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User Interaction Design Projects

Haptic communication

Roos Flapper (M2.1)
Coach: Geert Langereis
September 2012 - June 2013

The basic idea of the project is an assumed relation between interaction style and attention. There are strong clues that people with an attention deficit disorder are prone to a preference for haptic interaction. This is being tested by questionnaires and tangible interactive objects.

Products that enhance social interaction

Ineke Neutelings (M1.1)
Coach: Geert Langereis
September 2012 - January 2013

The main carrier of socialization is language. In this project, the communication between hearing people and people with an auditive impairment was studied. After observing the ins and out of being deaf at the Eetlokaal LT in Amsterdam, a restaurant where most of the employees have a hearing impairment, Ineke came up with several concepts for stimulating the social interaction between deaf people and between deaf and hearing people.

A concept that was made and tested was a belt to draw someone's attention. The regular workarounds that deaf people have created (like switching the light on and off) are normally not appreciated in public areas. A belt like this opened multiple options to draw someone's attention.

inekebelt.jpginekebelt2.jpg Fig. 1: Products that enhance social interaction

Internship AOT

Marjolein Kors (B3.1)
Coach: Geert Langereis
September 2012 - January 2013

From a previous project with Simone de Waart of Material Sense, Marjolein had the technology on the shelf for printing jewelery temporarily on the skin. This product was selected to be implemented as a “worksample” for the employability training department (AOT) of the Kempenhaeghe-Berkenschutse institution.

At the AOT, teenagers with social or societal problems can experience a real working environment. Together with the AOT a webshop was developed for the printable jewelery. The products, the internet site and the logistics of the storage/shipping is maintained by the teenagers with special needs. In this way, multiple skills of real work can be experienced.

kantketting.jpgzwartebollenketting.jpg Fig. 2: Internship AOT

Wellbeing in urban areas: An App for the Eindhoven Marathon

Ruben Delil (B2.2)
Coach: Geert Langereis
September 2012 - January 2013

The Eindhoven marathon is a big event which attracts 150.000 to 200.000 visitors every year. Having such an amount of people in the city centre, often concentrated to one place, creates a possible safety threat. A lot of these people visiting Eindhoven do not know the city very well, which means they all visit the ‘Stadhuisplein’ as the finish of the marathon is positioned there. Information sources other than a simple map that is especially functional for runners themselves is not available during the event, whereas the complete city is filled with all sorts of interesting places around the track that could be visited. Making this insightful by means of an Android App could help spreading those visitors more around Eindhoven, as they can then see where to go and more importantly, how.

Eindhovens dagblad
Omroep Brabant

marathoneindhovenlive.jpg Fig. 3: Wellbeing in urban areas: An App for the Eindhoven Marathon

Lumi: Products that enhance social interaction

Koen Appels (B1.1), Auke van der Grinten (B1.1), Koen van Gaalen (B1.2), Iris Minkenberg (B1.2)
Coach: Geert Langereis
September 2012 - January 2013

Lumi is an interactive communication device that allows family members to leave messages for each other while they pass by. Lumi consists of several voice recording devices attached to a single tree that allows the concept to be placed anywhere in the home environment. The recording devices can be detached from the tree and picked up. When you do this the device allows you to record a message for another family member. By hanging back the devices in the tree you will allow others to pick the message up and listen to it. When you hang back the device starts blinking to notice others there is a message for them. the blinking will brighten up the product and this will contribute to a warmer atmosphere in the home environment. Mother can leave a message for her children about dinner or the children can say to their parents that they are playing at a friends house. By allowing people to actually record their voices in the product we allow them to personolize the messages that leave behind. Lumi contributes in keeping the social interaction within the family environment alive, children from age 9 to 11 will start noticing changes in their lives. Life will become more busy for them and in an society where everyone already is always busy this can be a problem.

boom.jpg Fig. 4: Lumi: Products that enhance social interaction

SURPRISELY: surprise your friends with personal messages anywhere

Nicholas Nelson (M2.1)
Coach: Geert Langereis
January 2012 - January 2013

In our current society with social media and smartphones we have to deal with an overload of information. Our digital life becomes dissociated from our real life. The concept of this project originated from the vision that it would be advantageous to bring back the quality of physical shopping with the opportunities of on-line shopping. The concept is presented as an android application with which users can create personal digital ‘packages’ for friends and family. The package can be left behind at any location in the physical world, for the receiver to find, often unexpectedly. This creates a useful, personal, caring and surprising experience relevant to the user’s current context. At the same time it inherently filters information to reduce stress due to digital overload, because interaction and information are relevant to the location where it is most important.

