Interactive Stitch Sampler

Jayathirtha, Gayithri; Kafai, Yasmin B.

doi:10.1145/3418299

Cited by 25 publications

(9 citation statements)

References 48 publications

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“…viii Electronic textiles Electronic textiles or e-textiles integrate computation with conductive fabrics, threads, and fibres through redesigned interfaces of microcontrollers, sensors, and actuators to make textiles that are interactive [132] .…”

Section: Digital Fabricationmentioning

confidence: 99%

“…This blending of textile fabrication and physical computing makes e-textiles one of the strongest examples of hybrid craft [166], but also brings new values to electronic making such as aesthetics and personal expression [30]. Yet many e-textile construction kits and constructive assemblies evaluated in educational contexts use e-textiles as a stepping stone to learning computing concepts [132,233], rather than focusing on what computing can bring to textile crafts. Previous work has highlighted a gap in e-textile construction kits, which are currently missing opportunities for beginners to explore the materiality of e-textiles and their textile affordances [233].…”

Section: (A)mentioning

confidence: 99%

“…Yet, textile digital fabrication is also influenced by these gendered legacies. On the one hand, e-textiles and textile digital fabrication expand the skillsets that are valuable in creating computation devices, and in doing so expand participation [132].…”

Section: Gendered Legacies Of Textile Fabricationmentioning

confidence: 99%

“…The first e-textile construction kit was the LilyPad Arduino [29,26,177] with sewable through-holes that could be connected with conductive thread. Explorations with the LilyPad highlighted how e-textiles could enable expressivity and customization [132]. Since that initial construction kit there have been many e-textile construction kits and constructive assemblies developed to suit different needs [172,233].…”

Section: E-textile and Wearable Constructive Assembliesmentioning

confidence: 99%

“…This blending of technology and textiles brings new values to computing such as increased personalization and new application contexts that help broaden participation [132]. However, an underrecognized area of difficulty that novices experience is the tacit nature of working with craft materials, specifically skills like learning to hand sew with e-textile threads containing metal [141,137].…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Digital Fabricationmentioning

confidence: 99%