Susanne Koch Stigberg

• Stigberg, Susanne Koch; Carcani, Klaudia; Joshi, Suhas Govind & Bratteteig, Tone (2026). Participatory Design Meets Artificial Intelligence. Co-Imagining Mutual Learning of AI Technologies and Designing with AI Tools. ID&A Interaction design & architecture(s). ISSN 1826-9745. p. 5–14. doi: 10.55612/s-5002-068-001psi. Full text in Research Archive Show summary

  This Special Issue (N. 68) emerged as a step toward broadening the discussion about the relationship between Participatory Design (PD) and Artificial Intelligence (AI). The original PD projects were motivated by the introduction of computer technologies into industrial workplaces, where they threatened to impoverish or take over jobs. Just like computers were a threat to work and workers in the 1970s and 80s, AI is seen as a threat to workers—and societies—today. Building on a workshop held at NordiCHI 2024 [1], we wanted to invite a wider community of researchers and practitioners to critically reflect on how PD can question, shape, and reimagine AI technologies and practices. The notion of AI was used for the first time in 1955 referring to a machine that can simulate human intelligence [2]. Webster [3] argues that current AI systems that are based on Machine Learning (ML) and Large Language Models (LLMs) can “be said to fulfill the original 1955 definition of AI for the first time” (p. 8). Today, AI systems are widespread and deployed rapidly across domains of considerable social significance— in healthcare, education, employment, criminal justice, and many others—without appropriate safeguards or accountability structures in place [4,5]. AI can replace human performance of tasks and “cooperate” with humans [6]. Similar to the expert systems of the second wave of AI [3], the current third wave of AI advocates AI that improves human capabilities rather than replacing them. The initiative for Human-Centered AI (HCAI) argues that AI systems should be explainable, comprehensible, useful and usable [7]. To achieve this Shneiderman [8] argues that user-centered and participatory methods engaging stakeholders in design is needed. A study of research on HCAI by Capel and Brereton [9] found that almost half the research papers could be categorized as human-centered approaches to design of AI, but very few of these were based on PD [10]. This Special Issue aims to change this.

• Stigberg, Henrik & Stigberg, Susanne Koch (2026). Unpacking Teachers’ Transformative Agency Following Digital Fabrication Workshops on Making Mathematical Manipulatives. Digital Experiences in Mathematics Education. ISSN 2199-3246. 12, p. 393–415. doi: 10.1007/s40751-026-00194-3. Full text in Research Archive Show summary

  Digital fabrication (DF) presents innovative opportunities for reimagining the use of manipulatives in mathematics education. Manipulatives are fundamental for helping students grasp abstract mathematical concepts. However, utilizing DF to make mathematical manipulatives requires more than just access to technology; it demands teachers’ transformative agency. This article presents the experiences of seven teachers who participated in a series of eight full-day workshops over a span of one year, focusing on making mathematical manipulatives using DF. Through interviews, the teachers offered insights into their transformative agency, detailing their sense of purpose, competency, autonomy, and reflexivity. Our results highlight the complexities, opportunities, and challenges encountered by these teachers as they navigated the integration of DF into their teaching practice. Our study led to three key implications: Utilizing DF enables teachers to make manipulatives that are pedagogically relevant; Making manipulatives with DF supports changes in teaching practices, showcasing teachers’ transformative agency; but also, a critical need for supportive infrastructure to facilitate teachers becoming makers in education. The article underscores the potential of utilizing DF to transform mathematics education while emphasizing the importance of providing sustained support to realize its potential fully.

• Stigberg, Susanne Koch; Carcani, Klaudia; Joshi, Suhas Govind & Bratteteig, Tone (2024). Participatory Design meets Artificial Intelligence: Co-imagining mutual learning of AI technologies and designing with AI tools, NordiCHI '24 Adjunct: Adjunct Proceedings of the 2024 Nordic Conference on Human-Computer Interaction. Association for Computing Machinery (ACM). ISSN 9798400709654. doi: 10.1145/3677045.3685471. Full text in Research Archive Show summary

  The workshop aims to explore relations between AI and PD: how AI can be used in PD as well as how PD can influence AI systems. In the workshop participants share experiences with AI in PD, presenting materials for discussion. The outcome of the workshop will be a set of principles and guidelines and a (common) paper, and we aim to establish a special interest research community for creative use of AI in PD.

• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2024). Introducing teacher students to digital fabrication to support children's mathematical learning. International Journal of Child-Computer Interaction. ISSN 2212-8689. 40. doi: 10.1016/j.ijcci.2024.100643. Full text in Research Archive Show summary

  While digital fabrication has been closely linked to narratives of science, technology, engineering, and mathematics (STEM) education and design thinking, it can provide a gateway to reimagining mathematical teaching and deepening the understanding of both mathematical content and pedagogy. In this paper, we present a workshop series that engages teacher students in the creation of their own mathematical manipulatives using digital fabrication tools. Manipulatives are tangible objects that can be used to support children’s learning of mathematical concepts, such as numbers, fractions, or geometry. The workshops included activities for finding, adapting, creating, and sharing manipulatives (FACS) using 2D and 3D modeling and fabrication techniques. Our in-depth analysis of video recordings presents how teacher students successfully acquire digital fabrication skills and reflect on the use of customized manipulatives to support children’s mathematical learning. The findings suggest that introducing digital fabrication in teacher education programs can shift the focus from consuming ready-made manipulatives to creating customized materials that better suit the teaching context. The authors propose FACS as a specific approach for introducing digital fabrication to teacher students.

• Karlsen, Kristine Høeg; Karlsen, Joakim & Stigberg, Susanne Koch (2024). Transprofessional Course Design in Teacher Education: Facilitating Spaces for Negotiating Roles and Finding Common Ground. In Stigberg, Susanne Koch; Karlsen, Joakim & Müller, Nicholas H. (Ed.), The Seventeenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781685581633. p. 49–55. Full text in Research Archive Show summary

  In today’s rapidly changing world, educators stand at the crossroads. Tomorrow’s teachers are responsible of equipping their pupils with essential 21st-century skills, a task that transcends mere professional boundaries. As the educational landscape evolves, teacher education programs grapple with the mandate to adapt curricula to this new societal complexity. Our study delves into uncharted territory: the intersection where arts, culture, technology design and pedagogy converge. Collaborations between stakeholders from these diverse domains yield a wealth of insights. Through codesign, we negotiate roles, seeking common ground - a reflective practice that may give rise to a “third space”. Drawing from our analyses, we propose essential aspects for facilitators of such processes to consider. These insights could contribute to the goal of nurturing safe, innovative “third” spaces where educators assume new roles and shape the future of interdisciplinary course design in teacher education.

• Stigberg, Henrik; Stigberg, Susanne Koch; Maugesten, Marianne & Kaufmann, Odd Tore (2023). Teachers' critical reflections on digital fabrication for making manipulatives to support mathematical thinking. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. p. 2804–2811. Full text in Research Archive Show summary

  Digital fabrication (DF) is the process of translating a digital design developed on a computer into a physical object. While digital fabrication has been widespread in STEM education and design thinking, we see an opportunity to use DF by mathematics teachers for making manipulatives opening for new learning experiences. We conducted four full-day workshops with eight in-service teachers inquiring into DF tools, techniques, and platforms. Teachers explored 2D and 3D modelling and fabrication using 3D printer, laser- and vinyl-cutter. In this paper, we report on teachers’ critical reflections on DF for making manipulatives to support their mathematical teaching. Our findings show that teachers used DF tools to create their own manipulatives and designed customized teaching activities for inquiry-based teaching. They developed a strong sense of ownership over the created manipulatives, crucial for teachers to effectively utilize manipulatives in the long term.

• Stigberg, Susanne Koch & Rabben, Nils-Christian Walthinsen (2023). Unveiling the Potential of Digital Fabrication in Arts & Crafts Education: A Future Workshop Approach for Technology-Enhanced Teaching. In Stigberg, Susanne Koch & Karlsen, Joakim (Ed.), ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781685580780. p. 24–27. Full text in Research Archive
• Stigberg, Susanne Koch; Said, Fahad Faisal & Blauhut, Daniela (2023). Digital Fabrication in Arts and Crafts Education: A Critical Review. In Zaphiris, Panayiotis & Ioannou, Andri (Ed.), Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14040. Springer. ISSN 9783031344114. p. 642–657. doi: 10.1007/978-3-031-34411-4_44. Full text in Research Archive Show summary

  This article presents a critical review of research on digital fabrication in K-12 arts and crafts education. We provide an overview of the research field from two perspectives: 1) digital fabrication technologies and classroom practices, and 2) applied theoretical frameworks and research methodologies. Results show that robotics, e-textiles and 3D are the most common digital fabrication themes in arts and crafts education. In the typical DF research project, a qualitative paradigm is chosen, and learning is described from a constructionist perspective. We conclude the article with two specific opportunities for consolidating research on digital fabrication for arts and crafts education.

