Multi-modal Interface Design: Communicating Design Through Presentation and Review

Peter Lusch
Assistant Professor of Graphic Design
College of Arts and Architecture
Penn State

Danielle Oprean
Post-Doctoral Research Scholar
Stuckeman Center for Design Computing
Penn State

Multi-modal visualization has long been considered important for design communication through representation and presentation, yet it has not been explored through an interface. In this presentation we discuss the outline for our test of use of a new interface designed to provide a multi-modal experience of design representations through the presentation and review processes. This interface is being developed for use in an immersive environments lab, a unique presentation space that allows for large-screen display and virtual reality. Before implementing a new interface, testing needs to be done to identify issues and perceptions of how well it works. We aim to test the feasibility of using a multi-modal interface with advanced-level undergraduate students in the design disciplines (architecture, landscape architecture, and graphic design) as a way for them to communicate design through presentation and review. In this presentation we talk about how usability testing allows for the results of actual use of an interface to feed back into improving the overall design. Specifically, we will provide an overview of our application of usability testing in design disciplines to address our hypothesis that being able to view different modalities of design representation at one time is more meaningful to communicate design both during presentation and in the review process. Success of the meaningfulness of the interface will be explored through the TAM model (Davis 1992) of usefulness, ease of use, and behavioral intention. We will also present the primary end point goals for this study, including our human factors study, and our self-report measurement of actual use of the multi-modal interface through questionnaires measuring usefulness, ease of use, and behavioral intention.

Not Just Playing Around: Game Design In The Interaction Design Classroom

Liese Zahabi
Assistant Professor of Graphic/Interaction Design
University of Maryland, College Park

The act of play is key in the art and science of Interaction Design. A sense of fun, wonder, and the unexpected help shape the games we interact with on our computers and phones, but also the interfaces we wouldn’t associate with games: working out with Fitbit, learning code with CodeAcademy, managing our money with Mint. By utilizing principles from games, designers can help motivate, engage, and teach users.

This presentation will highlight the work of graphic design students across two separate semesters. As part of an Advanced Interactive Design class, students were charged with designing, prototyping and play-testing games. Students chose a topic and target audience, and conducted initial research to help build the concept and content for the final game prototype. The students conducted play-testing to help them shape and revise their game designs, and had five weeks to complete the project. The resulting games ranged from phone and iPad apps to board games and card games. Students explored a myriad of topics: endangered animals, Crohn’s Disease, alternative energy, humility, empathy, packing gear for a music gig, constellations, and many others.

Engaging students with games has achieved many positive outcomes, often enabling them to understand the material, and the design process, more deeply. A sense of fun and exploratory play permeates the classroom, energizing students and encouraging true collaboration: you need players to play games, so students enlist each other for that purpose. Games are also little worlds—suggesting systems-based structures, the creation of rational rule sets, and demanding a focus on both design details and overall game experiences. Asking students to build and design games allows them to explore all these aspects in a contained and creative way, and helps to make them better designers and thinkers.