surprisely.jpg Fig. 5: SURPRISELY: surprise your friends with personal messages anywhere


Josha Woudstra (B3.2)
Coach: Geert Langereis
January 2012 - June 2012

“Woodyou” is an object that invites you to express yourself through music. It is inspired by a young man with Down Syndrome and has been co-created with an anthroposophical view on making music by an industrial designer, a workshop where craftsmen work with wood and mentally disabled people. The instrument invites to play and is immediately rewarding by the inspiring sound it gives, which makes people quickly feel skilled. Woodyou is designed to take away the threshold to start making music as well as to experience the joy of it. The explorations were done together with the Choroi workshop.

josha.jpgjosha2.jpg Fig. 6: WoodYou


Bas van Hoeve (B3.2)
Coach: Geert Langereis
January 2012 - June 2012

Relates to time perception and autism: An intelligent planner that adapts to the perception of time for autistic children and their parents. Recent insights show that development disorders, for example autism, come together with difficulties in processing the aspects of time. This becomes problematic in for example executive tasks and coping with delayed attention where conflicts with the environment (especially the parents) are the result. The “ike” planboard is a tool where autistic children can plan their activity in their own framing of time. This new framing of time is indicated as “eating time” because it is defined relative to breakfast, lunch and dinner. This opens the communication with parents who can still think in clock time. The plan board is an interface between the cognitive model of the child and that of the parent.

The prototype of “ike” was exposed at the Design Cares exhibition for the Helsinki & Dutch Design Week 2012.

bas.jpg Fig. 7: ike


Robert Noome (M1.1)
Coach: Geert Langereis
January 2012 - June 2012

The project aimed at enhancing self-esteem of people with dyslexia, through new channels of communication. In our society, the association between bad spelling and stupidity is so strong that it is almost taken for granted. A misspelled public notice, for example, is a trigger for laughter and mockery; it is common for jokes and cartoons to be based on that association. The implications of this for the thoughts and feelings of bad spellers in our society are clear. It is no surprise then if we find that those who have poor literacy skills also have more widespread feelings of intellectual and social limitation.

During this project the possibilities to combine the elements of communication en enhancing self-esteem to children with dyslexia were investigated. The result of the project is a system that invokes the positive characteristics of children with dyslexia and lets them learn and explore their capabilities. By using multiple sensory inputs (visual and tangible) children are using and strengthening their good characteristics as well as developing their poor characteristics. In the final prototype, children have to re-construct a 3D block constellation form a computer image. The idea is that dyslectic children will perform better on this task which gives then confidence.

robert.jpg Fig. 8: Q-Bix


Hugo Christiaans (M1.2)
Coach: Geert Langereis
September 2011 - January 2012

“Sett”, Norwegian for “see(n)” is a prototype that functions as an extension and support for the other senses to improve the quality of life for the blind. As we live in a world in which everything is revealed by light, it is obvious that (heavily) visual impairment and blindness have a large impact on a person's life. Not only it complicates everyday life in ways of orientation and communication, it also creates problems for the integration of the blind in our sighted society. In other words, blindness cuts people off from a major social and physical environment. A part of the communication problems are problems in recognition of non-verbal communications and contextual cues during social interactions. The loss of the ability to see a face, a facial expressions and gestures makes it hard to recognize the meaning and or intensions of a person during conversations as well as to judge the meaning of a silence. This makes blind people less confident in evaluating emotional behaviour. Also the loss of certainty in the location of recognition of who is speaking, especially in a group makes it even harder.

Although it is possible to distinguished people from objects in a certain way, this isn't the main purpose of the concept Sett. The prototype is developed to increase the feeling of being social involved such as during a small talk in the park or group conversations during a birthday party. Sett consists of a camera detecting eye contact. When eye contact is detected, wearer is notified by means of a vibration signal in a bracelet. In this way, the sensation of being looked-at is restored for the blind, and bypassed via the tactile channel.

The concept of Sett was developed in a previous project in the Open Light theme, and continued in the Changing Behavior theme as a research project for validation.

hugo.jpg Fig. 9: SETT


Wouter Jansen (B3.2)
Coach: Geert Langereis
September 2011 - January 2012

“Alone amongst the crowd”, that is how someone suffering from the various Autism Spectrum Disorders would likely feel. Autism Spectrum Disorders, or abbreviated ASD‚ are very common disorders. About one percent of our population suffers from a form of an ASD. People suffering from any kind of ASD are likely to have impaired communication skills, poor social interactions and show repetitive, stereotyped behavior.

