by tom.giess -

IMPULSE #8: ProtoPie 101 Crash Course – Part 2

After completing the first part of the ProtoPie 101 Crash Course, I was excited to continue my learning journey. Unit 2 focuses on creating micro-interactions, covering three key topics:

  1. Screen transitions
  2. Scrolling & paging
  3. Slide menus

The pace of the training picked up in this section, making it more engaging but also requiring more attention. Here are my takeaways from each topic.

Screen transitions

Trying out different transition types was interesting, and I particularly liked the smart transition, which is similar to Figma’s Smart Animate. It enables smooth custom transitions between two states as long as elements share the same name across scenes. Since this is a familiar concept for many designers, it makes ProtoPie feel intuitive right from the start.

A notable feature is the ability to add the system status bar of a specific smartphone frame without manually inserting it as a layer. This helps maintain consistent states and transitions between screens.

However, one limitation became clear: all transitions happen simultaneously without the ability to sequence animations. Thankfully, there’s a workaround. By animating elements first and then applying a smart transition, we can control the animation order. The instructor demonstrated using scale and move responses first before adding the transition.

Another useful feature introduced in this section was the reorder response, which allows changing the stacking order of layers. The four reorder options include:

  1. Move forward one in the stack
  2. Move backward one in the stack
  3. Move to the top
  4. Move to the bottom

Finally, adding a jump response enables smooth transitions between scenes. Once all responses are added, they can be sequenced independently in the timeline, making animations more dynamic and structured.

Three ways to do a screen transition:

  1. Built-in transitions
  2. Custom smart transitions
  3. Animating elements before applying a transition

Scrolling & paging

The crash course provided well-prepared pre-made material, which made following much easier.

A container is used to basically mask a scrollable area. Any container can be turned into a scrolling container, with three scrolling options:

  • Scroll (continuous movement in a direction)
  • Paging (stepwise scrolling)
  • None (no scrolling enabled)

Interestingly, the container tool is a standalone tool in the toolbar. The direction of scrolling can be set to vertical or horizontal and overscroll effects can be enabled or disabled. The process was extremely simple and intuitive!

Paging and carousel elements

With paging, it’s possible to position carousel elements stepwise in the center of the screen while scrolling horizontally. However, one issue emerged: the last item aligns with the screen’s edge instead of stopping at the center. To fix this, an invisible rectangle can be added at the end to create spacing. Initially, I thought this method is not elegant, but just moments later, the instructor introduced a better alternative – adjusting the properties panel. It’s great to see that ProtoPie anticipates these usability needs!

Constraints in containers

This was a short but important topic. By default, containers are anchored to the top-left corner and elements inside do not resize automatically. However, deselecting fixed height or width allows elements to resize proportionally. This feature is super useful for responsive design.

Three ways to create slide menus

As the instructor pointed out, there are multiple ways to achieve the same effect in ProtoPie. For slide menus, three trigger types can be used: drag, pull, and fling.

1. Fling trigger

The fling trigger was applied to a side menu layer, using a move response to shift it into view. However, there was a problem – the sidebar was off-screen, making it unclickable.

To fix this, the fling trigger can be applied to any visible object, affecting the sidebar indirectly. A better approach is to add a touch area, extending the interactive zone without requiring invisible layers. This is a clever and efficient way to improve usability!

To close the menu, a second fling trigger with a move response can be used or a reset response (as seen in Unit 1). One downside is that the trigger must fully complete before the menu moves, which feels slightly unnatural from a user perspective.

2. Pull trigger

The pull trigger works differently – it’s based on distance pulled rather than absolute position. This means the menu moves in sync with the user’s finger, making it a more intuitive way to implement slide menus. Additionally, when released, the menu will automatically snap open or closed based on its position.

The instructor also mentioned that the pull trigger is perfect for pull-to-refresh interactions, which is great to know!

3. Drag trigger

The drag trigger behaves similarly to fling but requires a move response. By default, dragging moves the object in any direction, but setting it to horizontal-only in the properties panel restricts movement.

