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Designers face challenges in implementing advanced interactive simulations due to the complexity of programming. This gap is crucial as products become increasingly intelligent, requiring effective communication between engineers and designers. To effectively educate designers in programming, we must adopt pedagogical approaches that emphasize reflective thinking through self-prototyping. Our focus is on understanding the importance of programming in interaction design, motivating designers to embrace coding, using hands-on prototyping methods, and fostering collaboration among designers and engineers to create successful products.
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Problem : • Implementation of advanced interactivity simulation is HARD for designers • Particularly, logical and procedural thinking in PROGRAMMING • Importance : • 1. Products are getting intelligent. --> frequent and important Behavior Prototyping • 2. Communication miss and lack of agility between engineers(maker) and designers(planner). • 3. Designers require Reflective Thinking by self-prototyping. • Q : How can designers learn programming? • compared to traditional CS approach.
Q: How can designers learn programming? Why different from traditional CS? Motivation Range of prototyping ( learning scope ) Pedagogy
Q: How we can educate designers in programming? • Why different from traditional CS? • Design prototyping differs from computer science, electronic engineering, mechanics. • We need all. We need compromise.Integration, trade-off, Decision making • Design mind( trial/error , ) • Aiming at emotion and communication rather than efficiency
Q: How we can educate designers in programming? • Motivation? • How can we let designers understand the importance of programming in interaction design?Probably they do. • Even in product design.Probably not.
Q: How we can educate designers in programming? • Range of prototyping ( learning scope ) • Prototyping should trigger reflective thinking. • Exceptions are not big deal. Often helpful. Targeting Range Non-Linear Interactive Movie Prototype Interactive Prototype Exception-Free Prototype
Q: How we can educate designers in programming? • Pedagogy • Object Role Playing • Pseudo-Coding
Do something worth – Pilot Prototype • Select product.Firefighters’ Thermal Imaging Camerarequirements and situations. • Specify functions.Brainstorm with design studentsSpecify functions, forms, and interaction flow(?). • Prototype by 3 parties.Me, CS person, and designer. • Analyze.What are differences??
Do something worth – Pilot Prototype • Select Product. • Firefighters’ Thermal Imaging Camera • Rosenbauer Argus 4 FutureScience F2 • Extreme situation: • Hot, Sweaty, Gloved, and Smoky • Requirements: • Easy to grasp and hang on. Big buttons. Correct. Quick.
Do something worth – Pilot Prototype • 2. Specify functions. • Brainstormwith design students. • Specify functions, form, input, and output elements. • Describe interaction flow. • OUTPUT: description, few drawings, and/or any means which explain INTERACTION and PRODUCT. • Choosing a design is not a part of prototyping, but describing a design is very important process for prototyping and base logics of the program. • The way output describes the interaction may be the critical point in design mind.
Do something worth – Pilot Prototype • 3. Prototype by 3 parties • Researcher: • Get base knowledge. • CS people: • See how they understand interaction flows in designers words. • See how they overcome obstacles. • See how they start and organize the programming. • Designers: See what are main obstacles. • See how they start and organize the programming.
