-teaching, hobbyist musicians independently develop musical understanding by leveraging and augmenting their existing musical behaviour. Using perspectives from informal music education, self-directed learning, and the serious leisure perspective, I define 'self-teaching, hobbyist musicians' as self-directed, experiential learners who build musical understanding and skills in opportunistic, constructionist ways, primarily for leisure. However, self-directed music learning inevitably produces gaps in music theory understanding, affecting musical literacy and perception, which can overall increase the difficulty of picking up new musical knowledge and skills over time. Previous HCI-Music research focuses on motor skill acquisition or augmenting expressivity, while theory-teaching systems neglect practical musical behaviours, learning context, and practices in music pedagogy. To better inform this domain, I interviewed eight musicians to learn about their resources, strategies, and challenges in their idiosyncratic learning processes of music and music theory. Given my findings, this thesis contributes (1) a discussion of hobbyist musicians as technology users and a persona framework to guide design: "The user is a {musician} who learns {music theory competency} while doing {practical musical behaviour}"; and (2) guidelines for designing technology for self-teaching, hobbyist musicians. For each guideline, I offer and discuss speculative, concept sketches of example interactive tools. Finally, I discuss the limitations of the research presented in this thesis and opportunities for future work.

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