Technology affordances

Gaver, William

doi:10.1145/108844.108856

Cited by 952 publications

(619 citation statements)

References 11 publications

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“…Examples of DwI in design, human-computer interaction (HCI) and architecture are often based on environmental and ecological psychology, from behaviour settings (Barker 1968;Sommer 1969) to Gibson's affordances (1986), extended by Norman (1988Norman ( , 1999Norman ( , 2008 and others (Gaver 1991(Gaver , 1992McGrenere & Ho 2000). In parallel, the development of error-proofing, from Shingo's (1986) poka-yoke manufacturing quality control to the design of healthcare processes (Grout 2007;Design Council et al 2003;Lane et al 2006) has promulgated often affordance-based techniques (Beatty 2008) within organisational policy.…”

Section: Designer Intent and Influencing Behaviourmentioning

confidence: 99%

The Design with Intent Method: A design tool for influencing user behaviour

2010

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Using product and system design to influence user behaviour offers potential for improving performance and reducing user error, yet little guidance is available at the concept generation stage for design teams briefed with influencing user behaviour. This article presents the Design with Intent Method, an innovation tool for designers working in this area, illustrated via application to an everyday human-technology interaction problem: reducing the likelihood of a customer leaving his or her card in an automatic teller machine. The example application results in a range of feasible design concepts which are comparable to existing developments in ATM design, demonstrating that the method has potential for development and application as part of a user-centred design process.

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Section: Designer Intent and Influencing Behaviourmentioning

confidence: 99%

The Design with Intent Method: A design tool for influencing user behaviour

2010

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“…Sugar provides the user with affordances (things we designed for the possibility of taking action by the user (Gaver, 1991)) and pathways to engage in developing skills mirroring the various agencies in the tower levels. Sugar has been criticized as being a collection of tools rather than an instructional curriculum, but this was by design.…”

Section: Sugar and Sugar Labsmentioning

confidence: 99%

The Sugar Learning Platform: Affordances for Computational Thinking

Bender¹

2017

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After ten years of deployment of the Sugar Learning Platform, we reflect on the specific tools and affordances deployed to engage learners in computational thinking with the overarching goal of fluency. These tools include multiple media-rich programming environments and also mechanism for debugging, collaboration, expression, and reflection. We motivate our selection of tools by reviewing the pioneering work of Seymour Papert, Marvin Minsky, and Cynthia Solomon, who first brought multimedia computing to elementary schools in the late 1960s with the goal of engaging children in the mastery of many of the heuristics and algorithms we associate with computational thinking. Multiple examples of how these tools have been used by teachers and students are discussed. We further describe the role that Free/Libre Software plays in providing scaffolding for deep and personal expression through programming and for surfacing personal responsibility, a sense of community, and unbounded expectations of Sugar users turned Sugar developers. Keywords: Constructionism, Programming, Logo, Free/Libre Software, Computational Thinking Resumen Diez años después del lanzamiento de Sugar Learning Platform, reflexionamos sobre las herramientas específicas y las affordances educativas promovidas por esta plataforma para 1 Nota del editor: El término "affordance educativa" ha adquirido un significado que se relaciona con "la respuesta a la búsqueda de expresar las propiedades de un entorno que, al interactuar con un usuario, mejora el potencial de aprendizaje". En palabras de Kirschner (2002, p.14) :"Educational affordances are those characteristics of an artifact (e.g. how a chosen educational paradigm is implemented) that determine if and how a particular learning behavior could possibly be enacted within a given context (e.g., project team, distributed learning community). Educational affordances can be defined [...] as the relationships between the properties of an educational intervention and the characteristics of the learner (for CSCL: learner and learning group) that enable particular kinds of learning by him/her (for CSCL: members of the group too)." "Affordances educativas son las características de un artefacto (por ejemplo, cómo se implementa un paradigma educativo determinado) que determinan si una modalidad particular de aprendizaje podría ser asumida en un contexto determinado (por ejemplo, trabajar un proyecto en equipo, establecer una comunidad de aprendizaje distribuido) y cómo se produce. Una affordance educativa se puede definir [...] como las relaciones entre las propiedades de una intervención educativa y las características de los alumnos que permiten que se produzcan determinados tipos de aprendizaje en ellos. "

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“…Literature points towards three philosophical discussion areas related to physicality and the designed object; humans as physical beings within our physical world (embodiment and phenomenology) (Clarke, 1998) (Dourish, 2001) (Merleau-Ponty, 1945 (Haugeland, 1998), perception of interaction through physical signifiers (affordances) (Gibson, 1979) (McGrenere & Ho, 2000) (Gaver, 1991) and at the point at which the digital and physical meet (interaction) (Ghazali & Dix, 2005) (Dourish, 2001). Thus, we define physicality as the physical aspects or qualities of both an object and its interaction; this includes our physical bodies in relation to that object.…”

Section: Physicalitymentioning

confidence: 99%