hcdi motivation presentation
DESCRIPTION
Presentation to the Human Centred Design Institute at Brunel University, London. Talking about some of my MPhil in Design Research work and presenting a framework of Motivation in Design, to support the design of intrinsically motivating products, systems and servicesTRANSCRIPT
HCDI SEMINAR - 8TH DECEMBER 2009
designresearch
Towards a convergent model of motivation in the design
[A WORK IN PROGRESS]
Fergus Bisset
Hello and Welcome!
HCDI SEMINAR - 8TH DECEMBER 2009
A design researcher in the School of Engineering and Design, here at Brunel.
Who am I?
HCDI SEMINAR - 8TH DECEMBER 2009
What am I doing?
Working with Mark Young on the
Public Engagement Exhibitionhttp://www.realdesign.orghttp://designmuseum.org/exhibitions/2009/2009-ergonomics-real-designhttp://news.bbc.co.uk/1/hi/magazine/8363862.stm
HCDI SEMINAR - 8TH DECEMBER 2009
Completing a MPhil in Design Research in the School of Engineering and Design exploring:
‘Intrinsically Motivating Design’
And in my spare time!
HCDI SEMINAR - 8TH DECEMBER 2009
“to seek to make explicit the ideas and methods that are otherwise implicit in design practice, design education and design studies.”
(Carnegie Mellon University, 2007)
What is design research?
HCDI SEMINAR - 8TH DECEMBER 2009
“The development of a concept map, or framework that seeks to visualise the role of motivation within the design and use of products, systems and services.”
Which in practice means...
HCDI SEMINAR - 8TH DECEMBER 2009
“Motivation is the energisation and direction of human behaviour”
(Reeve, 2005)
Why motivation?
Energisation
Direction
HCDI SEMINAR - 8TH DECEMBER 2009
As designers how can we better understand the energisation and direction of users?
Or encourage users to understand what energises and directs themselves?
Why motivation?
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
What energises and directs this behaviour?
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
Is it different from what energises & directs this behaviour?
HCDI SEMINAR - 8TH DECEMBER 2009
To design more motivating and engaging products, systems and services for everyone.
But how does this relate to the aims of design research?
This insight will hopefully will enable designers...
INTRINSIC PROCESSES
INTUITIVETHINKING
EXTRINSICPROCESSES
ANALYTICTHINKING
100%VALIDITY
100%RELIABILITY
http://www.aiga.org/content.cfm/video-makethink-2009-martin
DESIGNTHINKING
‘Design Thinking - The Next Competitive Advantage’ (Martin, 2009)
100%VALIDITY
100%RELIABILITY
INTRINSIC PROCESSES
EXTRINSICPROCESSES
THEORETICAL EMPIRICAL
DESIGNTHINKING
“intrinsic motivation largely escapes the traditionally object-centred scienti�c research
methods.” (Krippendorf, 2004)
100%VALIDITY
100%RELIABILITY
DESIGNTHINKING
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
THEORIES / IDEAS
PRODUCTS /ARTEFACTS
“design thinking is about the creation of choices”
(Brown, 2009)
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
INDIVIDUAL
SOCIETY
THEORIES PRODUCTS
It’s also about being able to scale your design thinking...
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
INDIVIDUAL
SOCIETY
THEORIES PRODUCTS
MYSTERY
HEURISTIC
ALGORITHM
Martin’s “Knowledge Funnel”
Suri-IDEO Design Synthesis Model
http://www.dubberly.com/articles/interactions-the-analysis-synthesis-bridge-model.html
HCDI SEMINAR - 8TH DECEMBER 2009
the nature of the creative process and design thinking. ACAD isa leading centre for education and research, and a catalyst for creative inquiry and cultural development.
Please send comments about this model to [email protected].
