Abstract

In the near future, mixed traffic consisting of manual and autonomous vehicles (AVs) will be common. Questions surrounding how vulnerable road users such as pedestrians in wheelchairs (PWs) will make crossing decisions in these new situations are underexplored. We conducted a remote co-design study with one of the researchers of this work who has the lived experience as a powered wheelchair user and applied inclusive design practices. This allowed us to identify and reflect on interface design ideas that can help PWs make safe crossing decisions at intersections. Through an iterative five-week study, we implemented interfaces that can be placed on the vehicle, on the wheelchair, and on the street infrastructure and evaluated them during the co-design sessions using a VR simulator testbed. Informed by our findings, we discuss design insights for implementing inclusive interfaces to improve interactions between autonomous vehicles and vulnerable road users.

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Abstract

We present an autobiographical design journey exploring the experience of returning to long-term single player games. Continuing progress from a previously saved game, particularly when substantial time has passed, is an understudied area in games research. To begin our exploration in this domain, we investigated what the return experience is like first-hand. By returning to four long-term single player games played extensively in the past, we revealed a phenomenon we call The Pivot Point, a ‘eureka’ moment in return gameplay. The pivot point anchors our design explorations, where we created prototypes to leverage the pivot point in reconnecting with the experience. These return experiences and subsequent prototyping iterations inform our understanding of how to design better returns to gameplay, which can benefit both producers and consumers of long-term single player games.

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Abstract

We are interested in the ways pedestrians will interact with autonomous vehicle (AV) in a future AV transportation ecosystem, when nonverbal cues from the driver such as eye movements, hand gestures, etc. are no longer provided. In this work, we examine a subset of this challenge: interaction between pedestrian with reduced mobility (PRM) and AV. This study explores interface designs between AVs and people in a wheelchair to help them interact with AVs by conducting a preliminary design study. We have assessed the data collected from the study using qualitative analysis and presented different findings on AV-PRM interactions. Our findings reflect on the importance of visual interfaces, changes to the wheelchair and the creative use of the street infrastructure.

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Abstract

Autonomous vehicles (AVs) will redefine interactions between road users. Presently, cyclists and drivers communicate through implicit cues (vehicle motion) and explicit but imprecise signals (hand gestures, horns). Future AVs could consistently communicate awareness and intent and other feedback to cyclists based on their sensor data. We present an exploration of AV-cyclist interaction, starting with preliminary design studies which informed the implementation of an immersive VR AV-cyclist simulator, and the design and evaluation of a number of AV-cyclist interfaces. Our findings suggest that AV-cyclist interfaces can improve rider confidence in lane merging scenarios. We contribute an AV-cyclist immersive simulator, insights on trade-offs of various aspects of AV-cyclist interaction design including modalities, location, and complexity, and positive results suggesting improved rider confidence due to AV-cyclist interaction. While we are encouraged by the potential positive impact AV-cyclist interfaces can have on cyclist culture, we also emphasize the risks over-reliance can pose to cyclists.

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Talk

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We present Mutation: performing arts based approach that can help decrease the cognitive load associated with cyborg transitioning. Cyborgs are human-machine hybrids with organic and mechatronic body parts that can be implanted or worn. The transition into and out of experiencing additional body parts is not fully understood. Our goal is to draw from performing arts techniques in order to help decrease the cognitive load associated with becoming and unbecoming a cyborg. Actors constantly shift between states, whether from one character to another, or from pre- to post- performance. We contribute a straightforward adaptation of classic performing art practices to cyborg transitioning, and a study where actors used these protocols in order to enter a cyborg state, perform as a cyborg, and then exit the cyborg state. Our work on Mutation suggests that classic performing art practices can be useful in cyborg transitioning, as well as in other technology augmented experiences.

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Abstract

AV-pedestrian interaction will impact pedestrian safety, etiquette, and overall acceptance of AV technology. Evaluating AV-pedestrian interaction is challenging given limited availability of AVs and safety concerns. These challenges are compounded by "mixed traffic" conditions: studying AV-pedestrian interaction will be difficult in traffic consisting of vehicles varying in autonomy level. We propose immersive pedestrian simulators as design tools to study AV-pedestrian interaction, allowing rapid prototyping and evaluation of future AV-pedestrian interfaces. We present OnFoot: a VR-based simulator that immerses participants in mixed traffic conditions and allows examination of their behavior while controlling vehicles' autonomy-level, traffic and street characteristics, behavior of other virtual pedestrians, and integration of novel AV-pedestrian interfaces. We validated OnFoot against prior simulators and Wizard-of-Oz studies, and conducted a user study, manipulating vehicles' autonomy level, interfaces, and pedestrian group behavior. Our findings highlight the potential to use VR simulators as powerful tools for AV-pedestrian interaction design in mixed traffic.