Kids suffering from an ASD encounter a wide variety of problems in their everyday life. These problems vary from not being able to communicate about their emotional state to keeping an overview of their daily activities. Although there are various tools and methods developed to help them integrate better these methods and tools could benefit a lot by applying new technologies and design to them. In this project the AutiBuddy concept is born. The AutiBuddy is a tool that helps to enforce children suffering from ASD to communicate their emotional state to their social environment through the combination of smart technology and proven methodology.

wouter.jpg Fig. 10: AutoBuddy


Teun van Roessel (M1.1)
Coach: Geert Langereis
September 2011 - January 2012

Children with ADHD have difficulties to concentrate for a long time in classrooms. Besides that, they need assistance in planning their work because that is one of the executive tasks they have difficulties with. In a classroom with multiple ADHD children, the teacher has to switch continuously to the individual children who need specific attention. The core of the proposed concept is to use the time where children loose their concentration for a moment of planning and reflection. This is done in a noncompetitive, but playful way.

The Course system runs on a focus board in the classroom and works with earlier drawn coins from the children themselves. The system runs every time the children work independently. When the children finish tasks, they are allowed to walk over to the focus board and insert their progress into the system. They are represented by the coins they drew themselves. Once the progress is put in the system, their coin appears randomly somewhere on the focus board and falls down towards the bottom. The children can choose to finish only one, or more tasks before they enter them in the system. The more tasks are inserted at the same time, the bigger their coin will appear on the screen.

teun.jpg Fig. 11: Course

What to do during daytime, to sleep better at night

Sergej Lojko (M1.1)
Coach: Geert Langereis
September 2011 - January 2012

Although sleep takes normally place at night, the factors affecting sleep are already defined at daytime. The product proposed here is a desktop touch-tool that invites to take a break from computer work. The invited interaction is the petting of soft textile fingers. The signal resembles human “goose bumps” that express naturally that interaction is needed. In this way, relaxation is achieved by introducing regular moments of rest at day-time.

This is a video about the concept SleepBap from Sergej Lojko: Sergej.mp4

sergej.jpg Fig. 12: What to do during daytime, to sleep better at night

A product by and for autism

Ilse Maessen (B1.2), Marjolein Kors (B1.2), Jesse Meijers (B1.2), Sebastiaan de Monte (B1.2)
Coach: Geert Langereis
January 2011 - June 2011

In a collaboration with the work-training department (AOT) of the school De Berkenschutse we developed tools for supporting children and youngsters to deal with our society. This student project resulted in the friendly monster “Arno”. An important aspect in the life of autistic youngsters , is the contact with the parents. Arno is a communication tool in this important contact. First, the foot is tapping when a person is detected in the vicinity of Arno. The friendly look of Arno, together with this behavior, will invite to approach him. When Arno is petted, the ears will respond. This encourages bonding with the creature. Once Arno has become a friend, a communication chnnel is opened, and the parents can use Arno to approach their child.

In the research process towards Arno, first a study was made about how it feels to have an Autism Spectrum Disorder. In a short movie an attempt was made to look through the eyes of an autistic person.

Foto Arno Fig. 13: A product by and for autism

Retrospective timing and dyslexia

Rens Brankaert (M1.2)
Coach: Geert Langereis
January 2011 - June 2011

A collaboration with the expertise centre for epilepsy, sleep medicine and cognitive disorders Kempenhaeghe resulted into an interest in the topic of time-awareness. There appears to be a link between some learning/cognitive disorders and the absence of proper time-awareness. In this project, one aspect is ebing studied, being the link between dyslexia and the ability to memorise timing patterns. A design was made for a game where tone sequences have to me memorized and reproduced. This was tested with children (both normal and having dyslexia) to study the skills to do the task and to observe the learning curve. The results were presented on October 7, 2011, at the “Science Fair TU/e and Kempenhaeghe” as a poster.

dyslexia.jpg Fig. 14: Retrospective timing and dyslexia

A new Encounter with Alice

Banaz Palani (B1.1), Sven Reijnders (B1.1), Anne Schumacher (B1.1), Zheliuyi Wang (B1.2)
Coach: Geert Langereis
September 2010 - January 2011

This project involves creating an experience based on the story “Alice's adventures in Wonderland”‚ that could fit in the Alice Installation. This installation contains six stages that represent some scenes and characters out of the book which trigger emotions. This is a part of the Kansei experience. The goal is to encourage people in Western culture to reflect on themselves while going through these stages. This relates to cultural computing where realities are mixed. With this project we tried to come to a final concept and create this Kansei experience.

