Aaltodoc Repository :: Browsing by Author "Leinonen, Teemu"

Browsing by Author "Leinonen, Teemu"

Now showing 1 - 20 of 94

3D Printing in the Wild: Adopting Digital Fabrication in Elementary School Education
(WILEY-BLACKWELL, 2020-08-01) Leinonen, Teemu; Virnes, Marjo; Hietala, Iida; Brinck, Jaana; Department of Media; Department of Art; Learning Environments research group
In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum-based and maker-oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School-coordinated 3D projects were not led by design experts, such as art and design teachers, designers, researchers or technical specialists, but run ‘in the wild’ by school teachers. The study was conducted by using an ethnographic research design, including field observations, non-formal interviews and a reflective questionnaire. The results indicate that, in the adoption of 3D printing activities, learning is centred on the technical skills and the usage of 3D tools. Hence, the elementary ABCs of 3D printing do not achieve the full design and creativity potential of digital fabrication that earlier research has suggested. However, the results do have implications for the potential of 3D printing projects to increase children’s empowerment. In their current state, 3D design and printing are some of the learning tools, among others, and similar achievements can be achieved with other hands-on learning technologies. In order to enhance the learning of creativity and design thinking skills, 3D activities in school should be planned accordingly.
A+ -palvelu. Kohti prosessiorientoitunutta ja opiskelijakeskeistä ohjelmoinnin opetusta
(2012) Krogius, Sonja; Leinonen, Teemu; Sopo, Sini; Department of Media; Median laitos; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
Sähköisten opetusympäristöjen historia on lyhyt, mutta poukkoileva. Viime vuosien aikana suljetut opetusympäristöt ovat joutuneet antamaan tilaa täysin avoimille oppimisympäristöille. Verkko-oppiminen nähdään nyt tiedon rakentamisena yhteiselle, avoimelle alustalle sekä vapaana ja avoimena tiedonjakona. Tällaisessa tilanteessa opiskelijan kyky hallita omia opintojaan ja ottaa aktiivinen rooli omassa oppimisessaan on tullut entistäkin tärkeämmäksi. Tämä opinnäytetyö käsittelee ohjelmoinnin opettamista A+ -palvelulla, joka on suljettu, sähköinen oppimissovellus. Pohdin opinnäytyössäni sitä, miten ohjelmoinnin opiskelua voi tukea A+ -palvelussa prosessiorientoituneen opetuksen periaatteita hyväksi käyttäen, ja miten suunnittelussa säilytetään opiskelijakeskeisyys. Lähestyin haastetta tutkimuslähtöisen suunnitteluprosessin avulla, jossa tutustuin suunnittelumaisemaan, ohjasin osallistavaa suunnittelua ja vetäydyin suunnittelemaan mahdollisia ratkaisuja suunnitteluhaasteeseen. Prototyyppien rakentelu ei sisältynyt opinnäytetyöhöni. Design-ratkaisuni koostuu kahdesta osasta: Toimintatavasta ja käyttöliittymäratkaisuista. Toimintatapana esitän, että prosessiorientoituneen opetuksen piirteitä pohditaan luotujen persoonien näkökulmasta. Tällä tavalla pystytään tunnistamaan persoonille ominaiset oppimisen haasteet, joihin design-ratkaisulla pyritään vastaamaan. Käyttöliittymäratkaisuissa esittelen suunnittelemani käyttöliittymäelementin, dashboardin, jonka avulla opiskelija voi suunnitella, seurata ja arvioida omaa opiskeluaan. Elementin avulla opiskelijalle annetaan mahdollisuus pohtia opiskeluaan tasolla, joka kehittää hänen metakognitiivisia taitojaan. Tämän otaksun suuntaavan hänen prosessointistrategiaansa kohti syväsuuntautuneisuutta. Suunnittemaisema johon tutustuin, oli suljettu korkeakoulutasoista opetusta antava kurssi, sen opiskelijat ja henkilökunta. Tästä huolimatta katson design-ratkaisuni olevan pienin muutoksin käyttökelpoinen ja hyödyllinen myös avoimissa oppimisympäristöissä.