Dubberly Design Office prepared this concept map as a projectof the Institute for the Creative Process at the Alberta College of Art+Design. The Institute exists to focus and organize activities, enterprises, and initiatives of ACAD with regard to the cultivationof dialogue, research, and special projects that directly address
Design and writing by Hugh Dubberly and Shelley Evenson Research by ACAD faculty Vera Gartley, Wayne Giles, Walter May, and Justin WaddellCreative direction by Jack Chung, Robin Bahr, and Paul Pangaro
Copyright © 2009Printed in Canada
The creative process is startlingly similar to the quality cycle (Shewart, 1939), popularized in business circles by the quality management movement (Deming, 1982).
The creative process plays an important role in the arts, design, science, and the professions (medicine, engineering, law, and business). It has many analogues and synonyms.
Like a self-regulating system, the creative process is a classic feedback loop. Measure an essential variable;compare it to a goal; and act to eliminate any difference.
Forming a hypothesis is a special type of creative act. Framing the creative process as “experimenting” showsthe close tie it has with the domain of science.
When physicians meet patients, they begin by taking a history and examining the patient; tests may be indicated, which contribute to a diagnosis, which indicates therapy.
The design process viewed as “problem solving” (Jones, 1976), problem seeking” (Peña, 1987) or “turning existing situations into preferred” (Simon, 1969) is a variation on the creative process.
“Interaction (with computers or the wider world) answers three questions: What do you sense? (feel?) How do you learn + plan? (know?) How do you change things? (do?) (Verplank, 2000).
Dubberly Design Office2501 Harrison Street, #7San Francisco, CA 94110415 648 9799
Institute for the Creative Processat the Alberta College of Art+Design1407-14 Ave NWCalgary, AB CanadaT2N 4R3403 284 7670
implem
ent
iterateillum
inateincubate
prepare
analyze
evaluate
synthesize
examine
treat
diagnose
observation
experiment
hypothesis
check do
plan
measure act
compare
feel? do?
know?
through conversations w
ith experience + valuesdraw
ing on a repertoire of fram
es + metaphors
to understandwhat people wanthow culture is evolving
to integrateby seeing patternsby building consensus
boundaries + issues
characters + stories
maps + modelsou
tline
s +
prot
otyp
esth
umbn
ails
+ s
ketc
hes
min
iatu
res
+ w
irefra
mes
criteria + goals
definitions + hypotheses
insights + concepts
through conversations
with context + constituents
drawing on shared
language + experience
with at
tent
ion
actin
g with
resp
ect +
mind
fulne
ss
cont
ribut
ing pa
ssion
+ en
ergy
with op
enne
ss
liste
ning +
lear
ning
from ot
her p
eople
+ cu
lture
s
through conversations
with tools + materials
drawing on muscle memory
and “being in the flow”
to searchworking quickly + iterating
taking advantage of accidents
to envisionimagining the future and making it tangible
explaining what it might mean
the creative process
quality cycle self-regulating system scientific method clinical process design process interaction loop
Reflection begins as a conversation with oneself.
It considers experience and values.And it fram
es the situation—or selects a m
etaphor to explain it—w
hich must then be shared w
ith other people.
Observation begins as a conversation with others.
Participants who are not part of the constituents’ community must learn the culture and language.
First you’re on the outside looking in; slowly you immerse yourself; then you can step back and reflect.
Where are we? Who is here? What are they doing? (What are we doing?) W
hat’s important here? Why?
Ethnographers (and designers) have developed several frameworks to aid this conversation.
Robinson’s AEIOU framework: activity, environment, interaction, object, user
Kumar’s POEMS framework: people, objects, environments, messages, services
Rothstein’s Ax4 framework: actors, activities, artifacts, atmosphere
Making also begins as a conversation with oneself.
As it continues it in
creasingly involves others.
Generative research intersects reflecting + making.
The main task of generative research is to come up with ideas.
The goal is to build a shared understanding of the desired situation.
Exploratory research intersects observing + reflecting.
The main task of exploratory research is to “map the terrain.”