• Carcani, Klaudia & Stigberg, Susanne Koch (2023). Reflecting on Collaboration in Participatory Design Facilitation. In Marcus, Aaron; Rosenzweig, Elizabeth & Soares, Marcelo M. (Ed.), Design, User Experience, and Usability. HCII 2023. Lecture Notes in Computer Science, vol 14030.. Springer. ISSN 9783031356995. p. 66–77. doi: 10.1007/978-3-031-35699-5_6. Full text in Research Archive Show summary

  While democratic practices, balancing powers, mutual learning and tools and techniques are the principles of Participatory Design (PD), they are all influenced by the practice of PD “facilitation” and the role of the facilitator(s). Facilitation in PD has been usually studied as a single entity with a facilitator that faces dilemmas in her/his role in relation to PD participants and her/his own motives and values. In this paper, we contribute to PD facilitation practice literature by studying facilitation as collaboration work compounded by many entities. We conducted a reflective analysis of the facilitation practices in two PD projects that we have managed. We found that PD projects have a multitude of facilitators. These facilitators belong to four categories: user experts, domain experts, PD experts and assistant facilitators. In time and in different PD activities facilitators may join or leave the project and also shift between categories while their expertise expands. We define this as “the network of facilitators” and discuss how such a perspective can help to improve the facilitation practice in PD.

• Karlsen, Joakim; Carcani, Klaudia & Stigberg, Susanne Koch (2023). Participatory Design Fictions: Supporting Ethical Awareness in the Digitalisation of Smart Cities' Critical Infrastructure. In Stigberg, Susanne Koch & Karlsen, Joakim (Ed.), ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781685580780. p. 17–23. Full text in Research Archive
• Stigberg, Susanne Koch; Stigberg, Henrik & Maugesten, Marianne (2022). Making Manipulatives for Mathematics Education. In Hjorth, Mikkel & Ejsing-Duun, Stine (Ed.), Proceedings of 6th FabLearn Europe / MakeEd conference 2022 - An International Conference on Computing, Design and Making in Education. Association for Computing Machinery (ACM). ISSN 9781450396332. p. 1–9. doi: 10.1145/3535227.3535228. Full text in Research Archive Show summary

  This paper describes the efforts of an interdisciplinary team of researchers as they collaborated to create a digital fabrication curriculum module for mathematics teacher education. The initial four-day workshop design was piloted with five pre-service teachers. The design objective was to introduce digital fabrication techniques joint with mathematical concepts and the design of classroom activities to develop pre-service teachers' technological, pedagogical, and content knowledge. The workshops included activities to find, adapt, create, and share mathematical manipulatives using digital fabrication tools, techniques, and platforms. Manipulatives are tangible objects reifying mathematical concepts and one type of representation used in mathematics teaching. The paper reports on the design process and our design motivations to address contextual constraints and varying levels of exposure to digital fabrication for both pre-service teachers and teacher educators. The developed "find-adapt-create-share" framework for introducing digital fabrication was evaluated through researchers' self-reflection and pre-service teachers' feedback during concluding interviews.

• Karlsen, Ann-Charlott Beatrice Amundsen; Akerbæk, Tore Marius & Stigberg, Susanne Koch (2022). Towards a Metaphor-Based Tangible Toolkit for Learning Programming Concepts. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. p. 72–88. doi: 10.1007/978-3-031-05657-4_6. Full text in Research Archive
• Stigberg, Susanne Koch; Akerbæk, Tore Marius & Stigberg, Henrik (2022). Developing genres of educational programming videos to support mathematics teachers utilize programming in the classroom. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN 1651-3274. 17, p. 217–224. Full text in Research Archive Show summary

  In this paper, we report on the state of the art of educational programming videos and suggest three genres of educational programming videos to support mathematics teachers and teacher educators utilizing programming in the classroom. In a literature review, we report on a scattered but trending research field, synthesizing three distinct genres of education programming videos: video lectures of programming concepts, video tutorials of step-by-step instructions of educational technology, and video podcasts discussing teaching examples of how to use programming in the classroom. Finally, we present example videos for the suggested genres and conclude our work with a call for more research into educational videos for programming, suggesting two specific paths for future work.

• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Examining TPACK among 8th–10th grade teachers after introducing a Use-Modify-Create programming approach. In Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Ed.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 9789198402469. p. 169–176. Full text in Research Archive Show summary

  The story about the NORMA20 conference is the story about a conference that had to be postponed, as a pandemic prevented us from coming together to present and discuss our research. When we made the decision to postpone just after Easter in 2020, we were all sad and disappointed that all the efforts made by authors, reviewers, LOC and IPC members might be for nothing. However, during 2020, digital solutions for cooperation emerged so we could host NORMA20 as an online conference in June 2021.<p> <p>Delaying the conference had both positive and negative consequences. On the positive side, postponing allowed us to make a call for contributions in both 2019 and 2020, substantially increasing the number of submissions. Not only was the number of submissions large but the number of accepted submissions also increased. During the conference, 72 regular papers, 30 short communications, nine poster presentations, four keynotes, and one working group were presented. This made the NORMA20 conference the largest NORMA conference to date.

• Gomez, Araceli Patricia Alcarraz; Karlsen, Ann-Charlott Beatrice; Lunde, Bjørn Arild & Stigberg, Susanne Koch (2020). Magical Pond: Exploring How Ambient and Tangible Art Can Promote Social Interaction at Work. In Margherita, Antona (Eds.), HCII: International Conference on Human-Computer Interaction -2020. Springer Nature. ISSN 9783030507312. p. 263–269. doi: 10.1007/978-3-030-50732-9_35. Full text in Research Archive Show summary

  Social interactions between employees are beneficial for employees’ well-being and a company’s productivity. We are interested in how interactive technology can be designed to create a more enjoyable work environment and support social interactions at work. Using a four-step design process (research, ideate, prototype and test) and rapid prototyping, we created a prototype implementing elements of both ambient and tangible user interfaces to engage employees during coffee breaks. We created a concept of a magical pond to increase the ludic design and playfulness of the prototype. Glass crystals, ambient lighting and fairy wings cause an anticipated contrast to the normal work environment. Here, we present our design process and prototype to inspire future work in the field.

• Stigberg, Susanne Koch (2020). Human Computer Interfaces Reconsidered: A Conceptual Model for Understanding User Interfaces. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12181, p. 160–171. doi: 10.1007/978-3-030-49059-1_12. Full text in Research Archive
• Paulsen, Marthe Victoria; Gigernes, Anja Holter & Stigberg, Susanne Koch (2020). Designing a New Interactive Outdoor Light Installation for a Recreational Urban Trail. In Margherita, Antona (Eds.), HCII: International Conference on Human-Computer Interaction -2020. Springer Nature. ISSN 9783030507312. p. 680–684. doi: 10.1007/978-3-030-50732-9_86. Full text in Research Archive Show summary

  Interactive outdoor light installations change how we experience places and invite people passing by to engage with them. In this project, we investigate how we can design such an interactive light prototype to enhance a recreational urban trail. We applied a user-centered design process to develop a solution that fits our users’ needs and demonstrate how the concept of northern lights can be used to create a more secure and inviting urban trail. Here, we present our design process and prototype to inspire future work in the field.

• Stigberg, Susanne Koch (2019). Supporting Active Participation and Situated Use in Mobile Interaction Design. In Kokil, Uttam & Ota, Tomoko (Ed.), ACHI 2019, The Twelfth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781612086866. p. 222–229. Full text in Research Archive Show summary

  Abstract—Most mobile applications are designed for interaction only when a user is standing still and able to pay visual and mental attention to the device. New interaction techniques are needed to replace this “stop-to-interact” paradigm. But how can we design for novel non-idiomatic mobile interactions? To inform the mobile interaction design process, I propose a design methodology driven by situated use and active participation. I draw upon a case study codesigning mobile hand gesture interfaces with runners to illustrate how the use of participatory design workshop and field study in a coherent manner can support the design of novel mobile interfaces.

