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Bianchi, A., Hodges, S., Cuartielles, D., Oh, H., Lambrichts, M. & Roudaut, A. (2023). Beyond prototyping boards: future paradigms for electronics toolkits. In: CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems: . Paper presented at 2023 CHI Conference on Human Factors in Computing Systems, CHI EA 2023, Hamburg, Germany, April 23-28, 2023. Association for Computing Machinery (ACM), Article ID 333.
Open this publication in new window or tab >>Beyond prototyping boards: future paradigms for electronics toolkits
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2023 (English)In: CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, Association for Computing Machinery (ACM), 2023, article id 333Conference paper, Published paper (Refereed)
Abstract [en]

Electronics prototyping platforms such as Arduino enable a wide variety of creators with and without an engineering background to rapidly and inexpensively create interactive prototypes. By opening up the process of prototyping to more creators, and by making it cheaper and quicker, prototyping platforms and toolkits have undoubtedly shaped the HCI community. With this workshop, we aim to understand how recent trends in technology, from reprogrammable digital and analog arrays to printed electronics, and from metamaterials to neurally-inspired processors, might be leveraged in future prototyping platforms and toolkits. Our goal is to go beyond the well-established paradigm of mainstream microcontroller boards, leveraging the more diverse set of technologies that already exist but to date have remained relatively niche. What is the future of electronics prototyping toolkits? How will these tools fit in the current ecosystem? What are the new opportunities for research and commercialization?  

 

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2023
National Category
Media and Communication Technology
Identifiers
urn:nbn:se:mau:diva-63786 (URN)10.1145/3544549.3573792 (DOI)2-s2.0-85158145737 (Scopus ID)9781450394222 (ISBN)
Conference
2023 CHI Conference on Human Factors in Computing Systems, CHI EA 2023, Hamburg, Germany, April 23-28, 2023
Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2023-11-20Bibliographically approved
Niedenthal, S., Nilsson, J., Jernsäther, T., Cuartielles, D., Larsson, M. & Olofsson, J. K. (2021). A Method for Computerized Olfactory Assessment and Training Outside of Laboratory or Clinical Settings. i-Perception, 12(3)
Open this publication in new window or tab >>A Method for Computerized Olfactory Assessment and Training Outside of Laboratory or Clinical Settings
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2021 (English)In: i-Perception, E-ISSN 2041-6695, Vol. 12, no 3Article in journal (Refereed) Published
Abstract [en]

There are currently few ways to reliably and objectively assess olfaction outside of the research laboratory or clinic. The COVID-19 pandemic has highlighted the need for remote olfactory assessment; in particular, smell training at home is a promising method for olfactory rehabilitation, but further methodological advances might enhance its effectiveness and range of use. Here, we present Exerscent, a portable, low-cost olfactory display designed primarily for uses outside of the laboratory and that can be operated with a personal computer. Exerscent includes Radio Frequency Identification (RFID) tags that are attached to odor stimuli and read with a MFRC522 module RFID reader/antenna that encodes the odor in order to provide adaptive challenges for the user (e.g., an odor identification task). Hardware parts are commercially available or 3D printed. Instructions and code for building the Exerscent are freely available online (https://osf.io/kwftm/). As a proof of concept, we present a case study in which a participant trained daily to identify 54 odors, improving from 81% to 96% accuracy over 16 consecutive days. In addition, results from a laboratory experiment with 11 volunteers indicated a very high level of perceived usability and engagement. Exerscent may be used for olfactory skills development (e.g., perfumery, enology), and rehabilitation purposes (e.g., postviral olfactory loss), but it also allows for other forms of technological interactions such as olfactory-based recreational interactions.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
olfactory assessment, olfactory displays, olfactory interactions, smell training
National Category
Neurosciences
Identifiers
urn:nbn:se:mau:diva-44142 (URN)10.1177/20416695211023953 (DOI)000663460800001 ()34178300 (PubMedID)2-s2.0-85107781186 (Scopus ID)
Available from: 2021-06-23 Created: 2021-06-23 Last updated: 2024-02-05Bibliographically approved
Ghajargar, M., Bardzell, J., Smith Renner, A., Gall Krogh, P., Höök, K., Cuartielles, D., . . . Mikael, W. (2021). From "Explainable AI" to "Graspable AI". In: Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction (TEI ’21): . Paper presented at ACM International Conference on Tangible, Embedded and Embodied Interaction (TEI'21). New York: Association for Computing Machinery (ACM), Article ID 69.
Open this publication in new window or tab >>From "Explainable AI" to "Graspable AI"
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2021 (English)In: Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction (TEI ’21), New York: Association for Computing Machinery (ACM), 2021, article id 69Conference paper, Published paper (Refereed)
Abstract [en]