The goal is to build a shared understanding of the current situation.
At first, the current situation may be new;
as work proceeds and the process iterates,
exploratory research may also involve observing how constituents
react to newly created artifacts or “design probes.”
Eval
uativ
e re
sear
ch in
ters
ects
mak
ing
+ ob
serv
ing.
The
mai
n ta
sk o
f eva
luat
ive re
sear
ch is
to d
eter
min
e w
here
pro
toty
pes f
ail t
o liv
e up
to e
xpec
tatio
ns.
The
goal
is to
keep
the
proc
ess o
n co
urse
.
a m
odel
of
Sometimes the goal is not clear. Participants don’t always agree on how to define the problem. Such cases require a new frame, a new generative metaphor (Schön, 1990), or a new articulation of the essential question.
Agreeing on goals may require iteration—may involvea feedback loop. Several levels of loops may be nested:a listing of assumptions and a first approximation of a solutiona primary process for refining the solutiona process for agreeing on the goal of the primary processa process for improving the process of agreeing on the goal
This “boot-strapping” process (Engelbart, 1962) is a sign of learning systems and organizations (Argyis + Schön, 1978).
The creative process is not just iterative; it’s also recursive.It plays out “in the large” and “in the small”—in defining the broadest goals and concepts and refining the smallest details.It branches like a tree, and each choice has ramifications, which may not be known in advance. Recursion also suggestsa procedure that “calls” or includes itself. Many engineers define the design process as a recursive function:discover define design develop deploy
The creative process involves many conversations—about goals and actions to achieve them—conversations with co-creators and colleagues, conversations with oneself. The participants and their language, experience, and valuesaffect the conversations.
Conversations about wicked problems especially benefit from—and may require—a variety of views. Some of these viewsform a habit of engaging (or observing, reflecting, and making)often called “design thinking.” It might be thought of moreaccurately as a set of lenses on design conversations or creative conversations. These lenses provide perspective beyond the immediate focus of the conversation or process:attentionopenness
The quality of the conversations is largely responsible forthe outcome of the process. The quality of the resulting product reflects the quality of the creative process—and the curiosityand determination of the participants.
understandingintegration
--
searchingenvisioning
----
--
The creative process is classically described (Wallas, 1926) aspreparation incubation illumination verification
Businesses often describe the process as research development execution
These models suggest a tidy, linear structurebeginning middle end
Simple sequences sound manageable, even predictable.They promise tasks we can schedule and budget. That makesthem appealing to people who run organizations and worry about minimizing uncertainty and risk. But the creative process resists planning; it’s not a recipe, script, or formula. (How could it be?) In practice, the process is messy, iterative, and recursive.
Framed as a sequence, it’s a plan for achieving a goalready aim fire
Yet a first shot doesn’t always hit the target. Achieving a goal may require a few tries; it may require iteration. Iteration is a looping process, using feedback from earlier attempts toconverge on a goal. Iteration enables participants to calibrate, correct mistakes, build on accidents, add and remove detail, and improve skills through practice.
The creative process is less like a line and more like a loop: observe reflect make observe reflect make . . .
The process need not begin with observing; it may beginwith any step. Boundaries between the steps are not rigid.Each activity continues throughout the process, e.g.,making also involves reflecting and observing.observe reflect make observe reflect makeobserve reflect make observe reflect makeobserve reflect make observe reflect make
If the goal is clear—if we have agreed on how we define aproblem, as in a math problem—then solutions may be implied.And we know when to stop. If the goal is less clear, deciding when to stop requires judgment.
But some problems are “wicked” (Rittel, 1969). Their definition depends on point of view; participants can always broadenor deepen their understanding and improve their solutions. For such problems, starting and stopping are arbitrary and external to the process. It ends only when we “run out of time, money, or patience” (energy, will, or gumption).
exploratoryresearch
eval
uativ
ere
sear
ch
generative
research
Once an idea has been hatched and refined,it must still make its way into the world.Communicating the idea to othersand building consensus for adoption are part of the innovation processbut may lie outside the core creative process.
