Susanne Koch Stigberg

• Karlsen, Kristine Høeg; Karlsen, Joakim & Stigberg, Susanne Koch (2024). Transprofessional Course Design in Teacher Education. In Stigberg, Susanne Koch; Karlsen, Joakim & Müller, Nicholas H. (Ed.), The Seventeenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 978-1-68558-163-3. p. 49–55. Show summary

  In today’s rapidly changing world, educators stand at the crossroads. Tomorrow’s teachers are responsible of equipping their pupils with essential 21st-century skills, a task that transcends mere professional boundaries. As the educational landscape evolves, teacher education programs grapple with the mandate to adapt curricula to this new societal complexity. Our study delves into uncharted territory: the intersection where arts, culture, technology design and pedagogy converge. Collaborations between stakeholders from these diverse domains yield a wealth of insights. Through codesign, we negotiate roles, seeking common ground - a reflective practice that may give rise to a “third space”. Drawing from our analyses, we propose essential aspects for facilitators of such processes to consider. These insights could contribute to the goal of nurturing safe, innovative “third” spaces where educators assume new roles and shape the future of interdisciplinary course design in teacher education.

• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2024). Introducing teacher students to digital fabrication to support children's mathematical learning. International Journal of Child-Computer Interaction. ISSN 2212-8689. 40. doi: 10.1016/j.ijcci.2024.100643.
• Stigberg, Henrik; Stigberg, Susanne Koch; Maugesten, Marianne & Kaufmann, Odd Tore (2023). Teachers' critical reflections on digital fabrication for making manipulatives to support mathematical thinking. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 978-963-7031-04-5. p. 2804–2811.
• Stigberg, Susanne Koch; Said, Fahad Faisal & Blauhut, Daniela (2023). Digital Fabrication in Arts and Crafts Education: A Critical Review. In Zaphiris, Panayiotis & Ioannou, Andri (Ed.), Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14040. Springer. ISSN 978-3-031-34411-4. p. 642–657. doi: 10.1007/978-3-031-34411-4_44. Show summary

  This article presents a critical review of research on digital fabrication in K-12 arts and crafts education. We provide an overview of the research field from two perspectives: 1) digital fabrication technologies and classroom practices, and 2) applied theoretical frameworks and research methodologies. Results show that robotics, e-textiles and 3D are the most common digital fabrication themes in arts and crafts education. In the typical DF research project, a qualitative paradigm is chosen, and learning is described from a constructionist perspective. We conclude the article with two specific opportunities for consolidating research on digital fabrication for arts and crafts education.

• Carcani, Klaudia & Stigberg, Susanne Koch (2023). Reflecting on Collaboration in Participatory Design Facilitation. In Marcus, Aaron; Rosenzweig, Elizabeth & Soares, Marcelo M. (Ed.), Design, User Experience, and Usability. HCII 2023. Lecture Notes in Computer Science, vol 14030.. Springer. ISSN 978-3-031-35699-5. p. 66–77. doi: 10.1007/978-3-031-35699-5_6. Show summary

  While democratic practices, balancing powers, mutual learning and tools and techniques are the principles of Participatory Design (PD), they are all influenced by the practice of PD “facilitation” and the role of the facilitator(s). Facilitation in PD has been usually studied as a single entity with a facilitator that faces dilemmas in her/his role in relation to PD participants and her/his own motives and values. In this paper, we contribute to PD facilitation practice literature by studying facilitation as collaboration work compounded by many entities. We conducted a reflective analysis of the facilitation practices in two PD projects that we have managed. We found that PD projects have a multitude of facilitators. These facilitators belong to four categories: user experts, domain experts, PD experts and assistant facilitators. In time and in different PD activities facilitators may join or leave the project and also shift between categories while their expertise expands. We define this as “the network of facilitators” and discuss how such a perspective can help to improve the facilitation practice in PD.

