Monthly Archives: September 2015

Getting to know electric cars through an app @ AutomotiveUI’15

ABSTRACT: Electric cars are a promcontextising alternative to combustion engine cars to lower emissions and fossil fuel dependencies. However, many are skeptical to this unfamiliar technology and the limited driving range of these vehicles. Therefore, people disregard this option without properly knowing if it is a good practical alternative. This is unfortunate, as electric cars according to studies should cover most people’s needs. In this paper, we will share our results from a real-world study where 8 participants used an app designed to simulate the battery of electric cars using a regular combustion engine car. In this way it is intended to let people assess their real needs in their real context. Our results show that this might be an effective tool to overcome psychological barriers associated with electric cars, as they do not only assess electric cars and infrastructure, but also their own needs and habits. We also suggest a shift from a kWh and bar perspective to apercentage-perspective as our users easily could work with percentage to figure out the driving range and plan ahead. Our study also elevated a number of uncertainties causing unnecessary worries among our participants.

Link to paper

New journal paper on how we practice design judgement in our education

Practicing Design Judgement through Intention Focused Course Curricula
Ylva Fernaeus & Anders Lundström
2015, Design and Technology Education, Vol. 20, No. 1


This paper elaborates on how design judgement can be practiced in design education, as explored in several iterations of an advanced course in interaction design. The students were probed to address four separate design tasks based on distinct high-level intentions, i.e. to 1) take societal responsibility, 2) to generate profit, 3) to explore a new concept, and 4) to trigger reflection and debate. This structure, we found, served as a valuable tool in our context for bringing important topics to discussion in class and for actively practicing design judgement. We discuss what we see as the main qualities of this approach in relation to more conventional course structures in this area, with a focus directed more towards aspects of methodology, specific interaction techniques, and design principles more generally.


interaction design, design education, design intentions

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