Since the advent of Artificial Intelligence (AI) and Machine Learning (ML), researchers have asked how intelligent computing systems could interact with and relate to their users and their surroundings, leading to debates around issues of biased AI systems, ML black-box, user trust, user’s perception of control over the system, and sys- tem’s transparency, to name a few. All of these issues are related to how humans interact with AI or ML systems, through an interface which uses different interaction modalities. Prior studies address these issues from a variety of perspectives, spanning from under- standing and framing the problems through ethics and Science and Technology Studies (STS) perspectives to finding effective technical solutions to the problems. But what is shared among almost all those efforts is an assumption that if systems can explain the how and why of their predictions, people will have a better perception of control and therefore will trust such systems more, and even can correct their shortcomings. This research field has been called Explainable AI (XAI). In this studio, we take stock on prior efforts in this area; however, we focus on using Tangible and Embodied Interaction (TEI) as an interaction modality for understanding ML. We note that the affordances of physical forms and their behaviors potentially can not only contribute to the explainability of ML sys- tems, but also can contribute to an open environment for criticism. This studio seeks to both critique explainable ML terminology and to map the opportunities that TEI can offer to the HCI for designing more sustainable, graspable and just intelligent systems.

Place, publisher, year, edition, pages
New York: Association for Computing Machinery (ACM), 2021
Keywords
Explainable AI, XAI, Machine Learning, Artificial Intelligence, Tan- gible Embodied Interaction, TEI, Interaction Design
National Category
Design Computer Systems
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-38983 (URN)10.1145/3430524.3442704 (DOI)001180182600069 ()2-s2.0-85102059863 (Scopus ID)978-1-4503-8213-7 (ISBN)
Conference
ACM International Conference on Tangible, Embedded and Embodied Interaction (TEI'21)
Funder
Knowledge Foundation
Available from: 2021-01-05 Created: 2021-01-05 Last updated: 2024-05-28Bibliographically approved
Cuartielles Ruiz, D. & García Sáez, C. (2020). From Hacking to Making: The Commodification of Spanish DIY Spaces Since the 1990s. Digital Culture & Society, 6(1), 85-106
Open this publication in new window or tab >>From Hacking to Making: The Commodification of Spanish DIY Spaces Since the 1990s
2020 (English)In: Digital Culture & Society, ISSN 2364-2114, E-ISSN 2364-2122, Vol. 6, no 1, p. 85-106Article in journal (Refereed) Published
Abstract [en]

This article explores the history of contemporary Spanish Do-It-Yourself (DIY) spaces (hacklabs, hackerspaces, fab labs, makerspaces and after-school academies) and the growth of each type since the 1990s. The development of these types of spaces is reflected against the commodification and commoditisation of DIY in Spain. The article argues that the removal of the political layer of the early Spanish DIY techno-tactical movements allowed a higher degree of dissemination within society in general, while reducing the emancipatory poten-tial of these new spaces. However, the analysis of the degree of com-modification and commoditisation of types of spaces in relation to the amount of spaces per type shows an anomaly for makerspaces. The authors reflect upon this anomaly and whether a data set enlarge-ment could correct it. For their analysis, the authors constructed a data set of events of the Spanish DIY history through the design of an ad hoc mixed method. Tracing events and spaces could not be done in a simple way due to the long time span of the study: older spaces existed in the pre-social network days, and new ones exist only in dedicated platforms for niche communities of practice. This method of tracing events and spaces is another contribution of the article as it could be used to make similar causality analyses of historical data in other case studies.