• Stigberg, Susanne Koch & Rabben, Nils-Christian Walthinsen (2023). Unveiling the Potential of Digital Fabrication in Arts & Crafts Education: A Future Workshop Approach for Technology-Enhanced Teaching. In Stigberg, Susanne Koch & Karlsen, Joakim (Ed.), ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 978-1-68558-078-0. p. 24–27.
• Karlsen, Joakim; Carcani, Klaudia & Stigberg, Susanne Koch (2023). Participatory Design Fictions: Supporting Ethical Awareness in the Digitalisation of Smart Cities' Critical Infrastructure. In Stigberg, Susanne Koch & Karlsen, Joakim (Ed.), ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 978-1-68558-078-0. p. 17–23.
• Stigberg, Susanne Koch; Akerbæk, Tore Marius & Stigberg, Henrik (2022). Developing genres of educational programming videos to support mathematics teachers utilize programming in the classroom. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN 1651-3274. 17, p. 217–224. Show summary

  In this paper, we report on the state of the art of educational programming videos and suggest three genres of educational programming videos to support mathematics teachers and teacher educators utilizing programming in the classroom. In a literature review, we report on a scattered but trending research field, synthesizing three distinct genres of education programming videos: video lectures of programming concepts, video tutorials of step-by-step instructions of educational technology, and video podcasts discussing teaching examples of how to use programming in the classroom. Finally, we present example videos for the suggested genres and conclude our work with a call for more research into educational videos for programming, suggesting two specific paths for future work.

• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Examining TPACK among 8th–10th grade teachers after introducing a Use-Modify-Create programming approach. In Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Ed.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education . Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 978-91-984024-6-9. p. 169–176.
• Stigberg, Susanne Koch; Stigberg, Henrik & Maugesten, Marianne (2022). Making Manipulatives for Mathematics Education. In Hjorth, Mikkel & Ejsing-Duun, Stine (Ed.), Proceedings of 6th FabLearn Europe / MakeEd conference 2022 - An International Conference on Computing, Design and Making in Education. Association for Computing Machinery (ACM). ISSN 978-1-4503-9633-2. p. 1–9. doi: 10.1145/3535227.3535228. Full text in Research Archive Show summary

  This paper describes the efforts of an interdisciplinary team of researchers as they collaborated to create a digital fabrication curriculum module for mathematics teacher education. The initial four-day workshop design was piloted with five pre-service teachers. The design objective was to introduce digital fabrication techniques joint with mathematical concepts and the design of classroom activities to develop pre-service teachers' technological, pedagogical, and content knowledge. The workshops included activities to find, adapt, create, and share mathematical manipulatives using digital fabrication tools, techniques, and platforms. Manipulatives are tangible objects reifying mathematical concepts and one type of representation used in mathematics teaching. The paper reports on the design process and our design motivations to address contextual constraints and varying levels of exposure to digital fabrication for both pre-service teachers and teacher educators. The developed "find-adapt-create-share" framework for introducing digital fabrication was evaluated through researchers' self-reflection and pre-service teachers' feedback during concluding interviews.

• Karlsen, Ann-Charlott Beatrice Amundsen; Akerbæk, Tore Marius & Stigberg, Susanne Koch (2022). Towards a Metaphor-Based Tangible Toolkit for Learning Programming Concepts. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. p. 72–88. doi: 10.1007/978-3-031-05657-4_6.
• Paulsen, Marthe Victoria; Gigernes, Anja Holter & Stigberg, Susanne Koch (2020). Designing a New Interactive Outdoor Light Installation for a Recreational Urban Trail. In Margherita, Antona (Eds.), HCII: International Conference on Human-Computer Interaction -2020. Springer Nature. ISSN 978-3-030-50731-2. p. 680–684. doi: 10.1007/978-3-030-50732-9_86. Show summary

  Interactive outdoor light installations change how we experience places and invite people passing by to engage with them. In this project, we investigate how we can design such an interactive light prototype to enhance a recreational urban trail. We applied a user-centered design process to develop a solution that fits our users’ needs and demonstrate how the concept of northern lights can be used to create a more secure and inviting urban trail. Here, we present our design process and prototype to inspire future work in the field.

