論文アブストラクト： We report on the design of ThinkActive - a system to encourage primary aged school children to reflect on their own personal activity data in the classroom. We deployed the system with a cohort of 30 school children, over a six-week period, in partnership with an English Premier League Football club's health and nutrition programme. The system utilizes inexpensive activity trackers and pseudonymous avatars to promote reflection with personal data using an in-situ display within the classroom. Our design explores pseudonymity as an approach to managing privacy and personal data within a public setting. We report on the motivations, challenges, and opportunities for students, teachers, and third-party providers to engage in the collection and sharing of activity data with primary school children.
教室内で小学⽣が身体活動データを振り返るデザインを提案。 公共の場で繊細な個人データを管理する方法として、アバターによる匿名性を探求。 6週間運⽤し異なる複数⼈のモチベーション・教室内での生徒間の交流などを促進する知⾒。
論文アブストラクト： Digital self-tracking technologies offer many potential benefits over self-tracking with paper notebooks. However, they are often too rigid to support people's practical and emotional needs in everyday settings. To inform the design of more flexible self-tracking tools, we examine bullet journaling: an analogue and customisable approach for logging and reflecting on everyday life. Analysing a corpus of paper bullet journal photos and related conversations on Instagram, we found that individuals extended and adapted bullet journaling systems to their changing practical and emotional needs through: (1) creating and combining personally meaningful visualisations of different types of trackers, such as habit, mood, and symptom trackers; (2) engaging in mindful reflective thinking through design practices and self-reflective strategies; and (3) posting photos of paper journals online to become part of a self-tracking culture of sharing and learning. We outline two interrelated design directions for flexible and mindful self-tracking: digitally extending analogue self-tracking and supporting digital self-tracking as a mindful design practice.
より柔軟性の⾼いトラッキングツールのデザインの探求。 手帳のページを写したインスタグラムの写真と関連する会話のコーパスを分析。 デジタルとアナログの両方から実用的で感情的なトラッキングを可能にするデザインの⽅向性を議論。
論文アブストラクト： While the number of users sporting fitness trackers is constantly increasing, little is understood about how tracking goals can evolve over time. As recent studies have shown that the long-term health effects of trackers are limited, we need to readdress how trackers engage users. We conducted semi-structured interviews and an online survey to explore how users change their tracking goals. Based on our results, we created the Tracker Goal Evolution Model. The model describes how tracker goals can evolve from internal user needs through qualitative goals to quantitative goals that can be used with trackers. It also includes trust and reflection as key contextual factors contributing to meaningful transitions between goals. We postulate showing how tracker goals relate to other personal fitness goals as key for long-term engagement with trackers. Our model is useful for designers of future trackers as a tool to create evolving and meaningful tracking goals.
身体活動量計のユーザの運動目標は多様に変化していく。 半構造化インタビューとオンライン調査した。 変化し続ける個人の目標を描くことができるモデル（求める幸福、定性的な目標、定量的な目標の3つのレベルをもつ）を作成した。
論文アブストラクト： While recent research has emphasized the importance of understanding the lived experience of personal tracking, very little is known about the everyday coordination between tracker use and the surrounding environment. We combine behavioral data from trackers with video recordings from wearable cameras, in an attempt to understand how usage unfolds in daily life and how it is shaped by the context of use. We recorded twelve participants' daily use of activity trackers, collecting and analyzing 244 incidents where activity trackers were used. Among our findings, tracker use was strongly driven by reflection and learning-in action, contrasting the traditional view that learning is one of deep exploration, following the collection of data on behaviors. We leverage on these insights and propose three directions for the design of activity trackers: facilitating learning through glances, providing normative feedback and facilitating micro-plans.