Browsing by Author "Roberge, Jacynthe"
Now showing 1 - 8 of 8
Results Per Page
Sort Options
Item Bridging the research–conceptualization gap in service design education: a continuous idea generation approach(2024) Sperano, Isabelle; Roberge, Jacynthe; Chu, Vik; Kraemer, BenjaminThis article explores a pedagogical strategy that aims to smooth the transition from the Research to the Conceptualization stages by incorporating ideation and solution-oriented activities from the beginning of the design process. It presents a case study of a design-led innovation project executed in a service design course in partnership with a community partner (CP) from a public organization. This approach seems to have been successful overall. It also enhanced the ability to trace back the origins of solutions and highlighted the occurrence of multiple creative leaps throughout the project. It emphasizes the importance of external feedback, especially from CPs, in shaping and refining solutions. Additionally, it revealed the complexities involved in solution validation and the necessity for a more structured and robust framework to guide students through this phase, especially when collaborating with large public organizations on complex and systemic issues.Item De l'idéation au concept: les défis du designer dans un projet de nature prospective(2013) Kavanagh, Éric; Roberge, Jacynthe; Sperano, IsabelleIdeation is an essential process to any prospective design project. That collaborative process is cognitively demanding. Observing designers (n=133) working on prospective design projects allowed us to identify three categories of ideation problems recurrently occurring. Firstly, we identify the problems related to participants’ preparation. We notice that certain intellectual stance or lack of general knowledge is a handicap to some and impairs their ideation capability. Secondly, we introduce problems related to the focus of the ideation process. Those problems particularly affect the way the idea is developed and its scope. Finally, we discuss the idea externalisation difficulties, where we mainly deal with the language and sketching competencies required for the materialization of ideas.Item Enseignement du design numérique au 2e cycle universitaire: former à l’intervention professionnelle(2014) Sperano, Isabelle; Roberge, Jacynthe; Kavanagh, ÉricThis paper takes a look at the design education of a professional intervention in a master program in digital design. First, we present the evolution of this class and his actual characteristics. Then we describe and reflect on 3 key-aspects, particularly relevant in the context of design education: research, negotiation and preparation of the mandate, 2) problem setting and 3) definition of the solution and presentation deliverables. We particularly insist on issues relative to the student learning design, the relation between the student and the teacher and the relation between the student and the organisation.Item Exploring new usages of journey maps: introducing the pedagogical and the project planning journey maps(2019) Sperano, Isabelle; Roberge, Jacynthe; Bénech, Pierre; Trgalova, Jana; Andruchow, RobertJourney maps are graphical and textual representations that intend to outline an experience over time with a product, a system or a service (Kalbach 2016). In this article, we first describe how this visualization tool is used in interaction design. Secondly, through two case studies, we describe two innovative ways of using this tool. In the first case study, we present the pedagogical journey map, a journey mapping approach meant to be used by teachers as a collaborative design tool to support the creation of pedagogical activities. In the second case study, we introduce the project planning journey map, used as both a prospective and retrospective project planning tool to help student designers plan and reflect on their design process. This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.Item Teaching acting techniques to designers: observe, embody, create(2021) Sperano, Isabelle; Rivenbark, Leigh; Roberge, Jacynthe; Rubio, Daniel CajaTo design quality digital products, designers need to understand the user and their experiences on a deep level (Ritter et al. 2014). To do so, design practitioners have developed research methods that mainly focus on an “intellectual” approach to gain insight through quantitative research and analysis. While useful, these approaches often undervalue the role of the body in the process of understanding the user. In response to this, a more embodied approach to user research has emerged. Methods such as roleplaying and bodystorming are increasingly used to gain new kinds of insight during the design process (Burns et al. 1994, Schleicher et al. 2010, Wakkary et al. 2007). However, designers often encounter limitations with these methods (Think Design 2021). Some have trouble engaging in role-playing exercises due to a lack of acting training. Others struggle to apply insights to their work. Our team developed a workshop for design students exploring how acting techniques can be used as design methods to address these challenges. It was conducted in