Place, publisher, year, edition, pages
Transcript Verlag, 2020
Keywords
hacklab, makerspace, hackerspace, fab lab, commodification, commoditisation, Spanish DIY history
National Category
Design
Identifiers
urn:nbn:se:mau:diva-44839 (URN)10.14361/dcs-2020-0105 (DOI)
Available from: 2021-08-16 Created: 2021-08-16 Last updated: 2023-10-03Bibliographically approved
García Sáez, C. & Cuartielles, D. (2020). Makers against Covid-19: Face shields as the international solidarity KPI. Strategic Design Research Journal, 13(3), 525-537
Open this publication in new window or tab >>Makers against Covid-19: Face shields as the international solidarity KPI
2020 (English)In: Strategic Design Research Journal, E-ISSN 1984-2988, Vol. 13, no 3, p. 525-537Article in journal (Refereed) Published
Abstract [en]

At the first signs of the Covid-19 pandemic, the uncertainty around the global stock of medical supplies sparked a response in the DIY communities around the world. In the case of Spain, a community called Coronavirus Makers (CVM) appeared to supply ventilators and personal protection equipment (PPE) to hospitals and people in need. This paper explores the evolution of this community-driven development, detailing the patterns proposed by members of the group acting as design experts to tackle different problems. More specifically, the paper uses face shields, the most produced PPE in Spain, as a boundary object to highlight the relationships between individuals, institutions, and companies. These objects of design, being devices for medical use, must overcome validation at the technical level. Authors will also explore some of the controversies surrounding the transfer of these products from horizontal innovation networks to traditional production companies. 

Place, publisher, year, edition, pages
University of Vale do Rio dos Sinos - Unisinos, 2020
Keywords
community-driven development, covid-19, horizontal innovation network, maker movement
National Category
Design
Identifiers
urn:nbn:se:mau:diva-44838 (URN)10.4013/sdrj.2020.133.18 (DOI)2-s2.0-85108536107 (Scopus ID)
Available from: 2021-08-16 Created: 2021-08-16 Last updated: 2024-02-05Bibliographically approved
Cuartielles, D. (2020). Pedagogy of IoT Through Prototypes. In: 10th International Conference on the Internet of Things Companion: . Paper presented at IoT '20 Companion: 10th International Conference on the Internet of Things Companion, Malmö Sweden, October 6 - 9, 2020. Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Pedagogy of IoT Through Prototypes
2020 (English)In: 10th International Conference on the Internet of Things Companion, Association for Computing Machinery (ACM), 2020Conference paper, Published paper (Refereed)
Abstract [en]

This paper introduces different experiences, from experiments to commercial kits, looking at how to make IoT easier to understand by users from a variety of age groups. The hereby presented trials cover highly complex technical platforms. Connectivity, data collection, visualisation, or analysis are concepts that participants in workshops and courses have been introduced to with different degrees of success. The different experiments are finally compared offering other scholars and curriculum creators a point of departure to further work.  

 

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-51844 (URN)10.1145/3423423.3423427 (DOI)001062649200004 ()2-s2.0-85123040418 (Scopus ID)978-1-4503-8820-7 (ISBN)
Conference
IoT '20 Companion: 10th International Conference on the Internet of Things Companion, Malmö Sweden, October 6 - 9, 2020
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2023-12-13Bibliographically approved
Cuartielles, D., Iriepa, N., Rodriguez, C., Lopez, E. & Garcia, J. (2019). Educational Robots with Arduino: Annotated Prototypes. In: Educational Robotics in the Context of the Maker Movement: . Paper presented at International Conference on Educational Robotics in the Makers, Era-EDUROBOTICS 2018, Rome, Italy, October 11, 2018 (pp. 161-174). Springer
Open this publication in new window or tab >>Educational Robots with Arduino: Annotated Prototypes
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2019 (English)In: Educational Robotics in the Context of the Maker Movement, Springer, 2019, p. 161-174Conference paper, Published paper (Refereed)
Abstract [en]

This paper introduces the experiments realized by Arduino Education in the field of educational robotics. The paper, written as a collection of annotated exemplars, covers a series of prototypes, kits, and full educational programmes which were tested with students of different ages and educators. Some projects are of a do-it-yourself (DIY) nature, a property we came to describe as DIY-ness, while some others have been manufactured and served to tens of thousands of students. There are however things in common that can help others in the conceptualization, development, and deployment of educational robotics initiatives.

