Diana Saplacan

• Saplacan, Diana & Herstad, Jo (2019). An Explorative Study on Motion as Feedback: Using Semi-Autonomous Robots in Domestic Settings. International Journal On Advances in Software.  ISSN 1942-2628.  12(1&2), s 68- 90 Vis sammendrag

  This paper presents motion as feedback. The study is based on empirical data from an explorative study of semiautonomous robots used in domestic settings. We explore feedback received from stationary technology, e.g., a smartphone, and technology that is self-propelled, e.g., a semiautonomous robot. The paper has its theoretical foundation in the familiarity concept used as a contextual and analytical tool for unpacking feedback. The data analysis is done through thematic analysis. The findings are structured in: feedback received from a smartphone app technology, feedback received from the robot-mediated via an app; and motion as feedback received from the robot. Motion as feedback is discussed in terms of: (a) what type of emotions feedback triggers in theusers, and (b) making sense of the motion as positive, negative,homeostatic, archival and transition feedback. We argue that having familiarity in mind when designing new technologies, can make it easier for the user to know-how to engage with the technology. Our conclusion is that: a semi-autonomous robot technology can become more familiar to the user if it triggers positive feelings, if its motion is coherent, if its navigation is appropriate to the situation, and if its motion is not disturbing or interrupting the user; and lastly, familiarity needs to be considered when designing for a robot for the elderly.

• Saplacan, Diana & Herstad, Jo (2019). Understanding Robot Motion in Domestic Settings, In  Proceedings of the 9th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics.  2019 Joint IEEE 9th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob).  ISBN 0000000000000.  0000000000. Vis sammendrag

  This paper is a conceptual, empirical, and philosophical exploration of the ways we experience the motion of things. The paper aims to understand better how humans understand the motion of semi-autonomous things. The paper focuses on two perspectives of understanding (robot) motion: 1) through familiarity and a phenomenological approach; and 2) through legibility as a qualitative attribute of motion. Finally, seeing motion through the lenses of these two concepts adds to the development of an understanding of communication or interaction between humans and moving things, and the human relationship to motion.

• Newaz, Fahd & Saplacan, Diana (2018). Exploring the role of feedback on trust for the robots used in homes of the elderly, In Tone Bratteteig & Frode Eika Sandnes (ed.),  NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018.  Association for Computing Machinery (ACM).  ISBN 978-1-4503-6437-9.  Robots and autonomous things.  s 681 - 685 Vis sammendrag

  This paper explores the role of design and use of digital feedback mechanisms in domestic autonomous devices. We explore this in relation to elderly’s trust towards robots. Specifically, the paper reflects on a case study conducted with various user groups using semiautonomous vacuum cleaning robots. We have included both young and old participants in the study to expand our understanding of the potential challenges encountered. The methods employed were observation and interviews. The data shows that depending on the information users are provided about the actions and functionality of a given device, their degree of trust towards the device can be influenced. Similarly, there is a relation between the degree of trust toward the technology and the users’ willingness to use it. Bridging the gap between the degree of trust towards a technology, through feedback, can play a critical role in encouraging people to use and retain any given technology.

• Saplacan, Diana & Herstad, Jo (2018). Fear, Feedback, Familiarity… How are These Connected? – Can familiarity as a design concept applied to digital feedback reduce fear?, In  ThinkMind, Digital World 2018, ACHI 2018, The Eleventh International Conference on Advances in Computer-Human Interactions.  ThinkMind, Technische Informationsbibliothek (TIB) - German National Library of Science and Technology.  ISBN 978-1-61208-616-3.  -.  s 171 - 179
• Saplacan, Diana; Herstad, Jo; Elsrud, Marthe & Pajalic, Zada (2018). Reflections on using Story-Dialogue Method in a workshop with interaction design students, In Barbara Rita Baricelli; Gerard Fischer; Daniela Fogli; Anders Mørch; Antonio Piccinno & Stefano Valtolina (ed.),  Cultures of Participation in the Digital Age: Proceedings of the Fifth International Workshop on Cultures of Participation in the Digital Age: Design Trade-offs for an Inclusive Society co-located with the International Conference on Advanced Visual Interfaces (AVI 2018).  CEUR Workshop Proceedings.  Design Trade-Offs in Education.  s 34 - 43 Vis sammendrag

  Various narrative methods have been used in Human-Computer Interaction field (HCI), such as digital storytelling, and co-construction of stories. In this position paper, we shed light on the Story-Dialogue Method (SDM) which has been borrowed from constructivism, feminism, critical pedagogy and critical sciences, but has not yet been explored in the HCI field. We have used this method in a workshop where interaction design students took part. The paper provides here reflections, recommendations, and some advantages of using this method with interaction design students.