Passing on responsibility to others—leaving a legacy—is the final step in the larger process.
Some steps essential to the creative process lie outside its core.
Accepting responsibility for the task and preparing tend to be one-time, upfront tasks.
In the middle, the process as sequence may take a detour and iterate in a loop.
Many creative people have saidthat their best ideas came (illumination)after putting aside a problem and letting it incubate.
--
observe
make
reflect
“By showing everything—the forest and the trees—in a single view,concept maps help people create mental models and clarify thoughts.”
“We create concept maps to share understanding”
http://www.dubberly.com/concept-maps
Concept Mapping...HCDI SEMINAR - 8TH DECEMBER 2009
HCDI SEMINAR - 8TH DECEMBER 2009
To help visualise my background research and develop a intrinsic motivation heuristic
Indicating its relationship with established models of the design and use of products, systems and services.
Concept Mapping...
HCDI SEMINAR - 8TH DECEMBER 2009
Put another way...
A framework to help illustrate and communicate the otherwise ‘intangible’ value of intrinsic motivation.
Concept Mapping...
“Explaining human behavior in
all its complexity is a di�cult task. It can be approached at many
levels,from concern with
physiological processes at one extreme to
concentrationon social institutions at
the other.”(Ajzen, 1991)
SOCIETY
INDIVIDUAL
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
PHYSICAL
SOCIETY
SENSATIONAUTONOMY
ORGANISATION
COGNITION
“Social and personality psychologistshave tended to focus on...the fully
functioning individual whose processing of available information
mediates the e�ects of biological and environmental factors on behavior.”
(Ajzen, 1991)RELATEDNESS
COMPETENCE
PHYSICAL
SOCIETY
SENSATION
ORGANISATION
COGNITION
Indeed designers too have tended to focus on these same fully functioning
individuals “whose processing of available information mediates the
e ects of biological and environmental factors on behavior.”
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
PHYSICAL
SOCIETY
SENSATION
ORGANISATION
COGNITIONINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
ProductDesign
InteractionDesign
Social / Service /Participatory
Design
ORGANISATIONAL
COGNITIVE
SENSATION
SOCIETY
Ergonomists, long proponents of ‘human centred design’ and who seek to “understand and support the role of the human in complex socio-technical systems” have also adopted this model:
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
(IEA, 2009)
PHYSICAL
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVE
And even design disciplines that have specialised in or grown up in support of more ‘universal’ approaches such as
Inclusive Design, have also adopted this ‘extrinsic perspective’.
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
(Coleman, 2007)
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVE
The exception to this might well be the Scandinavian Participatory Perspective
INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Scandinavian Participatory Approaches (Ehn, 1988 in Holmlid, 2009)
3
unions in several Scandinavian countries in the 1960s and 1970s [2]. Participatory design attempts to involve those who will become the “users” throughout the design development process to the extent that this is possible. A key characteristic of the participatory design zone is the use of physical artifacts as thinking tools throughout the process, common among the methods emanating from the research-led Scandinavian tradition.
The design and emotion bubble emerged in 1999 with the fi rst Design and Emotion Conference in Delft, the Netherlands. It represents the coming together of research-led and design-led approaches to design research. Today it is a global phenomenon, with practitioners as well as academics from all over the world contributing to its development. Interested readers can learn more about it at the website of the Design and Emotion Society (www.designandemotion.org).
The critical design bubble (in the top left corner) is design-led, with the designer playing the role of the expert. The emergence of this bubble came about as a reaction against the large user-centered zone, with its overwhelming focus on usability and utility. Critical design evaluates the status quo and relies on design experts to make things that provoke our understanding of the current values
Figure 2Map of design research—research types
people hold. Critical design “makes us think”[3]. Cultural probes is a methodology in the critical design bubble [4]. Probes are ambiguous stimuli that designers send to people who then respond to them, providing insights for the design process. Probes are intended to be a method for providing design inspiration rather than a tool to be used for understanding the experiences of others.
