Transparency in teamwork and across team members' status is one of the main challenges in remote work, and using online collaborative whiteboards (OCW) is a potential solution for more transparent teamwork. We explore the experience of transparency of three design teams who used an OCW called Miro in remote work during the COVID-19 pandemic. Our aim was to gain in-depth understanding on what constitutes transparency in this teamwork context. We conducted a qualitative interview study with 11 participants who are user experience and service designers, and who actively use Miro in their daily work. We adopted sociomateriality as our research lens and thematically analysed the data, finding that transparency at work is a dynamic experience ranging between positive and negative. Rather than being merely users' or organisations' choices or the result of the tool affordances, the experience of transparency at work is an outcome of sociomaterial entanglements between the user, tool, and organisation. Furthermore, the occupational and organisational factors not only affect the experience of transparency, but they also actively constitute it.

Mass spectator events are part of contemporary urban life, and security issues are increasingly integral to them. Most of the related research has focused on security management and technological development. However, prior studies have shown that subjectively experienced security plays an elemental role in urban life. We present an explanatory study of 880 participants' perceptions and preferences of security and technology usage in spectator events in our online survey in December 2021. The context of the study was Finnish ice hockey games held in a new sports/multi-purpose arena. Results indicate that gender, age and familiarity impact the eventgoer's preferences and security experience. Experienced security is also found to be connected to the ease and flow of interaction with technology and urban space. We conclude with recommendations that recognise the complexity of event security in urban settings without compromising the needs of different spectator groups.

AbstractThis chapter envisions human implications of technology in cities, i.e., urban informatics, and focuses on related sustainability issues in technology design that particularly could influence citizens’ subjectively experienced security in urban environments. To date, much of the related urban informatics research contributes either to sustainability issues or security issues in the given context. In addition, sustainable technology design is quite often seen from the economic or environmental perspectives of sustainability and the challenges of secure technology, such as network stability and functionality. However, we argue here that these two phenomena, sustainability and citizen’s experienced security, are intertwined in the context of urban informatics. Thus, this chapter reviews the theoretical approaches and considerations of current urban informatics research related to sustainability and security issues from the citizen perspective. The outcome of this study reveals the gaps that have been unrecognized and discusses future research directions. The main contributions of this chapter are framing urban informatics into broader contexts of social sustainability and experienced security.

So far, the primary urban informatics connections between service design and urban design have been researched within healthcare and transportation systems. However, as mass events are becoming essential to urban life and new event venues are built in densifying downtowns, a particular design challenge linking the venue and its urban surroundings comes from the people flow. This study investigates mobility and privacy issues related to the information shared in the context of event attendance, with a survey of 880 ice-hockey fans as the respondents. The study addresses the factors that impact the experiences of sharing urban informatics among event attendees.

Since their emergence, technologies have been applied to sustainable development in urban contexts. However, as the pace of climate change is still rapidly increasing, the question remains: what are the most urgent actions that designers of urban technology should focus on during the next ten years? In the HCI community, we need to consider the arguments of climate change experts more extensively. This paper reviews the latest recommendations by the Intergovernmental Panel on Climate Change related to technology development in an urban context, aiming to respond to these sustainable urban technology design requests. Based on the principles of social sustainability and mixed methods approach and analysis of the IPCC's sixth assessment report, this review offers insights into the most urgent challenges that technology design should focus on. The findings suggest priorities and directions for future work when the aim is to halve greenhouse gas emissions by 2030.

Automated vehicles (AVs) have recently risen as one of the focus areas in HCI. To provide HCI educators insights on the key issues of what kind of knowledge and core skills are needed among the HCI experts in the future, we present learning objectives related to transportation systems, sustainable development, ethical issues and legislation, vehicle, and AI (Artificial Intelligence) technology. This poster presents an ongoing curriculum development for university students in the domain of automated and connected transport for sustainable cities. We conducted 32 thematic interviews during the year 2021 in Finland among the AV experts. The participants were selected with the snowball method. The outcomes highlight the core skills and basic knowledge in traffic systems, sustainable development, ethical issues and legislation and Vehicle and AI technology. In addition, we suggest an introductory course content description for HCI educators.

Automated vehicles (AVs) have recently risen as one of the focus areas in HCI. To provide HCI educators insights on the key issues of what kind of knowledge and core skills are needed among the HCI experts in the future, we present learning objectives related to transportation systems, sustainable development, ethical issues and legislation, vehicle, and AI (Artificial Intelligence) technology. This poster presents an ongoing curriculum development for university students in the domain of automated and connected transport for sustainable cities. We conducted 32 thematic interviews during the year 2021 in Finland among the AV experts. The participants were selected with the snowball method. The outcomes highlight the core skills and basic knowledge in traffic systems, sustainable development, ethical issues and legislation and Vehicle and AI technology. In addition, we suggest an introductory course content description for HCI educators.

