Augmented Reality (AR) 1 has been proven to support collaboration when used in different contexts. AR Books have been developed for children in different contexts including entertainment and education. However, the involvement of children in designing AR Books based on the actual school textbooks has not been covered previously. This paper presents codesign process of involving primary school children in the design and evaluation of an AR textbook for collaborative learning experience. Using cooperative inquiry techniques as an appropriate method of co-design with children, this paper proposes the key design features that can be integrated in the school textbook for a collaborative AR textbook.

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Home can influence our happiness through the activities it affords. Furthermore, previous research has indicated commonalities between happy, and sustainable societies but many of current home practices are unsustainable. This research aims to explore design for happiness as a means to future sustainable, and happier domestic lifestyles. This paper discusses the first study in which photo elicitation method was used with home-owning families to locate home happiness triggers. This method elicited photography of two representative days of the participants' home life. Participants were then questioned in follow-up semi-structured interviews. From this, happiness home needs were conceptualised and connections were drawn to happy sustainable societies. This paper discusses these results and identifies that strong family bonds, facilitated by time relaxing, socialising and pursuing interests together, are core contributors to happier, and sustainable homes. The implications for design for happiness in the home are also discussed and proposed for future work.

Abstract:Service design PhD education can act as a springboard for social innovations. This paper proposes five educational emphases that facilitate this goal and discusses their challenges. The PhD education journey starts with a vision focused on social sustainability. The relational dimension in design is explored as critical knowledge that informs the PhD research. Collaborations with communities or organizations need to be incorporated in the research methods. Ideally, research outcomes can involve proposing a service system or service improvements supported by hybrid touchpoints, and the potential for social impact should be part of the PhD research's contributions. This paper contributes to the discussion of design education and social innovation by explaining social driving forces for this educational approach, the five educational emphases, their relationship to elements of PhD research, their challenges, and current PhD research topics.