A potential issue: Users can drag beyond the intended position. To fix this, custom limits can be set in the properties panel. However, the menu still doesn’t snap closed by itself.

To fix this, we use a touch-up trigger combined with a condition response. This allows defining a threshold – if the menu is more than 50% open, it stays open; otherwise, it snaps closed. Constraints make interactions much more flexible!

Further learning

At the end of this unit, the course provided additional tutorials showcasing what’s possible with ProtoPie. These examples were inspiring and raised my interest of advanced interactions. The unit concluded with another knowledge test, reinforcing the learning experience.

Conclusion

Completing Unit 2 of the ProtoPie 101 Crash Course was an exciting and rewarding experience. The structured approach made even complex interactions easy to follow and I now feel confident in creating sophisticated micro-interactions.

ProtoPie’s approach to prototyping continues to impress me – especially its flexibility, intuitive design and developer-friendly handoff process. I’m eager to continue learning and exploring more advanced features in the upcoming units.

Resources

https://learn.protopie.io/start

https://learn.protopie.io/course/protopie-101

https://cloud.protopie.io/p/1a8b65c2398caca10872b720?ui=true&scaleToFit=true&enableHotspotHints=true&cursorType=touch&mockup=true&bgColor=%23F5F5F5&bgImage=undefined&playSpeed=1

by tom.giess -

IMPULSE #7: ProtoPie 101 Crash Course – Part 1

Inspired by my colleagues, I thought signing up to the official ProtoPie 101 Crash Course would be a good preparation when it comes to the work piece in my master’s thesis. Since I possibly want to use sensor technology and the visual as well as auditory level of communication, ProtoPie promises to emulate what feels like a programmed app due to its advanced prototyping capabilities.

Getting started

Every chapter of the ProtoPie 101 Crash Course begins with a clear outline of „What you’ll need“ and „What you’ll learn.“ This approach helps set expectations and ensures users are prepared with the necessary tools and mindset before diving in.

Unit 1: Introduction to ProtoPie

ProtoPie introduces a unique conceptual model based on object + trigger + response. The logic is simple: If I tap the square layer, then it will move. This principle extends to multiple micro-interactions, like carousels.

The prototyping process in ProtoPie involves three key platforms:

  • Studio for creating prototypes
  • Player for displaying prototypes on mobile devices
  • Cloud for sharing and collaboration

To get started, ProtoPie outlines four essential steps:

  1. Add assets
  2. Make interactions
  3. Test & share
  4. Collaborate

The structure is intuitive, making the onboarding process smooth and easy to follow.

Step 1: Add assets

This step introduces knowledge tests with multiple-choice questions. For instance, I encountered this question:

„When you export an entire frame or artboard from your design tool, how does this get imported into ProtoPie?“

The answer options were:

  • Object in Scene
  • Scene
  • New Pie
  • Frame

At first, it was unclear what exactly constituted a scene, a frame, or an object in a scene. However, the narrator clarified these distinctions after the first question, making it much easier to understand.

Importing assets from Figma was incredibly smooth. Everything transferred seamlessly, making the process highly efficient.

Step 2: Make interactions

My task in this step was to create an interaction where an icon on a home screen wiggles after a long press, allowing position edits, and stops wiggling when exiting edit mode. To achieve this, I used:

  • Long press and tap as triggers
  • Rotate and stop as responses

Some standout features during this step included:

  • Duplicating triggers and responses, which made iteration much faster
  • The timeline feature, which allows responses to occur sequentially – this was an excellent addition
  • The reset response, which makes it easy to revert an interaction back to its initial state

Overall, creating interactions in ProtoPie felt logical, intuitive, and efficient.