This study examines motivations, definitions, methods and challenges of evaluating the social impacts of smart city technologies and services. It outlines concepts of social impact assessment and discusses how social impact has been included in smart city evaluation frameworks. Thematic analysis is used to investigate how social impact is addressed in eight smart city projects that prioritise human-centred design across a variety of contexts and development phases, from design research and prototyping to completed and speculative projects. These projects are notable for their emphasis on human, organisational and natural stakeholders; inclusion, participation and empowerment; new methods of citizen engagement; and relationships between sustainability and social impact. At the same time, there are gaps in the evaluation of social impact in both the smart city indexes and the eight projects. Based on our analysis, we contend that more coherent, consistent and analytical approaches are needed to build narratives of change and to comprehend impacts before, during and after smart city projects. We propose criteria for social impact evaluation in smart cities and identify new directions for research. This is of interest for smart city developers, researchers, funders and policymakers establishing protocols and frameworks for evaluation, particularly as smart city concepts and complex technologies evolve in the context of equitable and sustainable development.

User experience (UX) research has been criticized for focusing on leisure contexts and overlooking the work contexts. Moreover, researchers have been drawing attention to how UX at work differs from UX in leisure contexts, requiring development of domain specific knowledge. Inspired by these discussions, our motivation is to see the current state of UX at work research. Based on the systematic review of 52 papers, our results revealed that UX at work research is still immature. It is run by dichotomies; the conceptualizations such as the definition and the dimensions of UX at work are ambiguous; the variety of the studied work domains are limited and do not contribute to the understanding of UX at work; and the consideration of contextual factors are arbitrary and coincidental. To advance this important field of research, we indicate the research gaps and suggest a research agenda introducing areas for future research.

In the era of rapid urbanisation, technological development, and climate change, there is an urgent need for urban sustainability. However, the globally widespread concept of a smart city has not delivered on its promise of improving sustainability with urban technology. Therefore, more knowledge on how current smart city initiatives are related to sustainable urban development is required. This study focuses on analysing the aims of Finnish smart city initiatives during the 2010s. We conducted a systematic review to gain a more detailed overview of the relations between smart city development and sustainable development. Our data gathering method was the convenience sampling method, and with data analysis, we used descriptive statistics and deductive content analysis methods. Results reveal the emphasis on smart governance and mobility issues in smart city initiatives. Also, sustainable development is largely dominated by perspectives of economic sustainability. To create more balance within smart and sustainable urban development, we need actions to include other aspects than only mobility and governmental domains of smartness or general sustainability objectives in urban development.

In this case study we describe the evolution of a new method for creating future personas, called SciberPunks, for use in sustainable city design scenarios. SciberPunks channel the voice of the environment and have special abilities for feeling and expressing data, such as the ability to taste it, or communicate it through living tattoos on the skin. The aim was to examine how environmental data could act as a bridge between people and nature, to encourage empathy towards ’more-than-human’ perspectives. We engaged 5 participants in activities designed to lead them through a process of engaging with information and data in the process of building their personas. The activities utilised arts-based methods as we were interested in the experiential aspects of engaging with data and how we might foster creative and sensory experiences with it. Activities included drawing, writing and performing and were framed by a single story that took participants on a journey through time: past, present and future. Activities took place online, due to COVID-19. Overall, participants produced 5 characters, including a shaman, a shape-shifter and a fairy, all with special skills for connecting to nature and/or to each other.

Smart city systems and applications are shaping how we experience urban life. While some of these changes are obvious, many remain unseen. These technologies are intended to make our lives more convenient, and can be measured in quantitative terms like efficiency and cost-savings, but how do we gain a fuller picture of their impacts? This workshop explores the need to assess the social impacts of smart cities and the potential for different methods of data collection to be used to this end. Morning presentations and guided discussion will examine case studies, compare research methods and frame issues to be explored together. Afternoon group work involves imagining new ways to evaluate smart city projects, applying a mix of research methods to real scenarios and data sets. The call for participation invites researchers and practitioners to submit short position papers that will inform the workshop and lead to an expanded publication.

Anthropocentric city design practices can lead to the creation of urban environments that serve human needs over the needs of non-human species and the natural environment. This chapter explores the different ways in which cities are creative and more importantly how creative processes, in the form of arts-based methods, may support the design of more-than-human cities, ones in which a diversity of species are able to co-exist with humans. Arts-based methods support different ways of imagining non-human concerns, bringing varied viewpoints to the fore and revealing tensions. Arts-based methods can also be used to lower barriers for participation, providing engaging and creative ways to interpret data and information that provides evidence from beyond the lived experiences of those involved in city design. Such approaches are also useful for bringing other marginalized voices to design, such as those of children. Two case studies are described that showcase the use of arts-based method for different aspects of urban design.