• Gomez, Araceli Patricia Alcarraz; Karlsen, Ann-Charlott Beatrice; Lunde, Bjørn Arild & Stigberg, Susanne Koch (2020). Magical Pond: Exploring How Ambient and Tangible Art Can Promote Social Interaction at Work. In Margherita, Antona (Eds.), HCII: International Conference on Human-Computer Interaction -2020. Springer Nature. ISSN 978-3-030-50731-2. p. 263–269. doi: 10.1007/978-3-030-50732-9_35. Show summary

  Social interactions between employees are beneficial for employees’ well-being and a company’s productivity. We are interested in how interactive technology can be designed to create a more enjoyable work environment and support social interactions at work. Using a four-step design process (research, ideate, prototype and test) and rapid prototyping, we created a prototype implementing elements of both ambient and tangible user interfaces to engage employees during coffee breaks. We created a concept of a magical pond to increase the ludic design and playfulness of the prototype. Glass crystals, ambient lighting and fairy wings cause an anticipated contrast to the normal work environment. Here, we present our design process and prototype to inspire future work in the field.

• Stigberg, Susanne Koch (2020). Human Computer Interfaces Reconsidered: A Conceptual Model for Understanding User Interfaces. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12181, p. 160–171. doi: 10.1007/978-3-030-49059-1_12.
• Stigberg, Henrik & Stigberg, Susanne Koch (2019). Teaching programming and mathematics in practice: A case study from a Swedish primary school. Policy Futures in Education. ISSN 1478-2103. doi: 10.1177/1478210319894785. Show summary

  Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

• Carcani, Klaudia; Gjellebæk, Camilla & Stigberg, Susanne Koch (2019). Participatory design as an approach for work-integrated learning of digital competences: putting theory into practice. NOKOBIT: Norsk konferanse for organisasjoners bruk av informasjonsteknologi. ISSN 1892-0748. 27(1). Full text in Research Archive Show summary

  Technology is radically changing the healthcare sector. Introduction of technology demands new ways of providing healthcare services and the professionals will need new knowledge and competence to be able to do their job and to contribute to the continuous development of the sector. There is limited focus on digital competence and change-processes in the educations related to healthcare as well as in the workplaces. Applying work-integrated learning makes it possible for healthcare professionals to learn and develop their competence through practical work with examples from their own workplaces and empower them to maneuver the digitalization of the workplaces. Similar participatory design started as a movement to empower industrial workers to have a stronger voice during the introduction of new technologies at their workplace. As such participatory design is a design approach which promotes involvement of all stakeholders in the design of technologies that affects them. It provides a set of tools and techniques to enable active involvement in the design process. We use these tools and techniques to teach healthcare professionals digital competences needed in their workplaces, and we discuss opportunities of participatory design for work-integrated learning. Based on a set of three participatory design workshops, we present an approach that can empower healthcare professionals to maneuver the digital change at their workplace. We recommend continued investment in the development of work-integrated learning practices with a participatory mindset.

• Stigberg, Susanne Koch; Mencarini, Eleonora; Heiberg, Andreas & Bhadurkhan, Daniel (2019). Paper Pocket Pets - Making Wearable Interactive Toys. In Iivari, Netta; Kinnula, Marianne & Rajanen, Mikko (Ed.), Proceedings of the FabLearn Europe 2019 Conference. ACM Publications. ISSN 978-1-4503-6266-5. doi: 10.1145/3335055.3335080. Show summary

  We present Paper Pocket Pets, an approach to create personal interactive toys that children can carry along with them. Creating Paper Pocket Pets involves four activities that combine traditional crafts with digital fabrication: paper folding to create a pet; fabrication of the pet's shelter (a platform where the pet lives on); fabrication of the pet's electric components; and programming the pet's behavior. We invite the FabLearn audience to create their own pets and explore these activities during the demo at the conference.

