To increase public acceptance of autonomous vehicles (AVs), HCI researchers have explored interaction designs that foster user trust. This article introduces a novel concept: designing AV interfaces to mimic the social presence and behavioral traits of an experienced, attentive human driver, leveraging people's greater trust in such drivers over opaque automation. To investigate this idea, we conducted two co-design workshops. Using the Annotated Portfolio method, we derived design annotations from visual artifacts (e.g., prototype photos and sketches), which were analyzed alongside workshop transcripts through Reflexive Thematic Analysis (RTA). We present design guidelines for AV interfaces that embody a trustworthy human driver, including: (1) proactive multimodal communication of situational awareness; (2) use of a driving agent (robotic, virtual, vocal, or spatial); (3) gradual development of human-AV companionship; and (4) personalization to foster familiarity and trust. Methodologically, we demonstrate integrating Annotated Portfolios and RTA to generate design insights.

It is well known that infants should be placed to sleep supine on a firm horizontal surface. In spite of such long-standing safe-sleep guidelines, the juvenile products industry sold inclined sleepers for a 10 year period. In 2019, the industry recalled several million of the devices due to numerous reports of infant deaths being associated with the products. The hazards of inclined sleepers can be understood and evaluated by performing an analysis of the physical structure in combination with a biomechanical analysis of the infants placed into the devices. Several hazards unique to inclined sleepers, that are not present in flat cribs, are identified in this study. Key hazards include infants rolling supine-to-prone, the feet of prone infants losing contact with the sleeping surface, infant faces in contact with non-breathable fabric, infant arms trapped by steep sidewalls, and unsafe restraint systems that are easily misused by caregivers. This paper presents a first-principles biomechanical-based hazard analysis integrated with a fault tree analysis. The biomechanical analyses incorporating root-cause reasoning for the hazard mechanisms may serve to guide the design and improve the safety of future products. Furthermore, an important conclusion is that adhering to industry standards does not guarantee hazard mitigation for the diverse forms of products within any given category.

Automotive seat design presents an ongoing challenge as it involves balancing conflicting customer requirements, ranging from comfort and support to adaptability for diverse body types and custom-molded fit.Original equipment manufacturers often struggle to address the diverse needs dictated by the environment of use in automotive seat design.In response to these deficiencies, this paper employs the design thinking approach/model to explore the gaps in automotive seats comprehensively.The study provides valuable recommendations and documents the exploratory work carried out to bridge these gaps and enhance the overall automotive seat design.By utilizing design thinking principles, this research aims to pave the way for innovative solutions that meet the evolving demands of drivers, ensuring a more comfortable and safer driving experience for daily driving, and better performance for motorsports.Additionally, we present a comprehensive three-phase rapid prototyping approach to develop and showcase the functions of race car modifications, aiming to demonstrate their efficacy and gather valuable feedback from potential customers.By recognizing the significance of nurturing beginners' interest and skill development, the motorsports community can encourage wider participation and ensure a vibrant future for the sport.

This paper describes a method to use data-mined customer reviews to identify potential product defects. The process involves locating negative reviews of a specific product and then extracting comments that have potential connections with the product design. The extracted comments are then categorized and correlated with features of the product. Given that the customer comments are generally not specifically tied to engineering requirements, or even posed in engineering terms, this correlation requires some degree of engineering analysis to establish a correlation. After these complaint-feature correlations are established, then engineering tests directed at understanding the possible defects are performed. This data-mining process effectively harnesses the massive amount of in-situ testing and evaluation that is performed by customers of the product. The process is illustrated via a case study of an infant bassinet. Customer reviews of the product were studied to identify and categorize key complaints about the bassinet. These complaints were correlated with features and potential defects in the product, including assembly difficulties, as well as a sleeping surface that tilts and causes infants to roll and press into the mesh side wall while sleeping. Then, assembly and sleeping surface deflection tests were conducted. The sleeping surface deflection tests include measurements of how bassinet leg separation affects the deflection, as well as long-duration progressive deflection that occurs from repeated use of the product. The results of the engineering testing confirm the presence of defects in the bassinet and its assembly instructions, as suggested by the reviews. This case study illustrates how data-mined customer reviews provide a valuable source of engineering data and indications of product defects.