Aalto Research Day 2013 : Proceedings
(Aalto University, 2013) Kauppi Katri; Kirschenmann, Karolin; Leinonen, Teemu; Pantouvaki, Sofia; Person, Oscar; Schwob, Alexandre (eds.); Kauppakorkeakoulu; School of Business; School of Arts, Design and Architecture; Taiteiden ja suunnittelun korkeakoulu
The Absent Peer – Non-users in Social Interaction Design
(2011) Greger, Sebastian; Salasuo, Mikko; Department of Media; Median laitos; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
This thesis aims to provide a framework for the consideration of non-users in the context of social interaction design (SxD), in particular for the design of social network sites (SNSs). It is based on the sociological perspective of symbolic interactionism. Positioning social interaction design as a practice within the discipline of interaction design, its goals are defined through a discussion on user value and worth-centred design. Existing research on the non-use of technologies is being reviewed and contextualised with SxD, coming to the conclusion that non-use is not a pathological state that needs to be corrected but a form of use that has to be accommodated by an SNS. The empirical research, presented as a diagnosis of the times, employs auto-ethnographic observations that are analysed applying an inductive Grounded Theory process. The emergent theory of “The Absent Peer” consists of two core concepts, presenting the network aspect and the sociality aspect that influence SNS concepts. Herein, the focus of the work is on the discovery of the impact of non-use rather than on its reasons. The theory is then set into relation with the practice of interaction design and a worth-centred model of value in HCI. Building on the insights from the study, this discussion presents the conceptual considerations required in order to create valuable SNS concepts that acknowledge non-use as a permanent and complex phenomenon of social reality.
Acquiring Confidence in Language through Games: Understanding the Potential of Game Design for Overcoming Foreign Language Anxiety
(2023) Eloranta, Jonna; Chumaira, Tania; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
Foreign language anxiety can pose a significant obstacle for the language learner. Anxiety and stress hinder learners' ability to engage with others using the target language. This thesis approaches foreign language anxiety from the perspective of a designer and explores the potential of game design, particularly video games, to mitigate foreign language anxiety in young adults and adults. Video games were chosen due to their potential as engaging educational tools, and they align with the trend of digitalization in language learning. Expert interviews form the primary research methodology for this thesis. Experts from both the education and gaming fields are interviewed. The purpose of the interviews is to map experts' perspectives on FLA, serious games, and digitalization in the Finnish context. The interviews aim to generate insights on how games are and could be used to mitigate FLA. The findings of the thesis emphasize safe learning spaces as the foundation for mitigating foreign language anxiety. However, the conception of such a space varies based on contextual factors, highlighting the complexity of the challenges designers must navigate when designing these spaces. The designer must consider the psychological, pedagogical, technological, and societal aspects of the design. As an outcome, this thesis presents a set of guidelines for a video game addressing foreign language anxiety. These guidelines are intended to function as a starting point, but further research into a more specific language-learning context would be necessary to design a game that fully meets the needs of its players.
The Aesthetic Significance of Augmented Reality Experiences
(2023) Rantamaa, Vera; Chumaira, Tania; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
This thesis explores the importance of paying attention to sensory stimuli when designing augmented reality (AR) experiences. While previous research has examined the sensory phenomena of AR experiences, little attention has been given to the concrete steps designers should take when designing these experiences. Therefore, the aim of this thesis is to establish a foundation for design steps that consider sensory elements, and to investigate the potential of AR in creating immersive and interactive art experiences that engage the senses, evoke emotions, and stimulate the viewer’s imagination. The research methodology combines a comprehensive literature review and expert interviews. The literature review examines existing research on the current and potential use of AR, its characteristics, and the sensory phenomena involved in AR experiences. Expert interviews provide practical insights and local perspectives from professionals working in the field of AR design and customer experience. The findings underline that AR is inherently a sensorial and aesthetic experience, offering new avenues for artistic expression and audience engagement. Sensory elements, including visual, auditory, and olfactory sensations, were found to enhance the immersive and interactive effects of AR experiences. Furthermore, the research highlights the commercial applications of AR, particularly in shaping the future of marketing and advertising through social media filters. The study contributes to the field of user experience design by providing concrete recommendations for designing aesthetic AR experiences. By considering sensory, cognitive value, and social value, designers can create memorable, engaging, and meaningful AR experiences. The research extends beyond the author, benefiting other designers seeking to incorporate AR into their design practices. The practical implications of this research extend to professionals in marketing, offering innovative ways to connect with audiences. For the future of marketing, AR provides new tools for brand engagement, fostering consumer connections and deeper levels of user engagement. The thesis concludes with practical recommendations and design steps for creating compelling AR experiences.