The generative design bubble (in the top right corner) is design-led and fueled by a participatory mind-set. Generative design empowers everyday people to generate and promote alternatives to the current situation. Generative tools is a methodology in the generative design research bubble. The name “generative tools” refers to the creation of a shared design language that designers/researchers and the stakeholders use to communicate visually and directly with each other. The design language is generative in the sense that with it, people can express an infi nite number of ideas through a limited set of stimulus items. Thus, the generative tools approach is a way to fi ll the fuzzy front end with the ideas, dreams and insights of the people who will be served through design [5].
ParticipatoryDesign
Human Factors+ Ergonomics
UsabilityTesting
AppliedEthnography
User-CenteredDesign
Design + Emotion
Critical Design
Lead-UserInnovation
ContexualInquiry
Cultural Probes
GenerativeDesign Research
GenerativeTools
“Scandinavian”Methods
Design-Led
Research-Led
Expert Mindsetusers” seen as subjects(reactive informers)
“
Participatory Mindsetusers” seen as partners(active co-creators)
“
An Evolving Map of Design Practice and Research (Sanders, 2008)http://www.dubberly.com/articles/an-evolving-map-of-design-practice-and-design-research.html
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVE
In my research I’m interested in building an integrated framework that incorporates these ways of thinking.
As the old saying goes if you want to increase participation and cooperation,
build bridges, not more islands.INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Esteem Needs
Belonging
Safety
Physiological Needs
Maslow’s Hierarchy of Needs(Maslow, 1943)
Self Actualisation
HCDI SEMINAR - 8TH DECEMBER 2009
“the study of crippled, stunted, immature, and unhealthy specimens can yield only a cripple psychology and a cripple philosophy.”
(Maslow, 1954)
Perhaps its little wonder...
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
Types of Systems
http://www.dubberly.com/articles/what-is-interaction.html
HCDI SEMINAR - 8TH DECEMBER 2009
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Closed Loop Model of Human Needs (Trendbüro, 2007)http://www.slideshare.net/TrendBuero/identity-management-manifesto-presentation
PHYSIOLOGY
SAFETY
SOCIALRECOGNITION
SOCIAL RELATIONS
SELFACTUALISATION
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Closed Loop Model of Human Needs (Trendbüro, 2007)http://www.slideshare.net/TrendBuero/identity-management-manifesto-presentation
PHYSIOLOGY
SAFETY
SOCIALRECOGNITION
SOCIAL RELATIONS
SELFACTUALISATION/
CREATIVITY
Types of Systems
http://www.dubberly.com/articles/what-is-interaction.html
HCDI SEMINAR - 8TH DECEMBER 2009
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Motivation as Self Interest - (Thrasymachus, 4BC)
Hedonism“Approach and Avoidance”
“Pinball User”
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
(Socrates, 4BC)
Motivation as a Judgement“people will do the right thing as
long as they could agree what it is”
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Leviathan - (Hobbes, 1647)
Types of Systems
http://www.dubberly.com/articles/what-is-interaction.html
HCDI SEMINAR - 8TH DECEMBER 2009
Concept of Causality
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Kant - (Kant, 1647)
Types of Systems
http://www.dubberly.com/articles/what-is-interaction.html
HCDI SEMINAR - 8TH DECEMBER 2009
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Self Determination Theory (Deci and Ryan, 1985, 2000, 2004)
(Self Re�ection, Independence, Empowerment)
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Self Determination Theory (Deci and Ryan, 1985, 2000, 2004)
(Socialisation, Care and Concern for and from others)
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Self Determination Theory (Deci and Ryan, 1985, 2000, 2004)
(Feelings of e�cacy, self control and accomplishment)
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
What energises and directs this behaviour?