The project resulted in a proposal for a new stage which is called the “Queens Croquet Ground”. The concept is based on the discrepancy between Alice, who is a child but reasons like a grown-up, and all the other characters in the book who are represented as grown-ups, but act like children. The resulting perception for the user, being “confusion”, is explored in a concept of an unfair game.

alice_1.jpg Fig. 15: A new Encounter with Alice

Internship at Knol-Ontwerp

Jaap Norbruis (B3.1)
Coach: Geert Langereis
September 2010 - January 2011

Knol Ontwerp

Feedback Methods for Stress Management

Joey van Dun (M1.2)
Coach: Geert Langereis
September 2010 - January 2011

Biofeedback for stress management is based on a closed-loop control system. Human stress is being estimated by measuring a physiological factor, and subsequently, the information is fed back to the user. Several methods exist to monitor stress, however, the representation for effective and intuitive feedback is less explored. The study resulted into a 3D immersive system for biofeedback. A light source was modified in such a way that the color and intensity of the light reflects the emotional state.

feedbackmethods.jpg Fig. 16: Feedback Methods for Stress Management


Leonie Suckow (B2.2), Sophie van de Wouw (B2.2), Casper Vos (B2.2), Diede Gulpers (B2.2)
Coach: Geert Langereis
February 2010 - June 2010

People with physical or mental disabilities often have difficulties finding and maintaining suitable jobs. Over a million disabled persons are currently unemployed in the Netherlands. Among these are thousands of autistic persons. The project WorkDesign aims to develop tools and systems that support autistic persons in finding a suitable job. The WorkDesign concept assumes that finding suitable work for disabled persons has three distinct beneficial effects: it increases self-esteem in the disabled person, it generates economical value for the employer, and it decreases social benefit costs for the society. The project was restricted to autistic persons. User tests were conducted at a number of branches of the Ergon company, a local workplace for people with disabilities, and several regular workplaces employing autistic persons.

Autistic persons are often incapable of working for a regular employer. This is, however, not because the task itself is beyond their capacities. Recent research has shown that due to their analytical skills, their inclination towards perfectionism and their sensitivity for details, autistic persons may actually outperform normal employees at certain jobs, like software testing and archiving. The real problem lies in the autistic person's social (dis)functioning in regular work environments, which can be remedied by appropriate adjustments, tools and systems.

The “4P-model” identifies four domains where additional support may result in successful placement of autistic employees in a regular working environment: Person, Place, Process and Placement. First of all (the Person domain), the autistic person's specific attitudes and competences should be recognized and taken into account. If necessary, the employee should develop work-related skills. Within the Person domain, Leonie Suckow developed a tool which enables employers to give emotional and social feedback in an autistic-friendly manner. Second (Place domain), the physical workplace may need to be redesigned to meet the employee's needs. Sophie van de Wouw created a desktop tool to chat and give task instructions in an autistic-friendly manner. Third (Process), the job description should be tuned to the autistic employee and logistical and service processes may need to be adjusted. Casper Vos developed a system which allows a knowledge and experience database to be applied to career matching and monitoring. Finally (Placement), arguments need to be formulated to convince the employer of the benefits of employing an autistic person and tools should be developed to facilitate placement. Diede Gulpers created a new procedure called “job carving” which divides a job into subtasks and allows the selection of a set of subtasks that match the constraints of a particular employee.

workdesignleonie.jpgworkdesignsophie1.jpgworkdesignsophie2.jpg Fig. 17: WorkDesign

Ergonomic Battery

Mart Wetzels (B12), Youssef Zouhair (B12), Zlati Petkov (B12), Hoang Mai Lieu (B12)
Coach: Geert Langereis
February 2010 - June 2010

The industry has developed technology to make batteries in almost any shape. This means that we are less constrained in the design of wearable/portable medical applications. The question is to define forms of consumer healthcare devices which benefit from the new battery shapes. Amongst others, aspects like power consumption, recyclability, ergonomics and device function have to be considered.

ergonomicbatterymai.jpgergonomicbatterymart.jpg Fig. 18: Ergonomic Battery

projects/id.txt · Last modified: 2017/10/09 13:41 by glangereis