USER ENGAGEMENT IN PHYSICAL-DIGITAL INTERACTION DESIGN
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Urquhart, Lewis; Petrakis, Konstantinos; Wodehouse, Andrew
Series: E&PDE
Institution: University of Strathclyde, United Kingdom
Page(s): 187 - 192
DOI number: 10.35199/EPDE.2024.32
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
This paper describes the development of a physical-digital demonstrator that makes use of augmented reality (AR) technology, to convey complex systems and engineering information for design education. AR blends the real, physical world with digital, computed-generated elements. This is achieved through three-dimensional technology features, adding contextual layers of information to the users’ sensory experiences of their physical environment (Wang et al., 2021). The uniqueness of AR in preventing the encroachment of the real world has enabled it to find broad application as a valuable interactive tool in several fields, including within educational environments. In STEM subjects particularly, AR can be employed to enhance spatial ability, conceptual understanding and visualisation skills by functioning as a blended learning and teaching tool (Hidayat & Wardat, 2023). Consequently, we aim to investigate how its potential applications in engineering and product design educational settings can enrich the adoption of digital tools in design workflows through exploring the intersections between physical and digital technologies based on a case study. One of this work’s main outputs is the development of an “Order of Engagement” framework that characterises the nature of interaction with physical-digital interfaces. This encompasses 1) observation of system architecture and location conveyed through static representation, which can also be modelled within physically prototyped models; 2) interaction with information and representations of system functionality through AR artefacts via the mixing of physical prototype models and digital interfaces; and 3) integration of dynamic conditions and performance conveyed through live simulation. The paper will describe the design, development and evaluation of an AR demonstrator system and the associated implementation of the framework via a research case study carried out in collaboration with an industrial partner who specialise in coastal erosion prevention systems. A desktop demonstrator device that can be physically manipulated and works in conjunction with an AR interface application was constructed, and reviewed with respect to usability and user engagement. The first proof-of-concept prototype produced valuable insights with respect to environment mapping and visualisation. Therefore, the second stage of the project aims to address the integration of detailed system information by evolving the system’s digital visualisation capabilities. This will be done through the incorporation of the dimension of time, allowing the long-term effects of coastal erosion and biodiversity to be captured and communicated (our 3rd Order of Engagement, for the purpose of enabling the company to perform more advanced analysis. As well as acting as an educational and client-facing tool for the industrial partner, the configuration and principles of the demonstrator point towards how physical-digital installations can be used in design education settings more generally. We will outline the development of case study material for human-centred design and product modelling and visualisation education. The real-world application of physical-digital interaction means the lessons learnt from the AR demonstrator design and Order of Engagement framework evaluation will have clear practical and commercial applications for future digital interaction design.
Keywords: Interaction design, augmented reality, physical-digital interfaces, new educational tools