• Carcani, Klaudia; Gjellebæk, Camilla & Stigberg, Susanne Koch (2019). Participatory design as an approach for work-integrated learning of digital competences: putting theory into practice. NOKOBIT: Norsk konferanse for organisasjoners bruk av informasjonsteknologi. ISSN 1892-0748. 27(1). Full text in Research Archive Show summary

  Technology is radically changing the healthcare sector. Introduction of technology demands new ways of providing healthcare services and the professionals will need new knowledge and competence to be able to do their job and to contribute to the continuous development of the sector. There is limited focus on digital competence and change-processes in the educations related to healthcare as well as in the workplaces. Applying work-integrated learning makes it possible for healthcare professionals to learn and develop their competence through practical work with examples from their own workplaces and empower them to maneuver the digitalization of the workplaces. Similar participatory design started as a movement to empower industrial workers to have a stronger voice during the introduction of new technologies at their workplace. As such participatory design is a design approach which promotes involvement of all stakeholders in the design of technologies that affects them. It provides a set of tools and techniques to enable active involvement in the design process. We use these tools and techniques to teach healthcare professionals digital competences needed in their workplaces, and we discuss opportunities of participatory design for work-integrated learning. Based on a set of three participatory design workshops, we present an approach that can empower healthcare professionals to maneuver the digital change at their workplace. We recommend continued investment in the development of work-integrated learning practices with a participatory mindset.

• Stigberg, Susanne Koch; Mencarini, Eleonora; Heiberg, Andreas & Bhadurkhan, Daniel (2019). Paper Pocket Pets - Making Wearable Interactive Toys. In Iivari, Netta; Kinnula, Marianne & Rajanen, Mikko (Ed.), Proceedings of the FabLearn Europe 2019 Conference. ACM Publications. ISSN 9781450362665. doi: 10.1145/3335055.3335080. Full text in Research Archive Show summary

  We present Paper Pocket Pets, an approach to create personal interactive toys that children can carry along with them. Creating Paper Pocket Pets involves four activities that combine traditional crafts with digital fabrication: paper folding to create a pet; fabrication of the pet's shelter (a platform where the pet lives on); fabrication of the pet's electric components; and programming the pet's behavior. We invite the FabLearn audience to create their own pets and explore these activities during the demo at the conference.

• Stigberg, Henrik & Stigberg, Susanne Koch (2019). Teaching programming and mathematics in practice: A case study from a Swedish primary school. Policy Futures in Education. doi: 10.1177/1478210319894785. Full text in Research Archive Show summary

  Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

• Stigberg, Susanne Koch (2018). Music at Your Fingertips: Designing Mobile Interaction Interfaces for Runners. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 10918, p. 771–781. doi: 10.1007/978-3-319-91797-9_53. Full text in Research Archive Show summary

  This paper presents a technique to simplify the making of mobile interaction interfaces. We often use smartphones while moving, resulting in non-optimal or even unsafe mobile interactions. Better interactions need to be created with locomotion in mind and experienced in context. Consequently interactive behavior of mobile devices cannot be sketched, but must be made to be experienced. Making mobile prototypes is time-consuming and requires programming literacy. It often involves the making of an input artifact; establishing a connection between artifact and mobile phone; and implementing an application on the mobile phone for exploring the interactive behavior. The use of commercial smartphone automation tool eliminates the need for re-implementing available smartphone functionalities, and invites non-programmers into the process of making mobile interaction interfaces. To illustrate the proposed technique I present a case study of a wearable prototype to control music on the mobile phone by tapping one’s fingertips.

• Stigberg, Susanne Koch (2017). A critical review on participation in mobile interaction design research. In Henze, Niels; Wozniak, Pawel; Vaananen, Kaisa; Williamson, Julie & Schneegass, Stefan (Ed.), MUM '17 Proceedings of the 16th International Conference on Mobile and Ubiquitous Multimedia. Association for Computing Machinery (ACM). ISSN 9781450353786. p. 345–354. doi: 10.1145/3152832.3156629. Full text in Research Archive Show summary

  This paper presents a review on participation in mobile interaction design research, analyzing 158 publications regarding user involvement and design method. Results show that user involvement in general is applied when evaluating interaction artifacts. In the typical mobile interaction design study a prototype is developed and 14 students are recruited for user testing. They have to fill out a questionnaire and are asked about their opinion in a concluding interview. Additional user participation during the design process could lead to new insights for mobile interaction design and provide new knowledge to the research community. Here I discuss three opportunities for further participation in mobile interaction design research.