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Abstract

This paper presents a set of lessons learnt from introducing maker culture and DIY paradigms to 'at-risk' students (age 12-14). Our goal is to engage 'at-risk' students through maker culture activities. While improved technology literacy is one of the outcomes we also wanted the learners to use technology to realize concepts and ideas, and to gain freedom of thinking similar to creators, artists and designers. We present our study and a set of high level suggestions to enable thinking about how maker culture activities can facilitate engagement and creative use of technology by 1) thinking about creativity in task, 2) facilitating different entry points, 3) the importance of personal relevance, and 4) relevance to education.

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Abstract

Drivers use nonverbal cues such as vehicle speed, eye gaze, and hand gestures to communicate awareness and intent to pedestrians. Conversely, in autonomous vehicles, drivers can be distracted or absent, leaving pedestrians to infer awareness and intent from the vehicle alone. In this paper, we investigate the usefulness of interfaces (beyond vehicle movement) that explicitly communicate awareness and intent of autonomous vehicles to pedestrians, focusing on crosswalk scenarios. We conducted a preliminary study to gain insight on designing interfaces that communicate autonomous vehicle awareness and intent to pedestrians. Based on study outcomes, we developed four prototype interfaces and deployed them in studies involving a Segway and a car. We found interfaces communicating vehicle awareness and intent: (1) can help pedestrians attempting to cross; (2) are not limited to the vehicle and can exist in the environment; and (3) should use a combination of modalities such as visual, auditory, and physical.

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Talk

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Do-it-yourself (DIY) inspired activities have gained popularity as a means of creative expression and self-directed learning. However, DIY culture is difficult to implement in places with limited technology infrastructure and traditional learning cultures. Our goal is to understand how learners in such a setting react to DIY activities. We present observations from a physical computing workshop with 12 students (13-15 years old) conducted at a high school in India. We observed unique challenges for these students when tackling DIY activities: a high monetary and psychological cost to exploration, limited independent learning resources, difficulties with finding intellectual courage and assumed technical language proficiency. Our participants, however, overcome some of these challenges by adopting their own local strategies: resilience, nonverbal and verbal learning techniques, and creating documentation and fallback circuit versions. Based on our findings, we discuss a set of lessons learned about makerspaces in a context with socio-technical challenges.

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Abstract

Virtual reality can be a highly immersive experience due to its realistic visual presentation. This immersive state is useful for applications including education, training, and entertainment. To enhance the state of immersion provided by virtual reality further, devices capable of simulating touch and force have been researched to allow not only a visual and audio experience but a haptic experience as well. Such research has investigated many approaches to generating haptics for virtual reality but often does not explore how to create an immersive haptic experience using them. In this thesis, we present a discussion on four proposed areas of the virtual reality haptic experience design process using a demonstration methodology. To investigate the application of haptic devices, we designed a modular ungrounded haptic system which was used to create a general-purpose device capable of force-based feedback and used it in the three topics of exploration. The first area explored is the application of existing haptic theory for aircraft control to the field of virtual reality drone control. The second area explored is the presence of the size-weight sensory illusion within virtual reality when using a simulated haptic force. The third area explored is how authoring within a virtual reality medium can be used by a designer to create VR haptic experiences. From these explorations, we begin a higher-level discussion of the broader process of creating a virtual reality haptic experience. Using the results of each project as a representation of our proposed design steps, we discuss not only the broader concepts the steps contribute to the process and their importance, but also draw connections between them. By doing this, we present a more holistic approach to the large-scale design of virtual reality haptic experiences and the benefits we believe it provides.

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Abstract

The Maker Movement aims to democratize technological practices and promises many benefits for people including improved technical literacy, a means for self-expression and agency, and an opportunity to become more than consumers of technology. As part of the Maker Movement, people build hobbyist and utilitarian projects by themselves using programmable electronics (e.g., microcontroller, sensors, actuators) and software tools. While the Maker Movement is gaining momentum globally, some people are left out. Constraints such as material limitations, educational culture restrictions, and emotional or behavioral difficulties can often limit people from taking part in the Maker Movement. We refer to the systematic investigation of how diverse people respond to making-centered activities within constraints as an exploration of making within constraints.
In this dissertation, we (1) study how people respond to creating physical objects by themselves within constraints and, (2) investigate how to design technology that can help makers within constraints. We conducted an observational study in an impoverished school in India and identified the students' challenges and their strategies for making within material and educational culture constraints. We conducted a second study with at-promise youth in Canada and identified a set of lessons learned to engage youth within emotional and behavioral constraints in making-centered activities. Leveraging our observations, we proposed Augmented Reality (AR)-mediated prototyping as a way to address material constraints. AR-mediated prototyping can help makers to build, program, interact with and iterate on physical computing projects that combine both real-world and stand-in virtual electronic components. We designed, implemented, and evaluated a technology probe, Polymorphic Cube (PMC), as an instance of our vision. Our results show that PMC helped participants prototype despite missing I/O electronic components, and highlighted how AR-mediated prototyping extends to exploring project ideas, tinkering with implementation, and making with others.
Informed by our empirical and design explorations, we suggest a set of characteristics of constraints and implications for designing future technologies for makers within constraints. In the long-term, we hope that this research will inspire interaction designers to develop new tools that can help resolve constraints for making.

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