Aesthetic Electronics

Lo, Joanne; Torres, César; Yang, Insoon; O'Leary, Jasper Tran; Kaufman, Danny M.; Li, Wilmot; Dontcheva, Mira; Paulos, Eric

doi:10.1145/2984511.2984579

Cited by 33 publications

(3 citation statements)

References 27 publications

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“…Bifröst [27] provides support for embedded system debugging; in a similar initiative both Bifröst and this work aim to increase the perceivability of electronic components; however, we take a material-centric approach in order to support users without electronics domain-expertise. Our prior work explored design tools that acknowledge the unique resistivity and construction challenges of working with conductive ink, thread, paint, and tape to explore and express LED circuit drawings [26]. Phosphenes similarly supports a variety of thermoreactive materials as well as circuit conductors.…”

Section: Circuit Design Toolsmentioning

confidence: 99%

Phosphenes

Torres

Chang

Patel

et al. 2019

Proceedings of the 2019 on Designing Interactive Systems Conference

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Section: Circuit Design Toolsmentioning

confidence: 99%

Phosphenes

Torres

Chang

Patel

et al. 2019

Proceedings of the 2019 on Designing Interactive Systems Conference

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“…For example, BOXES [36] emphasizes the rapid creation of functioning prototypes using lo-fi materials such as cardboard and aluminum foil and immediate testing to support iterative design. A second key tenet is providing contextual guidance and support [43]. For example, Marner et al [44] suggests projecting visual guidance onto the surfaces of an on-going foam prototype to help produce a specific model.…”

Section: Interactive Prototyping Toolsmentioning

confidence: 99%

PrototypAR

Kang

Norooz

Bonsignore

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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Figure 1. With PrototypAR, children can work together to create a complex system using paper craft, receive instant feedback about their design overlaid with augmented reality, and then test their design in a digital simulation environment. Above, two children create a camera lens by cutting out blue paper and sketching a bar graph to specify focal length, receive feedback about the shape, and then test their design by taking pictures in the simulation environment.

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“…The digitized patterns have also enabled new interactions possibilities such as embroidery games [3,171], live participation and data inputs [4,164,238], incorporating found materials [5], and combining textile fabrication with other rapid prototyping pipelines such as 3D printing [49,89]. Researchers have augmented digitized patterns with guided instructions and error correction such as Aesthetic Circuits where individuals can draw out an e-textile circuit and confirm their design before stitching [176], and Needle User Interface which is an augmented embroidery hoop for verifying stitch placement [205].…”

Section: Textile Patternsmentioning

confidence: 99%

E-textile Learning Scaffolds: Supports for Novices Learning E-textile Concepts and Techniques

Jones¹

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Electronic textiles (e-textiles) combine the conductive properties of metallic threads with increasingly small computers and microcontrollers to create textiles that are interactive. E-textiles enable new opportunities such as devices that are strong yet flexible, and the ability to use more accessible crafting tools and materials. They also allow technology to blend into the textiles we have in our lives, such as those on our bodies and in our homes. In education, e-textiles are incorporated into curriculums for how they can increase participation in physical computing, while also enabling new creative and expressive applications. Yet blending the fields of physical computing and textiles is not simple, since each has its own culture of terminology, design and prototyping practices, tools, techniques, and methods of documentation.The goal of this thesis is to support beginners in learning the hybrid craft of e-textiles with e-textile learning scaffolds. Rather than building e-textiles from scratch, e-textile learning scaffolds are activities for supporting novices as they learn e-textile concepts and practice the tacit aspects of the craft. One central research question runs throughout the projects in this thesis: "How can we scaffold e-textile ideation and experiential learning with tangible objects and activities?" This thesis contributes five studies, each providing a tangible scaffold or activity, or scaffolding recommendations, for teaching e-textiles in courses or workshops. The design of these i learning scaffolds focused on how they could be accessible to educators by prioritizing reproducibility, re-use, and low-cost.• To my supervisor: Thank you for being there for all the twists and turns this PhD has taken and for your guidance along the way.• To my committee members, publication co-authors, and peer reviewers: Taking the time to read someone's work and provide feedback is always a gift. Thank you! • To my study participants: Thank you so much for providing your time and expertise to this research. I have learned so much from my time spent with all of you. • Most of the work in this thesis happened during the COVID-19 pandemic. A big thank you to my friends and family who helped me through this incredibly difficult time. • To the PhD student who reads this, since only PhD students spend time reading other thesis documents: I hope you find joy in your thesis journey -wishing you all the best! vii Ubiquitous computing Computers that are 'ubiquitous' in our environment, i.e. distributed and within all objects [301]. Zone of proximal development (ZPD) The area or "zone" where learning can occur. If a task is too hard, an individual will become frustrated, and equally if a task is too easy an individual will not learn anything [96].

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Aesthetic Electronics

Cited by 33 publications

References 27 publications

Phosphenes

Phosphenes

PrototypAR

E-textile Learning Scaffolds: Supports for Novices Learning E-textile Concepts and Techniques

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