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
Is it different from what energises & directs this behaviour?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVE
In my research I’m interested in building an integrated framework that
incorporates established ways of thinking and exposes the intrinsic facets of human behaviour within
them.
As the old saying goes if you want to increase understanding, build bridges,
not more islands.INTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
“If you want new ideas, read old books.”Ivan Pavlov
Proof if that...
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
ERG Theory (Aldefer, 1972)
Existential Needs
Relatedness Needs
Growth Needs
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Physical
Social
Cultural
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
Situated Cognition (Seely-Brown, 1989)
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
SRK Framework, (Rasmussen, 1990)
SKILL
RULE
KNOWLEDGE
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
Hierarchical Model of Intrinsic Motivation (Valerand, 2001)
A�ective
Cognitive
Behavioural
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
Hierarchy of Complexity (Moggeridge, 2007)
Sociology
Psychology
Physiology
Anthropometry
Ecology
Anthropology
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
ProductDesign
InteractionDesign
Social / Participatory
Design
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
To make things more:- useful?- usable?- sociable?
by consequence...- more sustainable?- more intrinsically motivating - possess more ‘intrinsic’ value
So how have I been using this?
HCDI SEMINAR - 8TH DECEMBER 2009
In the same way athlete’s monitor their physiology to sustain their performance -
I’ve been exploring how this understanding of physiology could be integrated into to the design of public services...
Physiological Blueprinting
HCDI SEMINAR - 8TH DECEMBER 2009
Can this sort of data then be embedded in service blueprints and customer journey maps to indicate not only the actions and (extrinsic) system processes
but also the user (intrinsic) regulatory and affective responses throughout the customer journey.
The data...
http://www.flickr.com/photos/brandonschauer/3363169836/sizes/o/
HCDI SEMINAR - 8TH DECEMBER 2009
An example of a service blueprint...
http://www.flickr.com/photos/brandonschauer/3363169836/sizes/o/
HCDI SEMINAR - 8TH DECEMBER 2009
An example of a service blueprint...
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
Blueprint+ v4.3
Customer
Media-Touchpoint
Time Indicator
Rol
e 1
Rol
e 2
Rol
e 3
Rol
e 4
Waitress
Cook
Manager
+
–
+
–
+
–
+
–
Fail Line
Emotions
Costs
Variable 1
Media-Touchpoint
Media-Touchpoint
Media-Touchpoint
Tabl
e R
eser
vati
on O
nlin
e
00:0
0
15:0
0
00:0
0
02:3
0
03:3
0
07:0
0
08:0
0
09:0
0
15:0
0
35:0
0
35:3
0
37:0
0
38:3
0
41:0
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Analysis/tracking variable lines
HCDI SEMINAR - 8TH DECEMBER 2009
http://www.service-design-network.org/sites/default/files/media/Andy%20Polaine.pdf
Great work on this by Andy Polaine at Luzern...
HCDI SEMINAR - 8TH DECEMBER 2009
My trip to Sainsburys supermarket
Backstage
/ Invisible
Actions
Support
Processes
Physical or
Temporal
Process of
Engagement
Customer
Actions
/Interactivity
Onstage
/Visible
Artefacts
LINE OF INTERACTION
LINE OF INTERNAL INTERACTION
LINE OF VISIBILITY
HCDI SEMINAR - 8TH DECEMBER 2009
Can also be mapped like this:
Service Blueprints
HCDI SEMINAR - 8TH DECEMBER 2009
Looking at a user’s physiological response...
And in the case of this research...
HCDI SEMINAR - 8TH DECEMBER 2009
Autonomous Nervous Regulation....
And in the case of this research...
HFLF
HF
LF HF
LF
HCDI SEMINAR - 8TH DECEMBER 2009
This is definitely at the ‘intuitive’ end of of the design research spectrum at the moment...
