Conference Agenda

Struggling with reading can feel like navigating an endless maze of confusion and frustration for some people. It can weigh heavily on their minds, fostering a sense of inadequacy, isolation, and fear of judgment by others. In the United States, a significant portion of both young and older individuals face these challenges, with statistics showing that 37% of fourth graders and 30% of eighth graders read below basic levels. This paper will detail the development and research of a web-based reading application that leveraged typography and technology to engage struggling readers with their favorite content while improving their foundational reading abilities. In essence, we developed a beta version of this web-based application for using typography as a supportive bridge between the written word and the reader, thus potentially creating an environment where reading becomes a more comfortable, motivating, and enjoyable experience for those who may find it challenging.

Prior research and studies on aviation videos suggest that the transition from hand gesture demonstration to entertainment with diverse forms may positively affect the mood but negatively on the retention and recall of the memories. However, the methods used in the studies tend to focus only on individual elements of entertainment such as humor, which prevents the results from measuring the effect of entertainment on a video as a whole. In this study, we propose to evaluate the user experience and effectiveness of airline safety videos according to the perceived realism. Four videos were selected according to the dimensions of contextual and representational realism and 81 participants were asked to fill out the survey to explore the effect of each realism on affection and cognition. The result of the research is expected to provide different points of view on what to consider when designing informative videos with entertainment elements.

Inequity in access is created when infrastructure and services are created for the de-fault 'generic user'. Mobility has long been a key factor in empowerment of women, defining how women navigate their personal and professional lives. The number of women using public buses in India has remained low. Policy formulation for large populations is driven by statistical analysis and data models that do not account for marginalized groups. The present toolkit used to develop the comprehensive mobility plan for Indian cities lacks the tools to elicit tacit needs and requirements of such citizens. To address this gap, we designed a tangible toolkit to evolve a context-sensitive participatory design research methodology for public transport that aids requirement capture of user predicaments and aspirations. This paper details the methodology followed in the development of the toolkit, including selection of design considerations, materials and processes, design iterations and refinements after pilot study.

In addition to the well-known Web Content Accessibility Guidelines, Web Accessibility Initiatives (WAI) also provide additional information and best practices for web practitioners on involving users with disabilities in their projects. Given the central role that the WAI possesses in the case of web accessibility, how they perceive and what they say about user involvement is regarded as significant. This paper examines how users with disabilities are represented, and more importantly, how they are treated in the recommendations. Critical close reading was performed on text produced by WAI regarding user involvement of people with disabilities. We found a reduction in the nature of how people with disabilities are established as human equals in the design process. Based on our analysis we identified nine themes underlying the view of users with disabilities and their involvement. The themes illuminate ethical issues and hidden assumptions that need close attention in the future.

Thackara’s efforts to create spaces focused on wellbeing, and less on products, were invoked in this research. However, rather than simply abandoning the object, this work reassigns meaning to these objects—using them as empowerment tools—designed to become extensions of the body, thoughts, and experiences. This case study details the development and implementation of workshops designed to empower young Latina women persevere in higher education. The workshops brought awareness to structural barriers, coaching in self-reflective techniques, and the co-creation of transitional totemic (symbolic) objects that serve as aides-mémoires of the event. This paper highlights the workshops in three points: a) a brief history of barriers to Latinos’ educational success; b) description and analysis of the IRB-approved survey and qualitative interviews; and c) the outcome of the participatory workshops designed to empower young Latina women.

This paper presents a qualitative study that investigates the impact of using AI-generated content (AIGC) tools on the learning experiences of design students in China. Nine bachelor students who were encouraged to use AIGC tools in their design projects participated in the study. Data were collected through semi-structured interviews, document analysis, and observation and analyzed by thematic analysis. The findings highlight the impact of AIGC tools on the efficiency and effectiveness of the students’ design process and their acquisition of domain and transferable knowledge. The result shows the impacts of AIGC are perceived as either conveniences or problems. Students' attitudes towards these conveniences, their strategies for handling problems, and their motivation for using AIGC also influence their learning experiences. This study provides design educators with insights on how students' learning experience is impacted by using AIGC tools and as a reference for future studies.