This project report describes the process of the development of an evaluation process for family exhibitions in the Maritime Museum Rotterdam. It is focusing on collecting qualitative feedback from families, consisting out of children between 8 and 12 years old and their parent or grandparents. The Maritime Museum Rotterdam has various interactive exhibitions which learn their visitors about the maritime world. The museum was looking for a way to get qualitative feedback from their visitors about these exhibitions. The museum wants to learn what contributes to or deducts a positive experience of their exhibitions, so they can create even more inspiring exhibitions in the future. The assignment for this project is to design a tool-box, containing all elements needed to conduct a successful qualitative evaluation of a family exhibition. The Sea monster exhibition in the Maritime Museum was chosen to be a test-case for this project. During the project, several methods for gaining feedback were explored. It was decided to build an evaluation process around the concept of a heat-map which shows what areas visitors do or don’t like. The method that was chosen to collect the data to create the heat-map is experience sampling. During the exhibition visit, visitors are asked to give a small sample of feedback. They can do this by pressing a smiley that indicates how much they like what they are doing or seeing at that moment on a special developed tracking device. This device also keeps track of the location of the visitors. A line, showing the route of the visitors and the given feedback samples will be created from this information. For this concept, a framework of the evaluation process was created. In this framework, two tracks were distinguished. One track, called version 1 in this project, collects the route and feedback samples of over a hundred visitors. An interactive stand will ask automated questions based on this data. The other track, called version 2 in this project, only involves five families. A heat-map is created for each family member and based on the heat-map an interview is held. A process poster was developed which shows all steps of both tracks. However, the focus during the project was on this last track, version 2. The tracking device (the tool), the interview, and the analysis and communication of version 2 were developed further. Several tests were done to find the characteristic the portable tracking device should meet to collect the right data to create a heat-map that can be used to structure the interview. In the final design, a working prototype of the tracking device was created. Besides that, an interview guide was developed containing all information needed to conduct an interview, based on the heat-map. Lastly, all steps of the analysis and communication were distinguished and finding-cards were designed To validate the concept, various tests were done to evaluate the evaluation process.

In this report, I have explained my iterative design process using research through design approach. This project focuses on the context of Artificial intelligence and design collaboration. It also represents a design method of integrating human and non – human biases while designing intelligent products.

Abilities of Artificial Intelligence (AI) are expanding so rapidly, that it already surpasses the human in specific tasks that were not thought before. Recent advancements in machine learning algorithms (ML) and its techniques e.g. ‘deep learning’, enable the machine to develop creative content on its own (John, 2016). Meanwhile, in the design domain, people have already begun to consider artificial intelligence as new design material (Holmquist & Erik, 2017). One can consider it an intelligent design material as it can include creativity as individual machine learning models.To understand this new paradigm of using AI in the design process, I created a speculative prototype of a design toolkit called objectResponder (v1.0). A toolkit which enables to design and prototype from the perspective of AI in the ‘wild’(Rogers & Marshall, 2017). I explored this toolkit with six professional designers from various discipline. Initial results suggested that looking at the world from the perspective of the AI may enable designers to balance human and nonhuman biases, enrich a designer’s understanding of the context, and open up unexpected directions for idea generation. The results from the study initiate my graduation project with — identifying what designers need, their concerns and challenges while working with Artificial intelligence and Machine Learning projects. In my thorough investigation with professional designers and design students, I learned that there is a gap in comprehending Artificial intelligence technology in design practice. Such as, designers struggle to incorporate these technologies into their products and services due to the complex nature of it. It was also evident in the literature study that, designers’ need to understand the underpinning principle e.g. limitations of Artificial intelligence and Machine Learning (Dove, Halskov, Forlizzi, & Zimmerman, 2017). Designers’ currently working with Artificial intelligence technologies mentioned that they are looking for a tool or prototyping toolkit which integrates AI with embodied ideation and rapid prototyping methods.To understand the state-of-the-art of AI, a literature study was conducted with the exploration of various ML technologies and prototyping tools. The purpose of this literature study was to understand the state-of-the-art AI and its current state. In this literature studies, I encountered some initial prototypes of tools that showed the possibilities of Artificial intelligence intervening into the design process. Meanwhile, technology exploration with various AI and ML tools and platforms allowed me to learn some facet of current AI and ML tools and ML platforms and perceive its limitations. From this observation, I designed three varied computer vision enabled experiments. Designers from various expertise have participated in the experiments. They were asked to follow the idea generation process with and without an AI’s Computer Vision technique (Machine perspective). Based on designers’ feedback about the experience of working with a designed speculative prototype, I propose a design toolkit called ‘object responder v2.0’ — with further advancement in it.

