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The paper presents an interdisciplinary research case study and a new pedagogy for designing digital touch communications, including a toolkit and findings from a coursework assignment with undergraduate students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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argue for regarding digital touch communication?","Question",{"text":63,"@type":64},"It argues for moving digital touch communication to the centre of a human-centred design process and reshaping teaching and learning objectives to support experience-focused design.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper position experience prototyping in the proposed pedagogy?",{"text":68,"@type":64},"It emphasizes low-fidelity experience prototyping beyond screens, while discussing limitations when novice designers rely on entrenched material-science understanding.",{"name":70,"@type":61,"acceptedAnswer":71},"What teaching tool does the paper introduce for supporting learning and teaching?",{"text":72,"@type":64},"It offers a Designing Digital Touch Toolkit to scaffold both learning and teaching of digital touch experiences within a user-experience design 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Wilson, Loughborough University, UK  \nCarey Jewitt, University College London, UK  \nKerstin Leder Mackley, University College London, UK  \nLili Golmohammadi, University College London, UK  \nDouglas Atkinson, University College London, UK  \nSara Price, University College London, UK  \nAbstract  \nHCI and Industrial Design are both disciplines that are currently experiencing radical transformation in terms of their identity and scope. HCI has moved beyond its origins inhuman factors and cognitive psychology towards the proactive and generative design of experience. Industrial Design has similarly evolved from a concern with physical form and function-giving solutions to the holistic design considerations of the user’s experience. Given the complexity and scale of this shifting design landscape, the response of design education must shift in methods and learning and teaching objectives. This paper provides the Design and Technology Education community with a research case study of innovation within HCI education, here situated within the broader context of Industrial Design education. We present a novel pedagogy for designing digital touch communications, developed through an interdisciplinary collaboration of HCI, Industrial Design, and Social Science academics, and advanced through a coursework assignment for 64 undergraduate Industrial Design and Technology students undertaking a User-Experience Design module atthe School of Design and Creative Arts, Loughborough University (UK) . We discuss the role of low-fidelity experience prototyping of digital touch interactions beyond screens, and the limitations of such an approach when engaged with by novice designers with entrenched material science understanding. We conclude the paper with a call for new educational‘tools’ to support and scaffold both the learning and teaching of design for digital touch experiences within a User-Experience Design context, and we offer our development of a Designing Digital Touch Toolkit as one such tool.  \nKeywords  \ndigital touch; HCI; experience prototype; design pedagogy; user experience; multidisciplinary  \nIntroduction  \nThis paper explores what happens pedagogically when we move ‘digital touch communication’ to the centre of a Human Centred Design (HCD) design process.  \nAdvances in haptics, virtual reality, and bio-sensor applications are re-shaping what can be touched as well as how it can be touched, shifting digital communication from ‘ways of seeing’ to ‘ways of feeling’ (Price et al., 2018; Jewitt, Leder Mackley, Atkinson & Price, 2019) . While technological frontiers continue to be pushed, there is scope for innovation regarding the kinds of meaningful communication experiences and activities that these technologies might enable or support. We reflect on the ways in which current pedagogical experiences with design ‘materials’ and rapid prototyping shape design students’engagement with the design of digital touch experiences, and suggest an emphasis on the speculative, social, and sensory aspects of how touch experience might enhance their engagement.  \nThe paper presents an ongoing interdisciplinary collaboration between the authors, academics in Human Computer Interaction (HCI), Industrial Design, and the Social Sciences, in the form of a case study on the design of digital touch. The case study explores this design space in the context of a User-Experience Design module at Loughborough University’s School of Design and Creative Arts (SDCA), part of the BA Industrial Design and Technology (ID) programme. We outline the case study site and methodology and discuss how the study findings concerning the students’ processes and outcomes led us to consider ways to bring more social and sensory-experiential sensitivities to their design process. In order to enhance students’ consideration of the social and sensorial aspects of ","cbCaibswp9TRontx","https://ap.wps.com/l/cbCaibswp9TRontx","pdf",1746428,21,"English","# Abstract\n# Introduction\n# The Shifting Backdrop of HCI Education\n## Pedagogical shift to human-centred design\n## Expanding HCI and evolving industrial design","[{\"question\":\"What change in design education does the paper argue for regarding digital touch communication?\",\"answer\":\"It argues for moving digital touch communication to the centre of a human-centred design process and reshaping teaching and learning objectives to support experience-focused design.\"},{\"question\":\"How does the paper position experience prototyping in the proposed pedagogy?\",\"answer\":\"It emphasizes low-fidelity experience prototyping beyond screens, while discussing limitations when novice designers rely on entrenched material-science understanding.\"},{\"question\":\"What teaching tool does the paper introduce for supporting learning and teaching?\",\"answer\":\"It offers a Designing Digital Touch Toolkit to scaffold both learning and teaching of digital touch experiences within a user-experience design context.\"}]","Digital Touch - Towards a Novel User-Experience Design Pedagogy | PDF",1792089781,53]