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Many methods have been developed to understand and improve system safety. Previous research has indicated that a 'research-practice gap' exists in use of methods, where systemic methods are not adopted in practice. This study extends this research, by using interviews and focus groups with 29 safety experts to investigate their choice and use of different error and accident analysis methods. This study supports previous conclusions on the research-practice gap in different analysis approaches taken by researchers and practitioners, and provides new insights in understanding experts' familiarity and willingness to consider safety II approaches to safety analysis, including their interpretations of the principles of emergence and resonance. The key findings were that participants, both with and without prior experience of using FRAM (Functional Resonance Analysis Method, Hollnagel, 2012), used various strategies to identify how performance variabilities may resonate through the system to produce unwanted outcomes. They recognised the value of the safety II perspective in providing detailed recommendations for improving system safety, although some did not understand the underlying concepts, or described FRAM as time consuming and complex to use. There is a need to enhance the practical applicability of emerging methods, which provide further avenues of research.

Many hearing aid (HA) users are dissatisfied with HA performance in social situations. One way to improve HA outcomes is training the users to understand how HAs work. Play&Tune was designed to provide this training and to foster autonomy in hearing rehabilitation. We carried out two prototype evaluations and a prerelease evaluation of Play&Tune with 71 HA users, using an interview or online survey. Users gave detailed feedback on their experiences with the app. Most participants enjoyed learning about HAs and expressed a desire for autonomy over their HA settings. Our case study reinforces the importance of user feedback during app development.

The relationship between intellectual property rights (IPRs) and the development of creativity is always a controversial topic. However, it has seldom been explored from the user-centered design (UCD) perspective. This paper describes how the UCD approach has been employed to develop Design Patent Retrieval Application (acronym: DsPLAi), a mobile app aimed to integrate IPRs related information into early design processes to enhance designers’ IP practice and to facilitate the creative process. Interview studies were first conducted to identify end-users’ understanding of IPRs and related practices. Next, participatory design workshops with designers and IP processionals were organized to understand the interaction between the two parties and their needs, thereby deriving requirements for DsPLAi. A prototype of the app was developed and evaluated with ten industrial designers. The prototype received positive feedback in the usability evaluation. The empirical results showed that the provision of IPRs related information at an early stage could be helpful to the design process and that the designers were positive about the use of DsPLAi in their daily design routines.

Every year, more than 200,000 patients in Canada acquire an infection while receiving healthcare and more than 8,000 die as a result (Public Health Agency of Canada, 2013). Infections can arise from the entry and multiplication of a microorganism in a person’s tissue (Public Health Ontario, 2012a, 2012b). As healthcare workers perform tasks, they circulate among patients, objects, and surfaces, thereby creating opportunities for transmitting microorganisms and possibly contributing to the spread of hospital-acquired infections. Newborns hospitalized in neonatal intensive care units are particularly vulnerable because of inherent risk factors such as low birth weight, underlying illness, undeveloped immune systems, and greater skin permeability. Other risk factors include poor staff-topatient ratios, crowded environments, and exposure to invasive devices (Public Health Ontario, 2012a, 2012b). Infection prevention and control has been the subject of much study in medical and epidemiological research and a variety of best practice guidelines have been developed to support healthcare workers and related stakeholders. Yet, despite the availability of information, managing healthcare-associated infections remains a challenge because the relevant explicit knowledge is not being adequately developed and mobilized as tacit knowledge for use "on the front lines". Some researchers have called for a human factors perspective to help address challenges in designing for infection prevention and control, but relatively few studies have been conducted to date. Researchers also suggest that empirical inquiry is needed to better inform the design process, and particularly the design of complex systems where attention to detailed processes and interactions can support the success of an intervention. A human factors approach can help designers develop a deeper understanding of work processes, technology considerations, as well as physiological, psychological, cultural, and organizational factors. The need is particularly pressing in low-resource healthcare environments where funds, time, and human resources may be scarce and strategic design decisions based on evidence are needed to support meaningful and effective changes. With this in mind, a human factors study was conducted in an existing neonatal intensive care unit to identify the influence of product and environment design on infection prevention and control and to inform recommendations for improvement. In this case study, we illustrate how the application of an empirical, methodical approach can help design professionals and stakeholders develop tacit knowledge of complex systems – knowledge that can be used to better inform design priorities, the design process, decision making, and the allocation of resources to help maximize improvements. “ ” To know that you do not know is the best. To think you know when you do not is a disease. Recognizing this disease as a disease is to be free of it.

The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.

It is becoming popular to render art exhibitions in Virtual Reality (VR). Many of these are used to deliver at-home experiences on peoples’ own mobile devices, however, control options on mobile VR systems are necessarily less flexible than those of situated VR fixtures. In this paper, we present a study that explores aspects of control in such VR exhibitions - specifically comparing ‘on rails’ movement with ‘free’ movement. We also expand the concept of museum audio guides to better suit the VR medium, exploring the possibility of embodied character-guides. We compare these controllable guides with a more traditional audio-guide. The study uses interviews to explore users’ experience qualitatively, as well as questionnaires addressing both user experience and simulator sickness. The results suggest that users generally prefer to have control over both their movement and the guide, however, if relinquishing movement control, they prefer the uncontrolled guide. The paper presents three key findings: (1) users prefer to be able to directly control their movement; (2) this does not make a notable difference to simulator sickness; (3) embodied guides are potentially a good way to deliver additional information in VR exhibition settings.

