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Co-experience: Understanding user experiences in social interaction

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72 2 USER EXPRERIENCE DEMYSTIFIED<br />

tion-oriented approach has sprung forth from the Royal <strong>Co</strong>llege of Art <strong>in</strong> London,<br />

most prom<strong>in</strong>ently from creative m<strong>in</strong>ds at the <strong>Co</strong>mputer Related Design studio.<br />

Their focus is to become <strong>in</strong>spired by and of people and to treat concept design<br />

as a tool for creat<strong>in</strong>g value fiction – creations that challenge people to th<strong>in</strong>k<br />

about their relationships with technology and products (Dunne & Gaver 1997<br />

– they approach value fiction ma<strong>in</strong>ly through concept prototypes). One of their<br />

most <strong>in</strong>fluential works was the orig<strong>in</strong>al Cultural Probes process, a process or<br />

technique for collect<strong>in</strong>g <strong>in</strong>put from the elderly <strong>in</strong> various locations <strong>in</strong> Europe<br />

for the EU-funded project Presence (Gaver et al 1999).<br />

The cultural probes approach from the Presence project has become <strong>in</strong>fluential<br />

at least <strong>in</strong> Europe (Gaver et al. 1999). They used designed tasks <strong>in</strong> a kit<br />

to help people describe their <strong>experience</strong>s and attitudes towards their life and<br />

their neighbourhood. The results, as postcards, photographs, maps and stories,<br />

trickled back to London one by one through the mail from Norway, the Netherlands<br />

and Italy. The pr<strong>in</strong>ciple of the cultural probes was that the designers<br />

could become <strong>in</strong>spired by what the people created directly, and that the sometimes<br />

even ambiguous material would evoke stories and help the designers to<br />

approach the issue of the elderly and neighbourhoods creatively.<br />

Their approach to becom<strong>in</strong>g <strong>in</strong>spired is to <strong>in</strong>terpret the ambiguous, focus<br />

on the idiosyncratic, blow it out of proportion, design for it and then <strong>in</strong>spect<br />

the results. This approach is best at home where design concepts are used to<br />

<strong>in</strong>form, speculate, learn and warn: they have been used <strong>in</strong> art <strong>in</strong>stallations and<br />

student work (Dunne & Raby 2001). The creative and highly <strong>in</strong>ventive quality<br />

of the Cultural Probes, and later the Domestic Probes, has not been surpassed.<br />

Both projects aimed at collect<strong>in</strong>g highly personal, subjective and fragmentary<br />

pieces of <strong>in</strong>put from people on a broad, <strong>experience</strong>-related topic and us<strong>in</strong>g the<br />

results to fuel creativity and ideation.<br />

The probes approach has been applied to pre-concept research <strong>in</strong> different<br />

areas as well, and has been comb<strong>in</strong>ed with other types of <strong>user</strong> studies. Wensveen<br />

applied the probes approach to help people document their wak<strong>in</strong>g <strong>experience</strong>s,<br />

someth<strong>in</strong>g a visit<strong>in</strong>g researcher could not very well come to do. His probes<br />

helped people express their emotions dur<strong>in</strong>g wak<strong>in</strong>g up and their attitudes towards<br />

the alarm clock. (Wensveen 1999) Probes, then, do not have to travel far to<br />

be useful. Probes were also applied <strong>in</strong> a case of exercise and wellbe<strong>in</strong>g, and follow<strong>in</strong>g<br />

that, several pre-concept research projects (e.g. Mattelmäki & Battarbee<br />

2002). The approach was more towards us<strong>in</strong>g the probes approach as one part<br />

of establish<strong>in</strong>g a dialogue between participants and reserachers. The process<br />

<strong>in</strong>volved several stages of study<strong>in</strong>g materials, form<strong>in</strong>g profiles or conclusions<br />

and then meet<strong>in</strong>g aga<strong>in</strong> with the participant to learn more (see Fig. 17). In cases

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