Data on how humans perceive the attractiveness of their (urban) environments has been mainly gathered with qualitative methods, including workshops, interviews and group discussions. Qualitative methods help us to understand the phenomenon, albeit with the cost of sufficient information as concerns its details. We may end up confirming something that we as researchers have 'programmed' to get as a result. Here we take a complementary approach, having collected eye tracking data from two case experiments. The participants to these experiments were professional urban planners and non-professionals respectively. We asked them to view planning-related artefacts comprising architectural illustrations, photographed landscapes and planning sketches. After analysing the findings from these experiments, we draw guidelines for using the eye tracking system in urban planning processes for gathering the human perceptions of attractive urban environments

Skills enabling and ensuring universal access to information have been investigated intensively during the past few years. The research results provide knowledge on the differences and digital divides. When examining ICT skill levels, the accuracy of assessment is one of the key issues to address the results and gain the applicable data for appropriate interventions to enhance digital inclusion. To date, ICT skill assessment is based mainly on self-reports and subjective evaluations. However, as previous studies have shown, people tend to overrate or underrate their own levels of competence. Thus, novel performance-based approach for assessing ICT skills is presented in this paper. The ICT skill test contains 42 tasks grouped into 17 ICT fields. The study was conducted with upper comprehensive and upper secondary level school students (n = 3159) and their teachers (n = 626) during years 2014---2016 in Finland. Using factor analysis, three ICT skills factors were created: basic digital skills, advanced technical skills, and professional ICT skills. The performance in the ICT skill test was also divided by gender, as the male students and teachers outperformed the female students and teacher. Outperformance also occurred by educational level, as both upper secondary level students and teachers were seen as possessing higher-level ICT skills than students and teachers at the comprehensive level. We thus argue that to compare the ICT skills and the validity of the assessments, we needed to ensure consistent assessment for both students and teachers. In addition, in order to diminish the ICT skill gap among students, interventions using formal education are urgently needed, and in particular, more attention should be given to both teacher training and in-service training.

This paper proposes the use of a mobile learning diary to support self-directed learning. Mobile learning has been investigated intensively the past fifteen years, and the mainstream of the mobile learning research provides knowledge of both learning processes and mobile technology design. When investigating self-directed learning uses learning technology, the support methods for how to learn metacognitive skills are a key issue. To date, the technology supporting self-directed learning is based on web-based applications for self-reports and subjective evaluations. However, previous studies have shown that the shift to supporting self-directed learning for mobile learners is evident. This paper presents a novel mobile technology-based approach for supporting self-directed learning. This mobile learning application contains self-evaluation tools grouped into five fields. The study was conducted on users of the mobile Learning Diary application delivered on the MXit platform during 2015-2016. Based on it, we suggest that to support self-directed learning using mobile technology, we need to ensure there is consistent assessment during the learning process, independent of the learning material. In addition, to enhance the learning of the intended skills, be able to reflect and support individual student learning processes, and gain metacognitive skills, the technology should support the presentations of individual student experiences during the learning process and commonly, but anonymously, the shared learning experiences of all others.

Abstract This study analyses motivations, results and technology of the participatory design approach. It is a review based on 32 papers, presenting recent studies on participatory design in architecture and urban planning during the time period from 2000 to 2014. As a result, the main motivations, outcomes and the role of technology are emphasised and discussed. Furthermore, recommendations for future research directions for participatory design research in the field of urban planning are also provided.

This chapter presents an overview of our experiences on cross-cultural design of technology in the context of mobile learning focusing on supporting learners to study mathematics in two different countries. The aim of our study is to discuss design issues from the perspective of two different types of cultures and reflect culturally sensitive issues based on a longitudinal study, which included empirical data from altogether over 3500 learners of grades 9 and 10. As a result we outline two focus areas: content and concept for best design practices. Furthermore, we argue that cross-cultural design of technology can help to identify culturally sensitive areas such as attitudes towards informal and collaborative learning and recognizing the local context for the content. Cross-cultural design of technology supports development of good user experience of mobile learning services for different local learning contexts.

In the era of mobile devices and services, researchers in the educational domain have been interested in how to support learning with mobile technology in both local and global contexts. Recent human-computer interaction (HCI) research in the educational domain has particularly focused on how to develop mobile learning services and how to evaluate the learning outcomes. However, learning occurs in a local cultural context and the impact of culturally sensitive issues of the design of mobile learning needs more attention. We studied mobile mathematics learning -service in a longitudinal research with over 30 South African schools during three years. Our aim was to understand culturally dependent issues which need to be taken into consideration in the design of mobile learning services. We found subjective and objective culturally dependent issues in the content, context, infrastructure and technology of mobile learning and therefore, subjects to cross-cultural research. In conclusion, we argue that localization enhances the user experience and therefore support learning.