Sketching is a practical and useful skill that can benefit communication and problem solving. However, it remains a difficult skill to learn because of low confidence and motivation among students and limited availability for instruction and personalized feedback among teachers. There is an need to improve the educational experience for both groups, and we hypothesized that integrating technology could provide a variety of benefits. We designed and developed an intelligent tutoring system for sketching fundamentals called Sketchtivity, and deployed it in to six existing courses at the high school and university level during the 2017-2018 school year. 268 students used the tool and produced more than 116,000 sketches of basic primitives. We conducted semi-structured interviews with the six teachers who implemented the software, as well as nine students from a course where the tool was used extensively. Using grounded theory, we found ten categories which unveiled the benefits and limitations of integrating an intelligent tutoring system for sketching fundamentals in to existing pedagogy.

Sketching is a valuable skill to learn but requires extensive motivation and practice to improve. We present a framework for motivating practice with sketch-based gameplay that is rooted in a grounded theory study of the motivations of various individuals with different skills levels. The individuals interviewed included a range from novice and intermediate industrial design students to established design professionals. Four categories emerged that explain the differences in motivation between individuals with different skill levels, including achievement, competition, communication, and creativity. We also present a case study of the implementation of two different gameplay approaches for encouraging line work practice in a high school art course and a university sketching course. The study revealed that both approaches were very engaging and motivating to students, with 72,842 lines practiced across the 150 students overall. We also gained insights about how the approaches differed in motivating students, and share principles we learned on motivating students with gameplay that may be useful to other researchers, educators, and technologists.

Design sketching is an important skill for designers, engineers, and creative professionals, as it allows them to express their ideas and concepts in a visual medium. Being a critical and versatile skill for many different disciplines, courses on design sketching are often taught in universities. Courses today predominately rely on pen and paper; however, this traditional pedagogy is limited by the availability of human instructors, who can provide personalized feedback. Using a stylus-based intelligent tutoring system called SketchTivity, we aim to eventually mimic the feedback given by an instructor and assess student-drawn sketches to give students insight into areas for improvement. To provide effective feedback to users, it is important to identify what aspects of their sketches they should work on to improve their sketching ability. After consulting with several domain experts in sketching, we came up with several classes of features that could potentially differentiate expert and novice sketches. Because improvement on one metric, such as speed, may result in a decrease in another metric, such as accuracy, the creation of a single score may not mean much to the user. We attempted to create a single internal score that represents overall drawing skill so that the system can track improvement over time and found that this score correlates highly with expert rankings. We gathered over 2,000 sketches from 20 novices and four experts for analysis. We identified key metrics for quality assessment that were shown to significantly correlate with the quality of expert sketches and provide insight into providing intelligent user feedback in the future.

The automotive seat market is positioned to significantly grow over the next five years. Research into how sensor implementation in every day driver cars can enhance driver wellness is becoming increasingly popular and visible in the automotive seat industry. However, in the competitive race car industry, drivers prioritize driving ability over wellness. To further examine this phenomenon, the Human-Machine Interaction Lab at the Georgia Institute of Technology took a unique approach to developing strong use cases for implementing sensor technology to improve driving ability for race car drivers by combining qualitative and quantitative research data obtained through modern design research and planning methodology. Following a process relying heavily on user-centered design methods, the authors developed a business case concept for a sensor-based seat accessory that acts as a competitive racer’s driving coach that is able to identify the mechanics of braking, turning, and accelerating through pressure sensors in the driver’s seat pan surface. This technology allows drivers to precisely understand when and how hard to brake, turn, or accelerate out of turns, thus reducing heat times and financial burden for drivers.

We examined the user experience issues that will arise with the introduction of autonomous driving including the attention-activity changes. We then introduced a more comprehensive design space to optimize the opportunities for human interaction with examples to meet the changes in the vehicle and the associated transportation service.