• Stigberg, Susanne Koch (2017). Mobile Hand Gesture Toolkit: Co-Designing Mobile Interaction Interfaces. In Mival, Oli; Smyth, Michael A. & Dalsgaard, Peter (Ed.), DIS '17 Companion Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems. Association for Computing Machinery (ACM). ISSN 9781450349918. p. 161–166. doi: 10.1145/3064857.3079138. Full text in Research Archive Show summary

  This paper presents a mobile hand gesture toolkit enabling the co-design of mobile interaction interfaces for runners. Runners are using smart phones for exercising more than ever before. However previous research has shown that mobile devices are not suitable for interactions in motion. This paper presents a method to probe such interactions for and with runners using a participatory design approach. We demonstrate in a pilot design workshop how participants can tell their mobile interaction story, make their own mobile hand gesture interface, and enact their story using their created artifacts. These artifacts are functional and used in the participants' everyday workouts. The participants can revise them as an ongoing practice of design-in-use

• Stigberg, Susanne Koch (2017). Simplifying the making of probes, prototypes and toolkits in mobile interaction research using tasker. In Jones, Matt & Tscheligi, Manfred (Ed.), Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services. Association for Computing Machinery (ACM). ISSN 9781450350754. doi: 10.1145/3098279.3122133. Full text in Research Archive Show summary

  This paper presents a technique to support the making of mobile interaction interfaces for controlling the smartphone. We often use smartphones while moving, resulting in non-optimal or even unsafe interactions. Better mobile interactions need to be created with locomotion in mind and experienced in practice. But making and testing new interaction interfaces is time-consuming. It often involves the making of an input device; establishing a connection between device and smartphone; and implementing an application on the phone for testing interactions with the input device. This paper reports from three ongoing projects on how a commercial available automation tool called Tasker can be used for coupling phone functionalities to new input devices, eliminating the need for implementing a complete phone application, and enabling flexible, reusable, and easy making of interaction interfaces for smartphones.

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• Stigberg, Susanne Koch; Karlsen, Joakim & Müller, Nicholas H. (2024). The Seventeenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISBN 9781685581633. 213 p. Full text in Research Archive
• Stigberg, Susanne Koch & Karlsen, Joakim (2023). ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISBN 9781685580780. 251 p. Full text in Research Archive
• Stigberg, Susanne Koch; Karlsen, Joachim; Holone, Harald & Linnes, Cathrine (2017). Nordic Contributions in IS Research - 8th Scandinavian Conference on Information Systems, SCIS 2017, Halden, Norway, August 6-8, 2017. Proceedings. Springer. ISBN 9783319646947. 155 p. Full text in Research Archive