The Medical Psychology and Social Work department of the Wilhelmina Children´s Hospital (WKZ) helps children between 0 and 17 years old and their parents to cope with psychosocial problems caused by medical events and/or (chronic) illness. In therapeutic sessions psychologists help children to overcome their fears and develop effective coping strategies. In addition, the department monitors the development of children that have an increased risk of obstruction in their cognitive development with psychological tests. Treatment and evaluation sessions are performed in a so called 'playroom'. The current playroom does not support the psychologists in the wide range of activities they perform. The department addressed this demand in the form of this graduation project.

Research in the context provided insight into the usage of the playroom, its users and their experiences. The main problem identified for the current environment is that it does not support the psychologists in the different sessions they perform. A flexible environment is wished which can easily be changed from an atmosphere where the child is able to concentrate (stimulant free) to an atmosphere that invites the child to play (stimulant). In addition, the importance of the child feeling at ease at the start of a session became apparent. It was discovered that the journey that the child makes before he/she enters the playroom is of significant influence on this. Children that visit the department for the first time are nervous and do not feel at ease when entering the playroom for the first time. Two design directions were identified. One focusing on improving the therapeutic environment and the other on improving the journey towards this environment. This resulted into one final design 'Gentle First Contact' which consists of a tactfully designed patient journey and a master plan for a new therapeutic environment.

The master plan for a new therapeutic environment consists of a proposed design for the room and recommendations concerning colour, lightening and sound. A flexible environment is created that can be easily adapted to the different sessions that are performed and the characteristics of the child. By turning and sliding panels in the closet, the psychologist can easily and quickly change the atmosphere in the room.

In addition, a patient journey was designed to make children feel at ease at the start of their first therapy session. Several elements are designed to support the child at different moments in the patient journey: a flyer with information about the appointment, a new waiting room experience, a playful transition to the playroom and an ice breaking activity as start of the therapy session. The elements are designed in line with the new vision for WKZ in which every department is related to an animal. The animal assigned to the Medical Psychology and Social Work department is the seahorse and therefore this animal is used as connecting theme to create a gradual journey. The seahorse supports, guides and distracts the child when needed.

Nurses working in the ICU of the Erasmus Medical Center in Rotterdam are exposed to a vast amount of sounds from medical equipment. The amount of alarms nurses cope with causes alarms fatigue, which causes nurses to become desensitised to alarms. Not only is this a threat to patient safety, it also causes stress.
Care Tunes is a product design that allows nurses to listen to music to monitor their patients. By wearing an earpiece that plays the music, nurses can constantly be aware of their patients health without having to listen to the cacophony that is caused by alarms.
In an iterative design process several versions of
this concept were designed, tested and evaluated. Simultaneously, research was conducted into the experiences nurses of the Erasmus MC have regarding sounds.
This research into the ICU context reveals insights into the experience and underlying mechanisms of alarm fatigue. Among them are the low level of information that alarms carry and the range of personal preferences nurses have when it comes to setting boundaries
for their alarms. Alarms also tend to be used as a reaffirmation by using narrow alarm limits, causing more alarms to sound.
Care Tunes attempts to offer much more information in the sonification of patient data. This lets nurses listen to a pleasant musical stream to get all the information they need about their patient.

This project focus on forming a future flying experience for passengers in 2022. The design concept came from the usage of the approach ViP (Vision in Design), by deconstruction of current aircraft environment ,collecting context factors, forming future context. After the future context structure, four types of passengers’ behaviour in aircraft were distilled: “Freestyle working“,”Distant self-care taking”,”Reluctant developing”and “Stand out from the crowds“. Then design ideas and concepts were focused on “Freestyle working“ behaviour, which had a statement(design goal) as “make passengers see aircraft as means to optimise working and relaxing balance“. Four main activities of “Freestyle working”behaviour are also distilled: working, relaxing, connecting with others and learning. By ideation and conceptualisation, as well as iterations of prototyping and testing, the final concept consists of two parts: the seat part and the galley part. These two parts must work together to achieve the effect of the statement. The seat part consists of a re-designed tray table and suggested seat headrest change. The tray table has privacy boards, drawers and other functions to support working and relaxing on the seat. The seat headrest helps passengers in Economy class to sleep better and connect or disconnect with others. Then the galley part is a concept to open the galley and redecorate it into a welcoming atmosphere, where passengers can gather together to serve themselves and socialise with others. The whole concept triggers passengers to see aircraft as a place for actively performing activities, instead of merely a means of transport. At the end of the report, suggestions of improvement of the design as well as implement were given for further steps.