Free-hand sketching is an essential skill for engineering communication and visualization. Sketching provides many benefits to engineers. This paper compares two approaches for teaching engineers to sketch. The traditional engineering approach was compared with an approach borrowed from industrial design, which emphasizes learning to sketch in perspective. The Perspective approach was expected to provide greater free-hand sketch ability and sketching confidence, but its impact on spatial visualization has not been explored. Pre- and post-course evaluations measured design self-efficacy and spatial visualization using the Revised Purdue Spatial Visualization Test and the Mental Rotation Test (MRT). Both sketching approaches improve MRT scores but had no differences between the groups. For initially low scoring students, similar trends are observed as when comparing the full sample size. The results show that the Perspective approach adds additional free-hand sketching skills while preserving the critical impacts on spatial visualization. Across the course, for both groups, design confidence and expected success both increased with reduced anxiety about doing design. The Perspective approach is as effective as the Traditional approach while also including additional skills in the same amount of course time.

The ability to visually communicate ideas and the willingness to generate free-hand sketches are critical skills for engineers. With the advent of CAD, schools no longer teach drafting, prompting a concern over the lost art of free-hand sketching. Recent empirical data from senior design indicates they do not sketch until forced to do so and this agrees with much anecdotal data. This paper describes a novel approach to teaching sketching in a freshman CAD course using an industrial design methodology during the first six weeks of the semester. As expected, sketching skills improved, but there was concern that this may be at the expense of spatial visualization skills typically taught through isometric drawing. Spatial visualization skills are critical for engineers and have been linked to success in engineering programs. The current study measured spatial visualization skills at three points during the freshman CAD course. The industrial design approach to perspective sketching led to significant improvements in spatial visualization scores that were not statistically different from the more traditional approach within engineering. Overall, it was the sketching portion, not the CAD, that significantly improved the students' spatial visualization scores. Including free-hand sketching in engineering not only improves sketching ability, but also improves the spatial visualization skills crucial for success in engineering in a way that CAD alone does not.

Through five years of previous NSF-sponsored research working with engineering education programs and major U.S. Corporations, we have identified the most important characteristics of engineering innovators (across and in each phase of the innovation process) and validated a new instrument (ABAKAS = Assessment of Behaviors, Attitudes, Knowledge, Attributes, and Skills) to assess them. In our context, an innovation is a product, process, or concept that has been discovered, developed, and implemented in a sustainable manner in a community. The innovation process is therefore defined to have a beginning (discovery), a middle (development) and a completion phase (implementation). Claims on how to create innovations or be more innovative are as popular as diet plans, but these claims are not connected by evidence to engineering student learning experiences and outcomes. Courses with titles like `Innovation and Creativity for Engineers' have not provided assessment evidence that these courses positively impact or enable the characteristics that we now know comprise engineering innovativeness. Our key research question is: What is the impact of Creativity/Innovation courses and their ilk (individually or as a sequence) on the engineering innovativeness characteristics of engineering students?

Having quality line work is a fundamental skill for designers, architects, and engineers to have when sketching concepts and ideating. Construction lines and perspective lines often form the basis of complex three-dimensional forms in a drawing, and if these lines are ambiguous or poorly drawn, the entire foundation of a drawing can be significantly weakened. We introduce a novel sketch-based game called ZenSketch that encourages quality freehand line work through engaging gameplay. The game utilizes gesture-based sketch recognition and translates features of line work into unique game mechanics. Our evaluation showed that the game was designed well and could improve the player's line work in the dimensions of accuracy, smoothness, and speed.

From improving spatial visualization skills to concept generation, sketching is both a useful practice and a powerful tool for engineering designers. The method of teaching free-hand sketching in engineering courses has changed little in recent decades as CAD programs become more prevalent. This paper discusses a new method of teaching free-hand sketching in engineering design using pedagogy borrowed from Industrial Design curricula focusing on perspective sketching. An experiment comparing pre- and post-course sketches shows how the perspective method and more traditional method of teaching sketching impact students' sketching ability. The experiment finds that students in the perspective-based sketching course are more likely to improve their sketching ability over the course of the semester. Observing improvements in sketching ability could lead to observations in correlations between sketching ability and other necessary skills in engineering design. These observations could greatly impact our understanding of successful designers and how to train students in engineering design courses.