• Saplacan, Diana; Herstad, Jo; Mørch, Anders Irving; Kluge, Anders & Pajalic, Zada (2018). Inclusion through design and use of digital learning environments: issues, methods and stories, In Tone Bratteteig & Frode Eika Sandnes (ed.),  NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018.  Association for Computing Machinery (ACM).  ISBN 978-1-4503-6437-9.  Workshops.  s 956 - 959 Vis sammendrag

  Sustainable Development Goal 4 (SDG 4) from United Nations refers to the inclusion and quality of education. This implies providing equal access to all levels of education. While a lot of focus has been on inclusion and accessibility through universal design with a focus on disabilities, the aim of this workshop was to explore the role of inclusion for learners of all ages, shifting from a strong disability-oriented focus. We targeted in this workshop discussions around the design and use of Digital Learning Environments (DLE) with equal access and rights to participate. DLE are tools employed in educational institutions (from schools to higher education) for teaching and learning purposes, but also in workplaces, edutainment, and e-commerce. The participants had the chance to present different viewpoints on inclusion in education through issues, methods and stories obtained from design experiences and/or from empirical studies on use of DLE.

• Saplacan, Diana; Herstad, Jo & Pajalic, Zada (2018). Feedback from Digital Systems Used in Higher Education: An Inquiry into Triggered Emotions - Two Universal Design Oriented Solutions for a Better User Experience, In Gerald Craddock; Cormac Doran; Larry McNutt & Dónal Rice (ed.),  Transforming our World Through Design, Diversity and Education.  IOS Press.  ISBN 978-1-61499-922-5.  Studies in Health Technology and Informatics.  s 421 - 430 Fulltekst i vitenarkiv. Vis sammendrag

  We illustrate in this paper some of the negative emotions experienced by students when interacting with digital systems in learning situations, where there is a lack of feedback, or the interaction with digital systems is faulty. The emotions are classified here as feelings of: neglection, frustration, uncertainty, need for confirmation, and discomfort. We proposed thereafter two solutions. The first solution focuses on the design of digital feedback from a system which should arouse positive emotions. We discuss this in relation to universal design principle 5, tolerance for error. The second solution we propose is to provide feedback mechanisms for user feedback (user input). This may be considered when the first solution is not possible.

• Einarson, Daniel & Saplacan, Diana (2017). Addressing Integrated Learning through Project-Based Courses - Five Years of Improvements, In  The 13th International CDIO Conference Proceedings.  CDIO Initiative.  ISBN 978-0-88953-399-8.  20.  s 161 - 171
• Saplacan, Diana & Herstad, Jo (2017). A Quadratic Anthropocentric Perspective on Feedback - Using Proxemics as a Framework, In Lynn Hall; Tom Flint; Suzy O’Hara & Phil Turner (ed.),  Proceedings of the 31st International BCS Human Computer Interaction Conference (HCI 2017).  British Computer Society (BCS).  ISBN 9781906124045.  1. Vis sammendrag

  This paper is a conceptual paper discussing feedback, from a quadratic anthropocentric perspective where the feedbacks’ source, e.g. the emitters, may be humans, non-digital technology, still- and in motion technologies. Here, both the source- and the receiver of feedback are co-present, i.e. share a physical space. Still technologies mean here non-autonomous digital technologies, i.e. technologies that do not move by themselves, whereas in-motion technologies are defined here as semiautonomous digital technologies. The aim of the paper is to gestate the concept of feedback, and to inform the Multimodal-Elderly-Care-System (MECS) project, on design of robots for the stay-at-home elderly. The purpose of the paper is to advance the discussions within the human-computer interaction (HCI) field, around the concept of feedback frameworked by spatiality – more exactly proxemics.

• Einarson, Daniel & Saplacan, Diana (2016). A proposal of learning outcomes for work integrated learning, based on 2D-evaluation methods, In  Lärarlärdom 2016: Högskolan Kristianstad.  Kristianstad University Press 2016.  ISBN 0000000000.  Conference article.  s 70 - 85 Vis sammendrag

  The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes.

• Einarson, Daniel & Saplacan, Diana (2016). The Active Ageing approach to quality of life for elderly people through order and distribution chains, In  Proceedings of the International Conference on Computation System and Information Technology for Sustainable Solutions (CSITSS).  IEEE Xplore.  ISBN 978-1-5090-1022-6.  -.
• Saplacan, Diana; Einarson, Daniel & Silvén, Pekka (2016). Approaching work-integrated learning through learning outcomes and evaluations, In Jerker Björkqvist; Kristina Edström; Ronald J. Hugo; Juha Kontio; Janne Roslöf; Rick Sellens & Seppo Virtanen (ed.),  Proceedings of the 12th International CDIO Conference.  Turku University of Applied Sciences.  ISBN 978-952-216-610-4.  144.  s 722 - 732
• Saplacan, Diana & Einarson, Daniel (2014). A participatory action research approach to developing assistive technologies for people suffering from cognitive disorders, In  Proceedings of the 6th Living Knowledge Conference.  Center for Design, Innovation and Sustainable Transitions Aalborg University Copenhagen.  ISBN 978-87-93053-01-4.  -.  s 281 - 292

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• Saplacan, Diana (2019). From fieldwork to concepts: a walk through my experiences in doing qualitative research.
• Saplacan, Diana (2019). In-between interaction and cooperation with things.
• Saplacan, Diana (2019). Understanding Robot Motion in Domestic Settings. Vis sammendrag

  This paper is a conceptual, empirical, and philosophical exploration of the ways we experience the motion of things. The paper aims to understand better how humans understand the motion of semi-autonomous things. The paper focuses on two perspectives of understanding (robot) motion: 1) through familiarity and a phenomenological approach; and 2) through legibility as a qualitative attribute of motion. Finally, seeing motion through the lenses of these two concepts adds to the development of an understanding of communication or interaction between humans and moving things, and the human relationship to motion.