Artificial intelligence as relational artifacts in creative learning
(Taylor & Francis, 2023) Lim, Jeongki; Leinonen, Teemu; Lipponen, Lasse; Lee, Henry; DeVita, Julienne; Murray, Dakota; Learning Environments research group; Department of Art and Media; University of Helsinki; The New School; Northeastern University; Department of Art and Media
Artificial Intelligence (AI) has significantly advanced in creating professional-level media content. In creative education, determining how students can benefit without becoming dependent on them is a challenge. In this study, researchers conducted an exploratory experiment that positioned AI as a relational artifact to students in a series of drawing activities and examined the potential impact of affective relations with machines in socio-cultural creative learning. The resulting artifacts, observations, and interview transcripts were analyzed using the Consensual Assessment Technique and a grounded theory approach. The study's results indicate that the design professors reliably evaluated the student drawings as more creative than the AI drawings, but neither demonstrated a consistent increase in creativity. However, the presence of AI engaged the students to explore different approaches to artistic prompts. We theorize that AI can be mediated as a learning artifact for transformative creativity if the students perceive their relationship with AI as empathetic and collaborative.
Associate - documentation of a machine learning-based generative poetry artwork and reflections on the implications of generativeness in digital poetry
(2021) Havanto, Otso; Savolainen, Maija; Ruikka, Petri; media; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
Associate is a machine learning-based artwork created for Untitled Festival that generates poems based on the discussions and presentations recorded at the festival events. This thesis presents the artwork, describes its context as digital poetry, and explores the implications of generativeness in digital poetry. In addition, this thesis describes the technical background of the work and presents methods for natural language processing and text generation. For discussing interpretations of generativeness, this thesis presents an observation referred to as the perceived objectivity of generative poetry. The observation describes an approach to generative poetry from which one can interpret a distinct confidence in the legitimacy of the generative output compared to non-generative output. This thesis aims to provide perspectives on the aesthetics of generativeness by suggesting possible explanations for the observation. The observation is approached from the perspective of mechanical objectivity, as defined by Daston and Galison. The concept describes how an observation by a machine can be considered more truthful and objective than an observation by a human. The idea is applied to art by discussing Kant's conception of genius and Schiller's conception of nature. According to the interpretation presented in this thesis, a generative method can be seen to shift the justification of art from the mythical genius to the generative system itself, justifying the work as inevitable and objective. Also, the generative output can be compared to natural phenomena, which is examined in this thesis based on Schiller's conception of nature. Finally, this thesis compares the perceived objectivity described above with computing in general and notes that the consistency of automation is often equated with objectivity and fairness. The work aims to present the phenomenon and possible explanations of it in order to make the phenomenon more visible and a subject of critical examination in generative art.
Augmented reality sandboxes: children's play and storytelling with mirror worlds
(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2021-01-08) Leinonen, Teemu; Brinck, Jaana; Vartiainen, Henriikka; Sawhney, Nitin; Department of Media; Department of Art; Department of Computer Science; Learning Environments research group; Computer Science - Human-Computer Interaction and Design (HCID); Professor of Practice Sawhney Nitin; University of Eastern Finland
Augmented Reality (AR) technology has provided a new technological platform for 'mirror worlds', where layers of information, meaning, and functions are integrated with a digital twin of the real world. To explore mirror worlds, we designed and developed +Andscape, an interactive AR sandbox. In this conceptual and empirical case study, we observed children's (5-6-year-old, N = 16) collaborative play and storytelling with +Andscape. The qualitative content analysis from observational video-based data allows us to infer how children's play with the AR sandbox engaged their questioning and reflections of both the real world events and the computational mirror worlds. The use of the tool triggered children's imagination and opened for them a story world for exploration of current media events in a unique way. We conclude that when introducing mirror worlds, the focus should be on creative play, participation and storytelling through which the children can construct their own story worlds.
The building blocks of a UI sandwich: Examining the efficiency and the customization of design systems
(2019) Koivisto, Janne; Sirén, Ville; Department of Media; Median laitos; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
Design systems are everywhere. Designers working in the digital user interface industry in the 2010s cannot avoid bumping into them. Much of the discussion surrounding design systems arise from the efficiency gain to the team and customer. From a research standpoint, this thesis sets out to draw clear lines for design systems. As little to no academic research into design systems as a concept has been done, this thesis creates categorization method for design systems with examples. Also, this thesis shows what are seen as the foundations for design systems in the industry literature. This literature is studied in the historical context of other systematic design methods. Using design systems makes a common look and feel to multiple services and enables designers to quick-start their work with an existing asset bank. However, for designers working with multiple interfaces and visual styles, design systems can become a demerit and more of an obstacle than an enabler. Customization of design systems is still problematic as they are built with a single source of truth. This need for customization is tested out with a concept for designers – a sandbox in which designers can play around with concepts, customize them and quickly find them. The same concept is also tested with developers to gain insight into team work with systematic way of working in design. This thesis ends with a conclusion about how design systems serve designers and developers and outlines the systems’ benefits and limitations.