Place, publisher, year, edition, pages
Springer, 2019
Series
Advances in Intelligent Systems and Computing, ISSN 2194-5357, E-ISSN 2194-5365 ; 946
Keywords
Digital manipulatives, Robotics kit, Education programme
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-56790 (URN)10.1007/978-3-030-18141-3_13 (DOI)000843945600013 ()2-s2.0-85077494237 (Scopus ID)978-3-030-18141-3 (ISBN)978-3-030-18140-6 (ISBN)
Conference
International Conference on Educational Robotics in the Makers, Era-EDUROBOTICS 2018, Rome, Italy, October 11, 2018
Available from: 2022-12-19 Created: 2022-12-19 Last updated: 2024-02-05Bibliographically approved
Gordillo Martorell, J. A., Martin-Torres, J., Zorzano Mier, M.-P., Mathanlal, T., Cuartielles, D. & Johansson, M. (2019). The Infinite Learning Chain: Flipped Professional Labs for Learning and Knowledge Co-Creation. Open Education Studies, 1(1), 151-176
Open this publication in new window or tab >>The Infinite Learning Chain: Flipped Professional Labs for Learning and Knowledge Co-Creation
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2019 (English)In: Open Education Studies, E-ISSN 2544-7831, Vol. 1, no 1, p. 151-176Article in journal (Refereed) Published
Abstract [en]

Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from “Closed Science” to “Open Science” as a part of a deeper and structural phenomenon known as “knowledge democratization”, where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them.

In this process, science engagement of these new actors is a key point to stimulate their creativity, get some important research skills learnt directly from the researchers and be able to apply these skills teaching others in a continuous “learning chain”.

In this article, we introduce some main features and preliminary results of an experiment called “The infinite learning chain” done in cooperation with Arduino, focused on sensing science and based in a real research project of Group of Atmospheric Science (GAS) called Luleå Environmental Monitoring Stations (LEMS). We debate some interesting questions related to the impact of the format in terms of science engagement, STEM skills acquisition and cooperative learning involvement. We used as “learning ecosystem” a professional Lab, the INSPIRE Lab a complete multidisciplinary facility for space and environmental research and exploration

Place, publisher, year, edition, pages
Walter de Gruyter, 2019
National Category
Computer Sciences
Identifiers
urn:nbn:se:mau:diva-64544 (URN)10.1515/edu-2019-0011 (DOI)2-s2.0-85118769078 (Scopus ID)
Available from: 2023-12-18 Created: 2023-12-18 Last updated: 2023-12-18Bibliographically approved
Katterfeldt, E.-S., Cukurova, M., Spikol, D. & Cuartielles, D. (2018). Physical computing with plug-and-play toolkits: Key recommendations for collaborative learning implementations (ed.). International Journal of Child-Computer Interaction, 17, 72-82
Open this publication in new window or tab >>Physical computing with plug-and-play toolkits: Key recommendations for collaborative learning implementations
2018 (English)In: International Journal of Child-Computer Interaction, ISSN 2212-8689, E-ISSN 2212-8697, Vol. 17, p. 72-82Article in journal (Refereed) Published
Abstract [en]

Physical computing toolkits have long been used in educational contexts to learn about computational concepts by engaging in the making of interactive projects. This paper presents a comprehensive toolkit that can help educators teach programming with an emphasis on collaboration, and provides suggestions for its effective pedagogical implementation. The toolkit comprises the Talkoo kit with physical computing plug-and-play modules and a visual programming environment. The key suggestions are inspired by the results of the evaluation studies which show that children (aged 14–18 in a sample group of 34 students) are well motivated when working with the toolkit but lack confidence in the kit’s support for collaborative learning. If the intention is to move beyond tools and code in computer education to community and context, thus encouraging computational participation, collaboration should be considered as a key aspect of physical computing activities. Our approach expands the field of programming with physical computing for teenage children with a focus on empowering teachers and students with not only a kit but also its appropriate classroom implementation for collaborative learning.