• Saplacan, Diana (2019). User involvement in design.
• Saplacan, Diana (2018). Fear, Feedback, Familiarity… How are These Connected?.
• Saplacan, Diana (2018). Reflections on using Story-Dialogue Method in a workshop with interaction design students.
• Saplacan, Diana & Herstad, Jo (2017). A Quadratic Anthropocentric Perspective on Feedback – Using Proxemics as a Framework.
• Saplacan, Diana (2017). (Re-)Framing my research.
• Saplacan, Diana (2017). MECS (Design) - Reporting on behalf of MECS.
• Saplacan, Diana (2017). Supporting lifelong learning through feedback and universal design.
• Saplacan, Diana; Schulz, Trenton Wade & Herstad, Jo (2017). MECS Status Report - An explorative instrumental study about having a vacuum cleaner robot in home – learnings more about a safety alarm robot for the elderly.
• Saplacan, Diana; Schulz, Trenton Wade; Søyseth, Vegard Dønnem; Søyland, Magnus & Tørresen, Jim (2017). MECS presentasjon.
• Rimfors, Fabian & Saplacan, Diana (2016, 20. mai). Brännande behov av kvinnor inom tech. [Internett].  Kristianstad, Sweden.
• Rimfors, Fabian & Saplacan, Diana (2016, 17. oktober). Brännande behov av kvinnor inom tech. [Internett].  Kristianstad, Sweden.
• Rimfors, Fabian & Saplacan, Diana (2016, 23. mai). Brännande behov av kvinnor inom tech - Diana Saplacan testar mobil som virtual reality-glasögon i Genève.  IT Pedagogen.
• Saplacan, Diana (2016). A study-case on a project course: seminars, project, feedback and reflections in the context of a student's active learning, In  Lärarlärdom 2016: Högskolan Kristianstad.  Kristianstad University Press 2016.  ISBN 0000000000.  Abstract.  s 17.08.2017 - 17.08.2017
• Saplacan, Diana (2016). A study-case on a project course: seminars, project, feedback and reflections in the context of a student's active learning.
• Saplacan, Diana; Einarson, Daniel & Thelander, Jeanette (2016, 15. august). I en värld av Internet-of-Things. [Internett].  Kristianstad University.
• Saplacan, Diana & Teljega, Marijana (2016). How to increase the students' degree of involvment and participation in project based courses?, In Charlotte Silander (ed.),  Proceedings of Lärarlärdom: Conference on higher education.  Växjö: Linnaeus University, Faculty of Social Sciences (FSV), Pedagogical Institution.  ISBN 978-91-88357-08-3.  -.  s 182 - 211 Vis sammendrag

  The degree of students’ involvement and participation in non-examinatory parts of courses at higher level, such as lectures, is often significantly lower than in the examinatory parts. This can especially be seen in project based courses, where the main examination form is done through the application of the-ory into a practical project, rather than through a written examination. More spe-cific, this paper focuses on two such courses, from the area of software engineer-ing. The courses are given on the second, respectively third year, of the Bachelor Programme in Software Development, at Kristianstad University. These are also part of the academic loop of the programmes. Here, the lectures were replaced by seminars based teaching, with the purpose of raising the students’ degree of ac-tive- involvement and participation into the courses, ensuring a better learning quality, enabling more interaction between the groups of students, and finally fa-cilitating a higher application of the theory into the practical project. Through concrete examples, the paper will showcase the changes that were made in these two courses, with regard to the learning outcomes, the academic loop, and forma-tive examination forms, such as seminars, with the purpose of increasing the qual-ity of teaching and learning. Finally, the immediate positive effects of these changes show we need to look further on how we can find more innovative ways of teaching and learning, especially in the project based courses, in order to in-crease student’s degree of involvement and participation.

• Saplacan, Diana & Einarson, Daniel (2014). A Participatory Action Research Approach to Developing Assistive Technologies for People Suffering from Cognitive Disorders.
• Saplacan, Diana & Einarson, Daniel (2014). The JoyTalk approach to participatory studies on communicative and cognitive disorders.
• Malmsjö, Caroline & Saplacan, Diana (2012, 01. november). Utbilda dig i Hässleholm - och ta ett rejält kliv till arbetsmarknaden. [Internett].  Hässlelhom, Sweden.
• Saplacan, Diana (2012). The JoyTalk Approach.

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