• Stigberg, Susanne Koch (2019). Supporting Active Participation and Situated Use in Mobile Interaction Design. In Kokil, Uttam & Ota, Tomoko (Ed.), ACHI 2019, The Twelfth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 978-1-61208-686-6. p. 222–229. Show summary

  Abstract—Most mobile applications are designed for interaction only when a user is standing still and able to pay visual and mental attention to the device. New interaction techniques are needed to replace this “stop-to-interact” paradigm. But how can we design for novel non-idiomatic mobile interactions? To inform the mobile interaction design process, I propose a design methodology driven by situated use and active participation. I draw upon a case study codesigning mobile hand gesture interfaces with runners to illustrate how the use of participatory design workshop and field study in a coherent manner can support the design of novel mobile interfaces.

• Stigberg, Susanne Koch (2018). Music at Your Fingertips: Designing Mobile Interaction Interfaces for Runners. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 10918, p. 771–781. doi: 10.1007/978-3-319-91797-9_53. Show summary

  This paper presents a technique to simplify the making of mobile interaction interfaces. We often use smartphones while moving, resulting in non-optimal or even unsafe mobile interactions. Better interactions need to be created with locomotion in mind and experienced in context. Consequently interactive behavior of mobile devices cannot be sketched, but must be made to be experienced. Making mobile prototypes is time-consuming and requires programming literacy. It often involves the making of an input artifact; establishing a connection between artifact and mobile phone; and implementing an application on the mobile phone for exploring the interactive behavior. The use of commercial smartphone automation tool eliminates the need for re-implementing available smartphone functionalities, and invites non-programmers into the process of making mobile interaction interfaces. To illustrate the proposed technique I present a case study of a wearable prototype to control music on the mobile phone by tapping one’s fingertips.

• Stigberg, Susanne Koch (2017). A critical review on participation in mobile interaction design research. In Henze, Niels; Wozniak, Pawel; Vaananen, Kaisa; Williamson, Julie & Schneegass, Stefan (Ed.), MUM '17 Proceedings of the 16th International Conference on Mobile and Ubiquitous Multimedia. Association for Computing Machinery (ACM). ISSN 978-1-4503-5378-6. p. 345–354. doi: 10.1145/3152832.3156629. Show summary

  This paper presents a review on participation in mobile interaction design research, analyzing 158 publications regarding user involvement and design method. Results show that user involvement in general is applied when evaluating interaction artifacts. In the typical mobile interaction design study a prototype is developed and 14 students are recruited for user testing. They have to fill out a questionnaire and are asked about their opinion in a concluding interview. Additional user participation during the design process could lead to new insights for mobile interaction design and provide new knowledge to the research community. Here I discuss three opportunities for further participation in mobile interaction design research.

• Stigberg, Susanne Koch (2017). Mobile Hand Gesture Toolkit: Co-Designing Mobile Interaction Interfaces. In Mival, Oli; Smyth, Michael A. & Dalsgaard, Peter (Ed.), DIS '17 Companion Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems. Association for Computing Machinery (ACM). ISSN 978-1-4503-4991-8. p. 161–166. doi: 10.1145/3064857.3079138. Show summary

  This paper presents a mobile hand gesture toolkit enabling the co-design of mobile interaction interfaces for runners. Runners are using smart phones for exercising more than ever before. However previous research has shown that mobile devices are not suitable for interactions in motion. This paper presents a method to probe such interactions for and with runners using a participatory design approach. We demonstrate in a pilot design workshop how participants can tell their mobile interaction story, make their own mobile hand gesture interface, and enact their story using their created artifacts. These artifacts are functional and used in the participants' everyday workouts. The participants can revise them as an ongoing practice of design-in-use

• Stigberg, Susanne Koch (2017). Simplifying the making of probes, prototypes and toolkits in mobile interaction research using tasker. In Jones, Matt & Tscheligi, Manfred (Ed.), Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services. Association for Computing Machinery (ACM). ISSN 978-1-4503-5075-4. doi: 10.1145/3098279.3122133. Show summary

  This paper presents a technique to support the making of mobile interaction interfaces for controlling the smartphone. We often use smartphones while moving, resulting in non-optimal or even unsafe interactions. Better mobile interactions need to be created with locomotion in mind and experienced in practice. But making and testing new interaction interfaces is time-consuming. It often involves the making of an input device; establishing a connection between device and smartphone; and implementing an application on the phone for testing interactions with the input device. This paper reports from three ongoing projects on how a commercial available automation tool called Tasker can be used for coupling phone functionalities to new input devices, eliminating the need for implementing a complete phone application, and enabling flexible, reusable, and easy making of interaction interfaces for smartphones.