And it is an attempt to map the underlying (regulatory) motivational processes of the user as they interact with services.
But the framework can also act as a lens to analyse more established products and services...
Underlying physiological basis of motivation...
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
How could the exhibition be made more motivating and engaging?
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
How about an Ergonomics app?
“foursquare for Ergonomics engagement?”
- a mobile app that alerted you to everyday examples of Ergonomics?
Is an exhibition the best way to engage people with Ergonomics?
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
HCDI SEMINAR - 8TH DECEMBER 2009
Adding game theory (and social connectedness) to everyday life
http://www.mobilemonday.nl/talks/dennis-crowley-foursquare/
If you want to find out more about...
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
http://www.horsepowergame.com/hpc2/#gamehttp://www.tellart.com/#horsepower-challenge
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
http://service.engagement.ac
http://service.engagement.ac
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
https://uservoice.com/
Useful?
Usable?
Sociable?
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEEXTRINSIC‘DEMANDS’
INTRINSIC ‘NEEDS’
AUTONOMY
RELATEDNESS
COMPETENCE
HCDI SEMINAR - 8TH DECEMBER 2009
The Slide Heading
The Slide Content
350 million members (3rd biggest global population)
HCDI SEMINAR - 8TH DECEMBER 2009
Motivation is a dynamic (reciprocal) process that is at the root of all human behaviour.
Thus as designers if we seek to change behaviour we are dealing with motivation, whether we embrace it or not.
So to summarise...
“Doing this is a really important
to me...”
“I think it’s important to do this because...”
“I’d feel guilty if I didn’t do this properly...”
“I’m only doing this because I
have to...”
“I don’t know and I don’t care...”
“I love doing this and being
immersed in the process...”
SystematicStakeholders View of the Service
Stakeholders Engagement Within the Service
Motivational Design Personas with Internally Regulated and Empowered States v0.1 by Fergus Bisset (2009), based on work by Ryan and Deci (2000)
This diagram is intended as a tool to help visualise the role of motivation in determining stakeholders attitudes towards and
empowerment within a product or service environment.
Extrinsic Motivation
Empathetic
Analytic Synthetic
Amotivation
Why?
How?
Intrinsic Motivation
“Helping people is really important...”
“I’ll help you even though it’s a problem with the
system...”
“I can go ask the person who makes the decisions...”
“Someone else makes the
decisions...”
“Decisions are nothing to do with
me...”
“I really like helping people to
enjoy the experience as
much as I do...”
HCDI SEMINAR - 8TH DECEMBER 2009
Everyone is motivated to some extent...
HCDI SEMINAR - 8TH DECEMBER 2009
Motivation research (and the world) has moved on a lot since Maslow.
And the opportunities for integrating elements of motivational design are increasing exponentially with new technologies and sensors...
So to summarise...
HCDI SEMINAR - 8TH DECEMBER 2009
ProductDesign
InteractionDesign
Social / Participatory
Design
PHYSICAL
SOCIETY
SENSORY
ORGANISATION
COGNITIVEINTRINSIC ‘NEEDS’
EXTRINSIC‘DEMANDS’
AUTONOMY
RELATEDNESS
COMPETENCE
But it is a work in progress...
HCDI SEMINAR - 8TH DECEMBER 2009
designresearch
What do you think?
email: [email protected]
blog: http://www.fergusbisset.com/blogtwitter: http://twitter.com/fergusbissetfriendfeed: http://friendfeed.com/ferg
Thank you very much!HCDI SEMINAR - 8TH DECEMBER 2009
HCDI SEMINAR - 8TH DECEMBER 2009
My Bloghttp://www.fergusbisset.com/blog
Motivational Design - From an Italian Research Grouphttp://www.slideshare.net/Gian/mode-motivational-design-motivational-hooks-2290190
Social Usability - From an Italian Research Grouphttp://www.slideshare.net/Gian/social-usability-mode
Further Relevant Links...