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• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2024). Programmering på ungdomstrinnet. Full text in Research Archive
• Karlsen, Kristine Høeg; Karlsen, Joakim & Stigberg, Susanne Koch (2024). Transprofessional Course Design in Teacher Education. Full text in Research Archive
• Stigberg, Susanne Koch (2023). ACHI-COCREATE: Design Practices for Co-Creation and Learning. Full text in Research Archive
• Stigberg, Susanne Koch (2023). Panel #5: Education Hour! (Moderator). Full text in Research Archive
• Stigberg, Susanne Koch & Karlsen, Joakim (2023). Editorial Message: Design Practices for Co-Creation and Learning; Special track along the Sixteenth International Conference on Advances in Computer-Human Interactions ACHI 2023. In Stigberg, Susanne Koch & Karlsen, Joakim (Ed.), ACHI 2023: The Sixteenth International Conference on Advances in Computer-Human Interactions. International Academy, Research and Industry Association (IARIA). ISSN 9781685580780. p. 1–2. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Programmering på ungdomstrinnet - samarbeid mellom lærerutdanningsskoler og HiØ. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Full text in Research Archive
• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2021). Use-modify-create: ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Examining TPACK among 8.-10. grade teachers after introducing a Use-Modify-Create programming approach. Full text in Research Archive
• Stigberg, Susanne Koch; Stigberg, Henrik & Akerbæk, Tore Marius (2021). Developing genres of educational programming videos to support mathematics teachers utilize programming in the classroom. Full text in Research Archive
• Stigberg, Susanne Koch; Maugesten, Marianne & Stigberg, Henrik (2021). Use - modify - create. Ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3/2021(3), p. 22–27. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 3/2021(3), p. 2–7. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik; Stigberg, Susanne Koch & Skajaa, Fredheim Nina (2021). Har utviklet undervisningsopplegg som skal gjøre lærere i ungdomsskolen bedre i programmering. [Journal]. Forskning.no. Full text in Research Archive
• Stigberg, Susanne Koch (2019). Supporting Active Participation and Situated Use in Mobile Interaction Design. Full text in Research Archive
• Carcani, Klaudia; Gjellebæk, Camilla & Stigberg, Susanne Koch (2019). Participatory design as an approach for work-integrated learning of digital competences - putting theory into practice. Full text in Research Archive
• Stigberg, Henrik & Stigberg, Susanne Koch (2019). Teaching Programming and Mathematics in Practice: A Case Study from Swedish Elementary School. Full text in Research Archive
• Stigberg, Susanne Koch (2017). A critical review on participation in mobile interaction design research. Full text in Research Archive
• Stigberg, Susanne Koch; Karlsen, Joakim; Holone, Harald & Linnes, Cathrine (2017). Erratum to: S. Stigberg et al. (Eds.): Nordic Contributions in IS Research, LNBIP 294, (10.1007/978-3-319-64695-4). Lecture Notes in Business Information Processing. ISSN 1865-1348. 294, p. E1–E1. doi: 10.1007/978-3-319-64695-4_12. Full text in Research Archive
• Stigberg, Susanne Koch (2017). Simplifying the making of probes, prototypes and toolkits in mobile interaction research using tasker. Full text in Research Archive
• Stigberg, Susanne Koch (2017). Mobile Hand Gesture Toolkit: Co-Designing Mobile Interaction Interfaces. Full text in Research Archive
• Stigberg, Susanne Koch (2016). Probing Privacy in Practice: Privacy Regulation and Instant Sharing of Video in Social Media when Running. Full text in Research Archive
• Stigberg, Susanne Koch (2022). Designing Mobile Interactions: Exploring Situated Use and Active Participation in Mobile Interaction Design. Technische Universitet Wien. Full text in Research Archive Show summary

  This dissertation presents four years of academic inquiry into the question of how to design meaningful mobile interactions. The dissertation aims at developing tools and techniques, informed by active participation and situated use, for designing meaningful mobile interfaces. It has been developed using a Research through Design approach, in which the author has conducted experimental design work in order to investigate and experiment with active participation and situated use to scaffold mobile design inquiry. The results of the PhD work are published as seven separate papers, submitted to esteemed journals and conferences within the field of interaction design and HCI.The work is motivated both by an growing interest in design tools and prototyping techniques for non-idiomatic interfaces in the field of human computer interaction and interaction design, and the demand for use practice and user involvement within those fields. At the core of the dissertation lies an interest in embodied interaction and physical prototyping to explore mobile technology use while being in motion. Especially “plug and play” technologies, tools and materials (e.g., Arduino toolkits, e-textiles, mobiles, actuators and sensors) provide new opportunities for rapid prototyping, involving non-programmers in the design process and design-in-use techniques for mobile interfaces. I report on the use of different constructive design methods including probes, toolkits and prototypes from four design projects. Furthermore, I discuss how I included situated use and active participation in these design projects.The two key results from the dissertation are the mobile interaction design framework describing the relation between situated use and active participation for mobile interaction design, and engaging prototyping as design method. The aim of the mobile interaction design framework is to guide future design projects and proposes four activities when designing mobile interfaces: constructing, shaping, experiencing and understanding. Designers construct mobile artefacts such as toolkits or underdesigned prototypes to open up the design space. Participants shape these artefacts to create functional and personal mobile interfaces. Participants experience these mobile interfaces in use and share their experiences with the designer to create a shared understanding of meaningful mobile interfaces. Engaging prototyping implements these activities in a design method suggesting both a procedure, tools and techniques for creating alternative mobile interfaces.

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