• Karlsen, Joakim; Stigberg, Susanne Koch & Herstad, Jo (2016). Probing Privacy in Practice: Privacy Regulation and Instant Sharing of Video in Social Media when Running. In Culén, Alma Leora; Miller, Leslie; Giannopulu, Irini & Gersbeck-Schierholz, Birgit (Ed.), ACHI 2016, The Ninth International Conference on Advances in Computer-Human Interactions. ThinkMind. ISSN 978-1-61208-468-8. p. 29–36.
• Stigberg, Susanne Koch (2016). Gadgile probing: Supporting design of active mobile interactions. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 9746, p. 333–343. doi: 10.1007/978-3-319-40409-7_32.
• Stigberg, Susanne Koch; Nguyen, Van Nhan; Nguyen, Thi Hoa; Huynh, Tai Tien & Van, Hai Nguyen (2015). Interactive fridge: A solution for preventing domestic food waste. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 9102, p. 361–366. doi: 10.1007/978-3-319-19312-0_36.
• Stigberg, Susanne Koch; Vyrva, Natalia & Bach, Peter Christopher (2015). Tangible music player: Music collaboration. In Smari, Waleed W.; McQuay, William & Nygård, Mads (Ed.), Proceedings of the 2015 International Conference on Collaboration Technologies and Systems. IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-4673-7647-1. p. 399–406. doi: 10.1109/CTS.2015.7210455. Show summary

  Music is something most of us immerse ourselves in every now and then. Whether it is when riding the bus, while cooking dinner or when attending a concert, music is something we often find ourselves surrounded by. Though for the most part music-listening is very much an individual experience. There are occasions where several people listen to the same music, though more often than not it's still one person who dictates what is playing. Therefore we propose a new way to make music a collaborative experience, where all listeners also share control over what music is being played. To realize this we look at the possibilities for making music tangible, and allowing all participants simultaneous access to the playback device. This allows for all involved users to take part in the music selection process, something not possible with traditional music playback devices. We outline the process of creating a prototype utilizing tangible marbles to represent songs, with focus on satisfying the diverse habits of music listeners. We highlight the issues with converting staple media player functionality to a tangible environment, as well as the ways in which this type of device can be utilized for social settings.

View all works in Cristin

• Stigberg, Susanne Koch; Karlsen, Joakim & Müller, Nicholas H. (2024). The Seventeenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISBN 978-1-68558-163-3. 213 p.
• Stigberg, Susanne Koch & Karlsen, Joakim (2023). ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISBN 978-1-68558-078-0. 251 p.
• Stigberg, Susanne Koch; Karlsen, Joachim; Holone, Harald & Linnes, Cathrine (2017). Nordic Contributions in IS Research - 8th Scandinavian Conference on Information Systems, SCIS 2017, Halden, Norway, August 6-8, 2017. Proceedings. Springer. ISBN 978-3-319-64694-7. 155 p.