Climate tech: evaluation of technology in climate action with a lens of materiality and data justice
(2021) Batra, Gurden; Bhowmik, Samir; media; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
This thesis examines the ongoing climate crisis and the role technology plays in approaching the crisis. It first establishes a clear definition of the climate crisis and related terminology, provides evidence, highlights how grave the situation is, and what would be further repercussions if no major action is taken. Next, the thesis evaluates existing climate action work and its high reliance on technology as the main tool in the process. Technology and its dependence have been growing exponentially each year. The thesis points out some major problems and challenges with such dependence on technology- its material and emission cost, lack of equal access, extractive business models, and more such issues. The thesis offers ways to account for these problems through alternative solutions, institutional shifts, and guidelines and insights for the usage of technology in climate action projects. The research involves understanding existing literature and following closely ongoing work and projects. And entails practice-led research through the author’s work and projects with a climate action organisation called Dark Matter Laboratories. The thesis zooms into two main climate tech methods- monitoring and financing. Establishing what both methods are, reason of choice, problems, gaps, and possible solutions for improving them. The thesis focuses on two of the author's project work in the EU- Nature-based Solutions(NbS) and Retrofit. NbS focuses on the maintenance of urban city forests and the investment and monitoring systems needed to sustain the infrastructure. Retrofit project analyses the need for continuous maintenance of homes and residential areas to curb their high emissions. Both projects are centred around the use of technology and data, the thesis analyses how these projects tackle technology’s embedded challenges. Some of the alternate solutions being- forming a material registry, open shared standards, transparency, and community building. The projects are still in progress and evolving slowly. In conclusion, the thesis offers guidelines that can be used by anyone working on climate action through technology. The guidelines give a checklist and evaluation framework for before, during, and after states of a project to clearly understand the role of technology and addressing possible issues. The guidelines mainly focus on the usage of low-tech solutions, forming data trusts, embedding indigenous protocols in technology, and lastly the need for an institutional and society shift concerning technology.
Co-creation and co-design in technology-enhanced learning : Innovating science learning outside the classroom
(Scuola IaD, 2020) Durall Gazulla, Eva; Bauters, Merja; Hietala, Iida; Leinonen, Teemu; Kapros, Evangelos; Learning Environments research group; Department of Media; University of Dublin
Innovation in technology-enhanced learning (TEL) is a complex process that requires the active involvement of diverse actors. This paper elaborates on two design innovation approaches that call for the active involvement of stakeholders: co-creation and co-design. While co-creation and co-design are well aligned, they are rooted in different traditions. We argue that co-creation and co-design can contribute to TEL innovation, and we present a design research case based on a research and innovation project that uses co-creation and co-design to innovate in science learning outside the classroom. Based on a qualitative analysis of the project co-creation and co-design outputs, we elaborate on the key differences between co-creation and co-design and highlight the main implications these differences have for TEL innovation.
Co-Designing for Equity in Informal Science Learning
(2021-06-04) Durall Gazulla, Eva; Perry, Sophie; Hurley, Mairéad; Kapros, Evangelos; Leinonen, Teemu; Learning Environments research group; Trinity College Dublin; Department of Media
Informal science learning has great potential to engage diverse learners, but faces issues of persistent inequities. While systemic change is needed to address these issues at a structural level, there is also a need for practical tools to support the organisations and the educators who are working to engage audiences in informal science that is authentic, culturally responsive, interest driven and learner centered. This article presents a collection of design principles, generated through a design approach which actively involved informal science learners, practitioners and researchers from nineteen countries as contributors. We present the design approach adopted, and suggest that participatory design methods could play a role in supporting equity efforts in informal science learning since several of the educators involved in the process decided to adopt participatory methods in their own practice. We also present an overview of the design principles generated through this process, and discuss the application of an early draft of these in an authentic informal science education programme. By adopting and adapting these principles and approaches in their practices, educators can work towards creating equitable and transformative informal science learning environments and experiences.
