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Intelligent systems – those that leverage the power of Artificial Intelligence (AI) – are set to transform how we live, travel, learn, relate to each other and experience the world. This paper details outcomes of a global study, where a multi-pronged methodology was adopted to identify people’s perceptions, attitudes, thresholds and expectations of intelligent systems and to assess their perspectives toward concepts focused on bringing such systems in the home, car, and workspace. After background details grounding the study’s rationale, the paper first outlines the research approach and then summarizes key findings, including a discussion on how people’s knowledge of intelligent systems impacts their understandings of (and willingness to embrace) such systems; an overview of the domino effect of smart things; an outline of people’s concerns with, flexibility toward and need to maintain control over intelligent systems; and a discussion of people’s preference for helper usages, as well as insights on how people view Affective Computing. Ten design guidelines that were informed by the study findings are outlined in the fourth section, while the last part of the paper offers conclusive remarks, alongside open questions and a call for action that focuses on designers’ and developers’ moral and ethical responsibility for how intelligent systems futures are being and will be shaped.

AI-based systems are shifting and will increasingly shift how we relate to content, context and each other. This extended keynote abstract discusses insights from a global study that focused on people's perceptions, attitudes, thresholds and expectations of intelligent systems as well as their perspectives on smart home, autonomous cars, and smart workspace. Insights helped create ten design guidelines to assist intelligent systems designers, technologists and decision makers.

The middle and upper middle class population in the often termed emerging markets is typically a less investigated target as most consumer research and development efforts for such markets are primarily focused on rural communities as well as the lower to middle class population. We believe that, in a context where emerging markets are in constant transformation and the middle to upper middle classes are on a substantial growth path, it is important to explore appropriate ways to address these market segments as they represent an opportunity space for technological research and development. This paper discusses and shares results of a recent case study where a number of concepts and products were developed for such market segments in emerging markets and subsequently tested in China, Egypt, India and Brazil. This paper is an extended version of “The rise of middle and upper middle class in emerging markets: Products and service opportunities”, published in Proceedings of the 20th Australian Conference on Computer-Human Interactions: Designing for Habitus and Habitat, OZCHI, 2008 [1].

Probably many people reading this special issue have worked with participatory design, or know someone who has tried to inject participatory practices into their work. Others might have heard about...

In this paper I present and discuss Reflective Probes, Primitive Probes, and Playful Triggers —derivates of Cultural Probes that build off such work promoting multiple places for and uses of creative, inspirational and provocative artifacts in research and development endeavors. In the first parts of this paper I introduce the topic as well as providing relevant background details, briefly examining Cultural Probes from the perspective of their intended outcomes — what probes can enable. I then overview the three mentioned notions as well as emphasizing complications, implications and conclusions related to the deployment of these and similar tools. The paper offers a number of suggestions and questions related to the context, time, audience, producer, content, soul, purpose and form of these tools. Such suggestions have great implications within business contexts, where timelines, directions and multidisciplinary tensions can act as ‘interfering agents’, complicating how these tools can be designed and deployed by ethnographers operating within the industry.

This paper integrates theoretical perspectives and practical insights to offer a conceptualization of adaptive educational environments as creative spaces for fostering certain intellectual abilities associated with creativity, notably transference and synthesis in cross‐disciplinary situations. When educational environments are modeled as systems, mechanisms that maintain stability or lead to change in the system can be described. Educational systems in stasis may be good for promoting some kinds of learning, but not so good for promoting intellectual abilities associated with creativity. It is proposed that designed interventions may change the system so that it is more conducive to certain outcomes. Such designed interventions may involve the use of facilitating technologies and pedagogies that change situational and social dynamics. The potential of digital tools in this context is considered. Examples of designed interventions are drawn from work on ‘Playful Triggers’ and ‘eccentric objects and odd e...

This chapter proposes that, as approaches to human computer interaction (HCI), tangible user interfaces (TUIs) can scaffold rich classroom experiences if they are coupled and generated within multi-pedagogical frameworks that adopt concepts such as Multimodality, Multisensoriality, and Multiliteracies. It overviews some necessary conditions for these tools to be effective, arguing that tangible user interfaces and multi-pedagogies are efficient when they are conceptualized as part of adaptive educational environments—teaching and learning ecologies where learners and teachers are seen as co-creators of content and of new ways of interacting with such content.