View all works in Cristin

• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2024). Programmering på ungdomstrinnet.
• Stigberg, Susanne Koch (2023). Panel #5: Education Hour! (Moderator).
• Stigberg, Susanne Koch (2023). ACHI-COCREATE: Design Practices for Co-Creation and Learning.
• Stigberg, Susanne Koch & Karlsen, Joakim (2023). Editorial Message: Design Practices for Co-Creation and Learning; Special track along the Sixteenth International Conference on Advances in Computer-Human Interactions ACHI 2023 . In Stigberg, Susanne Koch & Karlsen, Joakim (Ed.), ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 978-1-68558-078-0. p. 1–2.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Programmering på ungdomstrinnet - samarbeid mellom lærerutdanningsskoler og HiØ.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet.
• Stigberg, Susanne Koch; Maugesten, Marianne & Stigberg, Henrik (2021). Use - modify - create. Ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3/2021(3), p. 22–27.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 3/2021(3), p. 2–7.
• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2021). Use-modify-create: ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3.
• Maugesten, Marianne; Stigberg, Henrik; Stigberg, Susanne Koch & Nina Skajaa, Fredheim (2021). Har utviklet undervisningsopplegg som skal gjøre lærere i ungdomsskolen bedre i programmering. [Business/trade/industry journal]. Forskning.no.
• Stigberg, Susanne Koch; Stigberg, Henrik & Akerbæk, Tore Marius (2021). Developing genres of educational programming videos to support mathematics teachers utilize programming in the classroom.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Examining TPACK among 8.-10. grade teachers after introducing a Use-Modify-Create programming approach.
• Carcani, Klaudia; Gjellebæk, Camilla & Stigberg, Susanne Koch (2019). Participatory design as an approach for work-integrated learning of digital competences - putting theory into practice.
• Stigberg, Henrik & Stigberg, Susanne Koch (2019). Teaching Programming and Mathematics in Practice: A Case Study from Swedish Elementary School.
• Stigberg, Susanne Koch (2019). Supporting Active Participation and Situated Use in Mobile Interaction Design.
• Stigberg, Susanne Koch; Karlsen, Joakim; Holone, Harald & Linnes, Cathrine (2017). Erratum to: S. Stigberg et al. (Eds.): Nordic Contributions in IS Research, LNBIP 294, (10.1007/978-3-319-64695-4). Lecture Notes in Business Information Processing. ISSN 1865-1348. 294. doi: 10.1007/978-3-319-64695-4_12.
• Stigberg, Susanne Koch (2017). A critical review on participation in mobile interaction design research.
• Stigberg, Susanne Koch (2017). Simplifying the making of probes, prototypes and toolkits in mobile interaction research using tasker.
• Stigberg, Susanne Koch (2017). Mobile Hand Gesture Toolkit: Co-Designing Mobile Interaction Interfaces.
• Stigberg, Susanne Koch (2016). Probing Privacy in Practice: Privacy Regulation and Instant Sharing of Video in Social Media when Running.
• Stigberg, Susanne Koch (2022). Designing Mobile Interactions: Exploring Situated Use and Active Participation in Mobile Interaction Design. Technische Universitet Wien. Show summary

  This dissertation presents four years of academic inquiry into the question of how to design meaningful mobile interactions. The dissertation aims at developing tools and techniques, informed by active participation and situated use, for designing meaningful mobile interfaces. It has been developed using a Research through Design approach, in which the author has conducted experimental design work in order to investigate and experiment with active participation and situated use to scaffold mobile design inquiry. The results of the PhD work are published as seven separate papers, submitted to esteemed journals and conferences within the field of interaction design and HCI.The work is motivated both by an growing interest in design tools and prototyping techniques for non-idiomatic interfaces in the field of human computer interaction and interaction design, and the demand for use practice and user involvement within those fields. At the core of the dissertation lies an interest in embodied interaction and physical prototyping to explore mobile technology use while being in motion. Especially “plug and play” technologies, tools and materials (e.g., Arduino toolkits, e-textiles, mobiles, actuators and sensors) provide new opportunities for rapid prototyping, involving non-programmers in the design process and design-in-use techniques for mobile interfaces. I report on the use of different constructive design methods including probes, toolkits and prototypes from four design projects. Furthermore, I discuss how I included situated use and active participation in these design projects.The two key results from the dissertation are the mobile interaction design framework describing the relation between situated use and active participation for mobile interaction design, and engaging prototyping as design method. The aim of the mobile interaction design framework is to guide future design projects and proposes four activities when designing mobile interfaces: constructing, shaping, experiencing and understanding. Designers construct mobile artefacts such as toolkits or underdesigned prototypes to open up the design space. Participants shape these artefacts to create functional and personal mobile interfaces. Participants experience these mobile interfaces in use and share their experiences with the designer to create a shared understanding of meaningful mobile interfaces. Engaging prototyping implements these activities in a design method suggesting both a procedure, tools and techniques for creating alternative mobile interfaces.

View all works in Cristin