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Designing Teenage Emotions with a Life of Their Own

  • Neil Winterburn
  • Peggy Gregory
  • Daniel Fitton
Chapter
Part of the Human–Computer Interaction Series book series (HCIS)

Abstract

In this chapter, two participatory design activities are described in which teenagers create lo-fi designs describing emotions and explain the rationale for their design choices. Designs annotating and describing emotions are categorised as anthropomorphic, abstract, object based, or biomorphic. The chapter concludes: (i) teenagers use a variety of visual metaphors to describe emotions, (ii) teenagers use anthropomorphic visual metaphors most often to describe emotions and (iii) teenagers make more use of abstract and biomorphic visual metaphors to describe ‘negative’ emotions. The effect of materials on designs is analysed, suggesting that teenagers are more likely to create designs describing emotions featuring anthropomorphic visual metaphors when using malleable three-dimensional materials. Suggestions are made for the use of externalisation and personification as part of interactive emotion displays within affective systems. A focus group evaluation of a prototype mobile app is described, which suggests that teenagers place more importance on an affective systems ability to support social relationships than they do its ability to support psychological development. This research will be of value to interaction designers and Child-Computer Interaction researchers seeking to understand how teenagers use different visual metaphors to describe different emotions

Keywords

Autonomous Agent Design Activity Personal Development Emotion Display Affective Computing 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Child-Computer Interaction GroupUniversity of Central LancashirePrestonUK
  2. 2.School of Physical Sciences and ComputingUniversity of Central LancashirePrestonUK
  3. 3.Child-Computer Interaction Group, School of Physical Sciences and ComputingUniversity of Central LancashirePrestonUK

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