© 2018 Taylor & Francis Group, LLC. Involvement of children with autism spectrum conditions (ASC) in the design of new educational technology is becoming more prevalent. Despite potential barriers due to communication and ideation difficulties for children with ASC, adapted participatory design methods can successfully facilitate their direct involvement. Nonetheless, methods requiring face-to-face communication can still be difficult for children with ASC and research suggests that technology mediation could facilitate their contribution. This study explores the use of collaborative virtual environments (CVEs) as a medium through which students evaluated existing computer games and offered suggestions for game development. CVEs in which the users were represented by (a) avatars and (b) video-pods were compared to a face-to-face condition. Twelve typically developing (aged 8–9years), 12 higher ability ASC (12–14) and 4 lower ability ASC children (12–14) participated. All student groups preferred the video-pod CVE and students with ASC were generally better able to contribute effectively through this medium than face-to-face.

Amblyopia is a common condition affecting 2% of all children and traditional treatment consists of either wearing a patch or penalisation. We have developed a treatment using stereo technology, not to provide a 3D image but to allow dichoptic stimulation. This involves presenting an image with the same background to both eyes but with features of interest removed from the image presented to the normal eye with the aim to preferentially stimulated visual development in the amblyopic, or lazy, eye. Our system, called I-BiT can use either a game or a video (DVD) source as input. Pilot studies show that this treatment is effective with short treatment times and has proceeded to randomised controlled clinical trial. The early indications are that the treatment has a high degree of acceptability and corresponding good compliance. © (2015) COPYRIGHT Society of Photo-Optical Instrumentation Engineers (SPIE).

A key theme in the ArtAbilitation conferences is the relationship between 6 sound, movement, and art, and how these can be used for rehabilitation and/or 7 expression by individuals who may have limited access to conventional communi- 8 cation. The development of VR environments and interactive technology has led to 9 a variety of applications that might broadly be considered as telerehabilitation, 10 including the use of 3D space and interactive feedback for remote assistance of 11 users in the areas of navigation and home living. These technologies can provide 12 access to activities and communication for individuals for whom such affordances 13 are otherwise restricted, and can make the process of rehabilitation more engaging 14 and motivating.

Background: Amblyopia (lazy eye) affects the vision of approximately 2% of all children. Traditional treatment consists of wearing a patch over their ‘good’ eye for a number of hours daily, over several months. This treatment is unpopular and compliance is often low. Therefore results can be poor. A novel binocular treatment which uses 3D technology to present specially developed computer games and video footage (I-BiT™) has been studied in a small group of patients and has shown positive results over a short period of time. The system is therefore now being examined in a randomised clinical trial. Methods/design: Seventy-five patients aged between 4 and 8 years with a diagnosis of amblyopia will be randomised to one of three treatments with a ratio of 1:1:1 - I-BiT™ game, non-I-BiT™ game, and I-BiT™ DVD. They will be treated for 30 minutes once weekly for 6 weeks. Their visual acuity will be assessed independently at baseline, mid-treatment (week 3), at the end of treatment (week 6) and 4 weeks after completing treatment (week 10). The primary endpoint will be the change in visual acuity from baseline to the end of treatment. Secondary endpoints will be additional visual acuity measures, patient acceptability, compliance and the incidence of adverse events. Discussion: This is the first randomised controlled trial using the I-BiT™ system. The results will determine if the I-BiT™ system is effective in the treatment of amblyopia and will also determine the optimal treatment for future development. Trial registration: ClinicalTrials.gov identifier: NCT01702727 Keywords: Amblyopia, I-BiT™, Randomised clinical trial, Lazy eye, Child, Visual acuity, Binocular

This paper describes the development of a structured approach to evaluate the experiential and communication virtual learning environments (VLEs) that were designed specifically for use in the education of children with severe learning difficulties at the Shepherd School in Nottingham. Constructivist learning theory was used as a basis for an evaluation framework and analysis method to evaluate the behavior of the participants as well as the quality of the design of three different VLEs. From an observational field study of student-teacher pairs using the VLEs, eighteen behavior categories were identified as relevant to five of seven constructivist principles (Jonassen, 1994). The analysis of student-teacher behavior was used to provide evidence for (or against) how the VLEs met the constructivist principles. Results of this structured evaluation indicate that the three VLEs meet the constructivist principles in very different ways. This paper concludes with recommendations for appropriate design modifications.

Technology design in the field of human–computer interaction has developed a continuum of participatory research methods, closely mirroring methodological approaches and epistemological discussions in other fields. This paper positions such approaches as examples of inclusive research (to varying degrees) within education, and illustrates the complexity of navigating and involving different user groups in the context of multi-disciplinary research projects. We illustrate this complexity with examples from our recent work, involving children on the autism spectrum and their teachers. Both groups were involved in learner-centred design processes to develop technologies to support social conversation and collaboration. We conceptualize this complexity as a triple-decker ‘sandwich’ representing Theory, Technologies and Thoughts and argue that all three layers need to be appropriately aligned for a good quality ‘product’ or outcome. However, the challenge lies in navigating and negotiating all three layers at the same time, including the views and experiences of the learners. We question the extent to which it may be possible to combine co-operative, empowering approaches to participatory design with an outcome-focused agenda that seeks to develop a robust learning technology for use in real classrooms.

The 3D Tune-In project aims to create an innovative toolkit based on 3D sound, visuals and gamification techniques to facilitate different target audiences in understanding and using the varied settings of their hearing aid to attain optimum performance in different social contexts. In the early stages of project development, hearing aid (HA) users participated in activities to identify user requirements regarding the difficulties and issues they face in everyday situations due to their hearing loss. The findings from questionnaire and interview studies and identification of current personas and scenarios of use indicate that the project can clearly and distinctly support the requirements of people with hearing loss as well as improve the general public's understanding of hearing loss. Five Future Scenarios of use have been derived to describe how the technologies and games to be developed by the 3D Tune-In project will address these requirements.