This report is the final deliverable for the master track ‘Design for Interaction’ of the faculty of Industrial Design Engineering at the Technical University of Delft. It describes the process and results of the graduation project ‘Assuring the occurrence of intended learning situations in a nautical simulator’ that is executed in cooperation with VSTEP, a Dutch company that develops simulators and visual training software. VSTEP learned from its customers that Nautis is suffering from usability issues. It is initially not described where these issues are located. The project therefore starts with desk research, analysing Nautis’ current system. Additional expert interviews are conducted and literature research is executed. Observations and semi-structured interviews were conducted with instructors, the endusers, at five organisations that use Nautis. This has demonstrated that instructors are have a relatively small fraction of time available to develop scenarios. A scenario implies a virtual environment in which target vessels are following pre-specified routes, in order to mimic nautical traffic and thereupon form learning situations for the trainee. A significant amount of the little available time goes into testing and subsequently modifying. Testing usually occurs by the instructor entering one of the bridges connected to the simulator and sailing through his created scenario. Testing suggests verifying the behaviour of target vessels along their respective routes in order to prevent collisions with others, while at the same time checking if learning situations are encountered by a trainee vessel as intended. Modifications are made to the scenario when it does not come out as desired, and extra learning situations are added to accommodate different trainee performances, i.e., their pace through the scenario. This would allow for a better comparison of trainee performances. After modifying a scenario, it is again tested. Nautis offers an inefficient way of developing scenarios, which leaves instructors doubting if a trainee will reach the training goals properly. Therefore it is decided to focus on creating a solution for instructors which them to efficiently design learning situations in scenarios that allow for comparing trainee performance in order to assure that learning goals are reached. A design is proposal consisting of three components; an event creator, a trigger system, and a route generating algorithm. Each component supports the user in efficiently creating learning situations as intended. The first two components have been designed through an iterative process, suggesting sketching, prototyping, and user testing. Seven prototypes were made to validate concepts and test interactions with 13 unique participants. Some participants have tested multiple prototypes. Three instructors have taken part in the user tests. The algorithm is evaluated on its feasibility with an AI expert and desirability with an instructor. The route creator enables the user to efficiently draw out learning situations. A timeline is used to give the instructor quick access to any given timeframe in his scenario. When drawing a route for a target vessel, the currently displayed timeframe moves forward concordantly to the time it takes the particular vessel to travel the distance between the previous and the new waypoint. All target vessels in the scenario are displayed at their respective locations associated to the current timeframe. This offers the instructors direct insight whether a collision occurs, and can as such be immediately avoided. The trigger system allows the instructor to connect specific locations for target vessels in a learning situation to a manually drawn trigger area. The system assures that the target vessels sail their routes following the specified locations when the trainee enters the area with his vessel. This way the learning situation happens as intended by the instructor, independent of the trainee’s performance up until the trigger area. The route generating algorithm is used to save time on scenario development. Instructors are enabled to focus on drawing relevant parts of routes for target vessels that form learning situations. Parts that are deemed irrelevant, i.e., prior to or after a learning situation, are generated to lead the target vessels out of the trainees view. It is calculated that through the design proposal instructors can save more than 80% of their time on the development of a single scenario, ergo more time can be spend on the quality and the variety of the scenarios. Furthermore provides the assurance of the occurrence of learning situations them more guidance during the actual training sessions, and offers better comparison of trainee performances. To conclude, it can thus be stated that the design proposal would support an improvement in educational use of Nautis.

This report is an account of the design project about a new playscape for the Child Development and Exercise Center of the Wilhelmina Children’s Hospital (WKZ)
in Utrecht. The appropriateness the centre's current exercise room for children’s play and ergonomic skills is highly age-dependent and its possibilities for interaction are limited. Therefore, the relocation of the centre in 2018 was used as an opportunity to evaluate the use of Playscape 1.0 and design a new ‘Playscape 2.0’ that supports a variety of interactions for various target groups. The design process results in the proposal of a 'master plan' for the whole room, an adaptable environment (Track Me) and an interactive design (Chase Me). Track Me and Chase Me consists of various elements that can be placed in various positions and in this way support various activities. Track Me can shape a play or training environment, and supports activities concerning gross motor skills (e.g. crawling, climbing, jumping or balancing). Chase Me features two interactive modes (chase and play), and challenges speed and gross manipulative skills (e.g. running, reaching, aiming or manipulating).