Design sketching is a powerful tool for expressing ideas from pen and paper effectively and becoming a more well-rounded communicator. Sketching instructors conventionally employ pen and paper in their classrooms to convey these fundamentals to students. However this traditional approach limits the bandwidth and capability of instructors to give timely and individualized feedback. An intelligent tutoring system can leverage the knowledge of domain expert design sketching instructors so that students can practice and receive real-time feedback outside of classroom hours. Our system leverages consulted instructor insights and observed pedagogical practices of an active university design sketching curriculum, and applies them in a mastery-based progression of exercises that utilize sketch recognition to give real-time feedback. An evaluation of our system's usability in a class of engineering students studying design sketching showed that it performed very well, was seen by the students as a motivating and intuitive practice tool, and allowed the students to improve the accuracy and speed of their sketches.

As Computer-Aided Design software has become more advanced, the use of hand-drawn engineering drawings has greatly diminished. This reduction has led to free-hand sketching becoming less emphasized in engineering education. While many engineering curriculums formerly included courses dedicated entirely to sketching and hand drafting, these topics are no longer addressed by most current curriculums. However, it has been observed that sketching has many benefits including improved communication in the design process, idea generation exercises, and visualizing design ideas in three-dimensional space. While isometric sketching has long been the preferred method in engineering curriculums, there are benefits of teaching perspective sketching including the creation of more realistic sketches for communication and idea generation.This paper presents the development of a perspective based sketching curriculum and the study of how this method compares to more traditional methods of teaching sketching to students in a freshman level engineering graphics course.The results show that the perspective-based sketching method leads to equivalent gains in spatial visualization skills and final design self-efficacy as the traditional method of teaching hand sketching. While maintaining these skills, the new method also taught students additional skills. Through surveys and interviews, the students expressed that these skills would be useful to them in their future coursework and careers.

Numerous studies have found sketching to be a useful skill for engineers. Sketching has been found to improve spatial visualization skills and help increase creativity in the design process. Therefore, in recent semesters, there has been a push to further develop the sketching instruction at Georgia Tech. This development has included introducing different methods of sketching, such as perspective sketching, and introducing new tools, such as sketch-based online tutoring applications. However, a consistent, trusted method to accurately evaluate students’ sketching ability does not yet exist. This study outlines the first steps taken to create a rubric that can be used to create consistent evaluations of students’ sketching abilities. A reliable and valid rubric will allow for evaluation of different methods of sketching education as well as to help to determine the links between sketching ability and other skills such as design reasoning, creativity in idea generation, and self-efficacy.

Design sketching is an important and versatile skill for engineering students to master in order to translate their design thoughts effectively onto a visual medium, whether it is to proficiently produce hand-drawn sketches onto paper, seamlessly interact with intelligent sketch-based modeling interfaces, or reap the various educational benefits associated with drawing. Traditional instructional approaches for teaching design sketching are frequently constrained by the availability of experienced human instructors or the lack of supervised learning from self-practice, while relevant intelligent educational applications for sketch instruction have focused more on assessing users' art drawings or cognitive developmental progress. We introduce PerSketchTivity, an intelligent pen-based computing educational application that not only teaches engineering students how to hone and practice their design sketching skills through stylus-and-touchscreen interaction, but also aiding their motivation and self-regulated learning through real-time feedback. From the qualitative results of our usability tests of our application from eight university student participants of varying skill levels and disciplines, we observed that participants well-rated the usability of the application while also providing valuable feedback to improve the application even further.

Design sketching is an important and versatile skill for engineering students to master. Through it, students translate their design thoughts effectively onto a visual medium, whether to produce hand-drawn sketches onto paper, seamlessly interact with intelligent sketch-based modeling interfaces, or reap the advantages of educational benefits associated with drawing in general. Traditional instructional approaches for teaching design sketching are frequently constrained by the availability of experienced human instructors or the lack of supervised learning from self- practice, while relevant intelligent educational applications for sketch instruction have focused more on assessing users' art drawings or cognitive developmental progress. In this paper, we introduce an intelligent pen-based computing educational application that not only teaches engineering students how to hone and practice their design sketching skills through stylus-and-touchscreen interaction, but also aide their motivation and self-regulated learning through real-time feedback.