Collaborative Sensemaking in Crisis : Designing Practices and Platforms for Resilience
(2023-07-10) Varanasi, Uttishta Sreerama; Leinonen, Teemu; Sawhney, Nitin; Tikka, Minttu; Ahsanullah, Rahim; Department of Computer Science; Department of Art and Media; Professor of Practice Sawhney Nitin; Learning Environments research group; Computer Science Professors of Practice; Computer Science - Human-Computer Interaction and Design (HCID); Computer Science - Digital Ethics, Society and Policy (Digital-ESP); Department of Computer Science
The COVID-19 pandemic exemplified the complexity of the field of crisis communication, with multiple channels and streams of information and misinformation causing new challenges for the authorities and general public alike. This complexity requires better addressing the situated and interrelated aspects of sensemaking practices and platforms, and how different disciplines and organisations collaborate during a crisis to turn ambiguity into resilience, and complexity into comprehension. We use design research and participatory design methodology to draw on learnings from the Finnish context and response to COVID-19 and other crises. These insights are then used to create design principles that bridge crisis informatics theory with HCI knowledge to create speculative, diegetic artefacts, which embody new practices and platforms that can be used to encourage collaborative sensemaking to tackle complex, large-scale crises and therefore have a positive impact on the resilience of the society.
Connected learning with media tools in kindergarten: an illustrative case
(Routledge, 2019-09-25) Vartiainen, Henriikka; Leinonen, Teemu; Nissinen, Saara; University of Eastern Finland; Department of Media
Connected learning is claimed to support children to connect their formal learning with wider social network and media tools in an interest-driven and inquiry-oriented manner. In a formal context there are few successful implementations of connected learning. This study explores how a kindergarten community of 8 adults and 42 children, equipped with digital media tools, organized connected learning as sociocultural phenomena and inquiry learning. With an ethnographic approach, unstructured interviews and multimedia portfolios provided data for deductive content analysis. The results indicate that meaningful objects of inquiry were found though the children’s own discoveries with media tools used in forest trips. The social capital and the children’s own funds of knowledge were harnessed with iPads and a trail camera, installed to capture wildlife. Precisely, the trail camera use and the resulting images mediated connections with parents and grandparents, outside experts, and peers. Children were actively naming, classifying, and categorizing the trail camera data, and also searching, evaluating, and applying new information. Children were also creating, sharing, and openly publishing their own insights that drew on a unique mix of meaning-making resources and media tools. The results can be used in the learning design of early-childhood education and care.
Contemporary cabinets of curiosities. Capturing environment and experiences into digital collections.
(2014) Jalanka, Helena; Bauters, Merja; Median laitos; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
This thesis looks into the phenomenon of capturing environment and experiences into digital collections. Digital collecting can be seen as a cross-section of today’s situation where physical and digital are intertwined and where the fast life pace makes many people capture the current moments to be remembered later. With digital equipment it’s more possible to collect things in various ways and also to describe unseen things such as memories, smells and feelings. Many things that we used to have as concrete, tangible objects have become digital. For example a butterfly collection can be done without taking the lives of butterflies but instead by capturing virtual butterflies or displaying representations of them online. Collecting is a multidimensional activity and there is a fine line between collecting and hoarding, for instance. Collecting has a long tradition and now it has stepped into an era where it gets new forms by using new media possibilities such as digital devices, applications, platforms and social communities. In this thesis I am exploring the individual level collecting done by today’s capturing possibilities, especially turning the physical environment and experiences into digital forms. I am using my own digital photography collections and other cases as examples along with the related literature and a survey I implemented. After realizing that I had collections in the first place, I wanted to know why I had been creating them and what digital collecting was about. That was the starting point for this thesis topic. My research questions are: What is digital collecting about? Why people digitally collect things? According to my research, digitally collecting one’s environment and experiences relates to wide range of phenomena such as self-expression, comprehension and memory. Digital collections reflect collector’s thinking and identity and the contemporary culture. The results suggest that the motives for digitally collecting derive more from the collector’s inner life than from the actual things collected. The findings help to understand better the contemporary collecting and its links to our modern lives and it also offers viewpoints for further research.
