Actors, hairdos & videotape—informance design
CHI '94 Conference Companion on Human Factors in Computing Systems
Interaction relabelling and extreme characters: methods for exploring aesthetic interactions
DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques
DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques
Using 'endowed props' in scenario-based design
Proceedings of the second Nordic conference on Human-computer interaction
Take it to the next stage: the roles of role playing in the design process
CHI '03 Extended Abstracts on Human Factors in Computing Systems
Designing the user actions in tangible interaction
Proceedings of the 4th decennial conference on Critical computing: between sense and sensibility
Editorial: The emerging roles of performance within HCI and interaction design
Interacting with Computers
When is role playing really experiential?: case studies
Proceedings of the 1st international conference on Tangible and embedded interaction
CHI '08 Extended Abstracts on Human Factors in Computing Systems
Fictional characters in participatory design sessions: Introducing the "design alter egos" technique
Interacting with Computers
The implications of improvisational acting and role-playing on design methodologies
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries
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This paper presents and evaluates examples from our work with role playing in design education. Rationales for role playing in design are: communication within the design process, the increase of technological complexity, the experience and empathy of designers, the tangibility of interaction, and attentiveness to social change. These rationales inform our inclusion of role playing techniques in design education. Our aim is that the students can and do incorporate the techniques into their own design activity. Here, we focus on three questions: : 1. whether the techniques helped the students understand and question interaction, 2. whether the techniques helped students in ideation, and 3. whether the role playing exercises inspired students to use the techniques in own work. We identify several ways in which the techniques are effective for the students in their design work.