interaction design classes (Winter 2019 and Fall 2020) in 2 universities. Our goal at the Interaction Design Education Summit 2021 was to present this workshop to design instructors and practitioners so they can share it with their students or design teams. In this article, we describe an overview of the workshop and discuss potential benefits, challenges, and limitations of this approach to design.Item Typologie exploratoire des affordances textuelles(2016) Kavanagh, Éric; Roberge, Jacynthe; Sperano, IsabelleLe concept d’affordance a été introduit par James J. Gibson dans le cadre de sa psychologie écologique en 1979. Les affordances sont des propriétés de l’environnement et des objets qui s’y trouvent. Lorsqu’elles sont perçues, ces propriétés permettent à l’animal – à l’humain – de savoir comment il peut agir dans un contexte donné. Omniprésentes, dans le monde et dans les objets du monde, ces propriétés concernent donc aussi tous les artéfacts destinés à la lecture, qu’il s’agisse d’un roman, d’une page Web, d’un formulaire fiscal, etc. En ce sens, les affordances doivent intéresser la rédactologie parce qu’elles influencent à divers degrés les interactions avec les documents et les textes en circulation dans notre société. Dans une logique exploratoire, nous proposons six types d’affordances qui nous semblent caractériser tous les documents et les textes (imprimés et numériques) susceptibles d’exister : les affordances gibsoniennes, les affordances de lisibilité fondamentale, les affordances linguistiques fondamentales, les affordances du genre, les affordances des zones informationnelles et les affordances microstructurelles. Les types proposés s’inscrivent dans un mouvement perceptuel allant des affordances macroscopiques vers les affordances microscopiques, mais toujours en marge du processus de lecture psycholinguistique.Item Unmasking chatbots' multiple personalities: a student-faculty collaboration(2025) Sperano, Isabelle; Roberge, Jacynthe; Santos, Angeline; McDow-York, Danielle; Felfly, IngridHumans have long anthropomorphized non-human entities, attributing human characteristics to objects like cars, sports equipment, and dolls. This tendency has intensified with connected devices and generative AI tools that simulate human interactions, producing sophisticated, human-like responses. If AI tools were personified based on their interaction and communication styles, what personalities might they embody? How could they be visually represented? What pedagogical opportunities could they reveal? These questions initiated the first phase of a practice-led project exploring AI personifications through a creative, collaborative pedagogical approach involving design students and faculty members. During an undergraduate design course, the faculty-student team used several generative AI tools for a project and reflected on their interactions by identifying various personalities the AI embodied. Each personality was named, described, and visually represented using generative AI illustration tools. The team identified six AI personalities: the assistant, the angel, the erudite, the slacker, the bullshitter, and the stalker. This project aims to contribute to emerging discussions about AI integration in education by offering a creative approach to support students and instructors who are navigating rapidly evolving technological interactions. By anthropomorphizing AI interactions, the team sought to enhance understanding of human-AI dynamics and potentially help develop AI literacy skills. The team also explores and reflects on a pedagogical approach that emphasizes student and faculty collaboration, creating a shared learning environment through a creative knowledge-building activity. This article presents the first phase of the project, offering early findings, exploring potential educational implications, and presenting future research directions.Item When design is inspired by theatre: acting techniques as prospective design methods(2021) Roberge, Jacynthe; Sperano, Isabelle; Rivenbark, Leigh; Rubio, Daniel Caja; Black, Nancy L.; Neumann, W. Patrick; Noy, IanIn acting training, psychophysical exercises are used to strengthen the relationship between mind and body, thus fostering a deeper understanding of the character [1]. Intrigued and inspired by the potential value of these techniques in design contexts, we explored their application for interaction designers as research methods in a pedagogical setting. To do so, we first created a single-session workshop that introduced design students to basic actor movement techniques in the winter of 2019. The goal of the workshop was to help students empathize with their users and discover solutions when designing digital products. Later, in the fall of 2020, we used reflections from the first activity to develop two longer workshops; both consisted of three sessions and were carried out consecutively in two different universities. In this article, we present a case study of those three workshops. After discussing considerations for the evolution of the workshops, we describe how each was conducted. Finally, we share our findings and insights that arose throughout the process.