COVID-19 reporting in the news media in Finland: A Topic Modeling Approach
(2022-03-22) Lygdman, Jonatan; Tikka, Minttu; Leinonen, Teemu; Perustieteiden korkeakoulu; Sawhney, Nitin
The COVID crisis has received unprecedented attention in the news media during the past two years, as a crisis with never-before-seen reach both geographically and by the number of affected people. The COVID crisis has combined aspects of an acute crisis and a slowly developing one, as well as creating the demand for health information, creating a unique situation for both communicators and the public from an informational stand-point. The goal of this thesis is to create an overview of the content of the news articles of four major Finnish newspapers during the first 18 months of the pandemic. To investigate the media, 51686 news articles were scraped from the respective news media websites. These articles were structured using LDA topic modeling, and 38 topics were recognized, which were further grouped under seven broader themes. The results of the topic model were investigated both from a temporal perspective and per newspaper. The reporting in the news media is consistent with many known aspects of crisis communication but simultaneously shows unique aspects. Temporally heavily evolving topics included first geographical focus and educating about the nature of the virus, to prevention methods such as masks and testing, and finally vaccinations becoming the most popular subject. Other topics, such as the impact of COVID and restriction news, stayed at the core of reporting for the entirety of the dataset. Across newspapers the differences in topics were smaller than initially hypothesized, and in most of the topics barely noticeable. The most important events during the pandemic that were recognized from the model were the initial rising number of cases in Finland, the isolation of the Uusimaa region, the shortage of PPEs worldwide, the mask recommendation by THL, the authorization to the vaccines by EMA, and the curfew discussions by the government.
Creating an independent work of fiction through live action role-play
(2019) Laine, Anna-Maija; -, -; Median laitos; Department of Media; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Leinonen, Teemu
Live action role-play (larp) is a recognized form of role-play where players physically embody characters in fictional settings. The medium is immensely versatile and different larp traditions approach the activity and its design in a variety of ways. The participatory and ephemeral nature of larp makes it a difficult medium to explore without playing. It is, however, relevant to communicate aspects of the activity to external audiences for purposes of posterity and recognition. Larp documentation cannot encapsulate the fleeting artwork, as it lacks a permanent form. As the player is the central audience of larp, we seek to understand the player experience in order to comprehend the relevance of larp. The importance of documentation forces the larp community to explore new ways of capturing the dissipating artworks. The study explores what can be captured of the ephemeral larp experience, and how it translates to outside audiences. The written part of the study examines characteristics of larp and central challenges for its documentation, as well as the creation of a fictional documentary film. The artistic part of the study is the outcome of an exploration of larp as a platform for creation, resulting in a fictional documentary called “Vielä hetki.” The study shows that while larp is impossible to document thoroughly, parts of the ephemeral larp experience can be captured. Larp documentation should be approached as a collection of different documents, as no single document or medium can cover the whole larp. The medium can be used as a source for sampling, as larp provides a platform for artistic exploration but only allows parts of its expression to be captured. It is possible to create independent works of art inside larp that external audiences can relate to and to utilize such artworks in translating the exclusive larp experience to non-participants. When larp documentation is implemented into the fiction of the larp, it becomes a diegetic part of the larp and creates more intimate documents of the elusive and coveted player experience.
Creative Peer System An Experimental Design for Fostering Creativity with Artificial Intelligence in Multimodal and Sociocultural Learning Environments
(RWTH Aachen University, 2021) Lim, Jeongki; Leinonen, Teemu; Department of Media; Department of Media
To develop artificial intelligence (AI) that educators can adopt in general educational environments, we are examining the potential role of AI in the socio-cultural aspects of learning in human development. In this position paper, we propose an experimental design, Creative Peer System, where humans and machines learn from each other in a multimodal learning environment and develop original artifacts. The research is in the early stage, where we are actively developing new types of empirical studies. We will present the methodological and theoretical frameworks and a design proposal that can elicit constructive feedback toward further refinement and implementation of the experiment.
Culture coding - a method for diversifying artefact associations in design ideation
(TAYLOR & FRANCIS, 2022-07-03) Pejoska, Jana; Durall, Eva; Bauters, Merja; Leinonen, Teemu; Learning Environments research group; University of Oulu; Tallinn University; Department of Art and Media
It can be claimed that technological systems are, in some ways, reflections of the designers' way of thinking. These designs affect the behavior of the users and contribute to the reproduction of future designs, thus strengthening the existing human-technology relations. To address these issues critically, there is a need to challenge design ideation processes for generating a larger variety of design proposals that can contribute to varied users and user behavior. For this purpose, we propose a new method-Culture Coding, that can complement design ideation processes where generating, developing, and elaborating ideas is crucial. In this qualitative study, we explore the value of the proposed method in design by using design activities and a research-through-design approach. The experimental setup consists of two Design Cases where study participants contributed by taking part in two co-design workshops. The findings of the study indicate that Culture Coding may help to guide attention to new perspectives andchallenge assumptions of the design context.

Browsing by Author "Leinonen, Teemu"

Results Per Page

Sort Options