Place, publisher, year, edition, pages
Elsiever, 2018
Keywords
Collaborative learning, Education, Motivation, Physical computing, ProgrammingToolkit
National Category
Engineering and Technology
Identifiers
urn:nbn:se:mau:diva-2401 (URN)10.1016/j.ijcci.2018.03.002 (DOI)2-s2.0-85045182549 (Scopus ID)27163 (Local ID)27163 (Archive number)27163 (OAI)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2024-02-06Bibliographically approved
Cuartielles Ruiz, D. J. (2018). Platform Design: Creating Meaningful Toolboxes When People Meet (ed.). (Doctoral dissertation). Malmö University, Faculty of Culture and Society
Open this publication in new window or tab >>Platform Design: Creating Meaningful Toolboxes When People Meet
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Platform Design is a study of different viewpoints on the creation of digital systems, and how they converge in platforms designed, built, and managed by communities. As sociotechnical constructs in which features emerge through the interaction of different stakeholders, platforms are understood as both means and outcomes—the ‘things’ or boundary objects in a design process—generating the spaces where communities of practice can form. Utilizing two strongly interwoven timelines in education and research (both in academia and industry), the thesis shifts the centre of balance in actor–networks by iteratively recalibrating from a techno-deterministic analysis towards a community-driven one. The theoretical background in the fields of cybernetics, critical theory, design, and the sociology of technology frames the empirical work, which consists of academic publications, design reports, and the publicly available documentation of realized projects. In the space between theory and praxis, a methodological toolbox is developed, a posteriori revisiting experiences gathered over a decade Drawing on a series of functional concepts, the thesis proposes an alternative co-design framework, termed inclusive multiple prototyping. Meant to augment new sensibilities that are pertinent to the design process of platforms, this framework addresses the inherent complexity of actor–networks and human–machine communities. In practical terms, the thesis describes a series of projects, some of which can be considered platforms, while others would be better categorized as tools, toolboxes, kits, or infrastructure. These include co-creating the Arduino community, repurposing kitchen appliances for connection to the cloud, designing a modular prototyping platform involving programming and electronics, deploying an indoor location system, creating educational kits for upper secondary school teachers, and inventing new haptic interactive interfaces. Some of the projects required the long-term involvement of the researcher in intimate communities of practice; others were temporal interventions, yet reached thousands of users. Practice-based and transdisciplinary, the thesis contributes to the field of interaction design by bringing in elements of a sociotechnical discourse, while problematizing notions such as democracy and governance, openness of tools and outcomes, modularity, generalizability, and transferability—the three latter terms further fuelling the research questions. The research shows that these are properties that enable the creation of platforms, although the question remains whether there is such a thing as a standardized platform. While this thesis touches upon the potentials of state-of-the-art platform technology, it also points to the fact that there is work to be done, socially, ethically, and politically, when considering the augmentation of platforms for everyday use as pervasive and artificial intelligence agents.

Place, publisher, year, edition, pages
Malmö University, Faculty of Culture and Society, 2018. p. 309
Series
Dissertation Series in New Media, Public Spheres, and Forms of Expression
Keywords
Platform Design, Interaction Design
National Category
Human Computer Interaction Design
Identifiers
urn:nbn:se:mau:diva-7425 (URN)10.24834/2043/26130 (DOI)26130 (Local ID)9789171049421 (ISBN)9789171049438 (ISBN)26130 (Archive number)26130 (OAI)
Public defence
2018-10-18, Gäddan Hörsal G8:125, Citadellsvägen 7, Malmö, 13:00 (English)
Opponent
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-03-19Bibliographically approved
Projects
Internet of Things and People Research Profile; Malmö University; Publications
Banda, L., Mjumo, M. & Mekuria, F. (2022). Business Models for 5G and Future Mobile Network Operators. In: 2022 IEEE Future Networks World Forum (FNWF): . Paper presented at IEEE Future Networks World Forum FNWF 2022, Montreal, QC, Canada, 10-14 October 2022. IEEE, Article ID M17754.
Internet of Things Master's Program; Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9894-1209

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