Step 3: Test & share

Now came the phase of installing the ProtoPie Player app. Prototypes can be displayed by:

  • Connecting a mobile device to a computer via USB
  • Scanning a QR code when both devices are on the same WiFi network

The display experience was just as seamless as in Figma. Sharing prototypes was also straightforward. A link can be distributed with controlled access settings, determining:

  • Who can view the prototype
  • Who can download the file for further editing
  • What UI elements are visible when opening the link

This flexibility ensures that collaboration remains secure and structured.

Step 4: Collaborate

The course then introduced interaction recordings (formerly known as „interaction recipes“). Unlike other prototyping tools that attempt to generate code – often unsuccessfully – ProtoPie focuses on providing accurate interaction values for developers.

With interaction recordings, developers can:

  • Play and scroll through the timeline at different speed levels to fully understand the interaction
  • Share single recorded interactions via individual sub-links

Additionally, ProtoPie allows elements with interactions to be transformed into reusable components, similar to Figma. Once inside a component, interactions move with it. Components can also be uploaded to a team library, enabling:

  • Cloud-based collaboration
  • Editing in library mode with cloud-synced updates
  • Easy pasting of components from local files to the cloud team library (though changes need to be published before others see them)

Knowledge test & learning progress

The first chapter concludes with a knowledge test, designed to help measure comprehension. If results indicate gaps in understanding, the system suggests to do the chapter again before proceeding. I found this to be an excellent learning reinforcement tool. Additionally, test results can be downloaded for documentation, making it a useful feature for employer verification.

After completing this first chapter, I had reached 20% progress in the overall crash course. This made me eager to continue and explore the advanced capabilities of ProtoPie.

Final thoughts

My experience with the ProtoPie 101 Crash Course so far has been extremely positive. The course is structured in a way that makes learning both engaging and practical. The hands-on approach, combined with well-integrated knowledge tests, ensures that users truly get the concepts before moving forward.

ProtoPie’s approach to prototyping – focusing on visual interaction recordings instead of auto-generated code – stands out as a particularly developer-friendly and intuitive method. It eliminates ambiguity and allows for precise handoff between designers and engineers.

With 20% of the course completed, I am excited to see what’s next! Stay tuned for further insights as I continue my ProtoPie learning journey.

Resources

https://learn.protopie.io/start

https://learn.protopie.io/course/protopie-101

https://cloud.protopie.io/p/1a8b65c2398caca10872b720?ui=true&scaleToFit=true&enableHotspotHints=true&cursorType=touch&mockup=true&bgColor=%23F5F5F5&bgImage=undefined&playSpeed=1

by tom.giess -

IMPULSE #6: Potentials and Ethical Challenges of Brain-sensing Technologies

During my research I came across multiple TED Talks, that sounded really interesting to my topic of first aid for epilepsy. I decided to run a TED Talk watching session to learn about the most recent extraordinary findings and discussions about brain-sensing technologies. I did this, because the concept of my existing prototype relies on seizure detection to start an app alert to nearby bystanders to provide first aid. I had a look on the following with TED Talks:

Forecasting and preventing epileptic seizures

David Garrett’s 2022 TED Talk, Listening to the Brain: A Functional Cure for Epilepsy, dives into how neuromodulation implants can provide a „functional cure“ for epilepsy. His research shows that it is possible to predict seizures by tracking electrical activity in the brain. Garrett explains how brain excitability levels that exceed a certain threshold lead to an electrical storm, triggering seizures. His team developed ultra-thin carbon fiber electrodes to be placed into brains of living humans. This sensor technology is integrated into an epilepsy management system. These electrodes wirelessly transmit data, allowing AI-powered algorithms to detect seizure patterns and intervene before a seizure occurs.

Garrett’s work makes an example of the immense potential of brain-sensing technology. Once it is accessible for consumers, such advancements could drastically improve the quality of life for epilepsy patients. The ability to predict and prevent seizures could make constant supervision or emergency first aid not needed anymore. However, continuous brain monitoring raises concerns about user acceptance – how comfortable would individuals be, if they know their brain activity is being monitored and potentially controlled? While the technology offers freedom from seizures, it may also introduce anxieties about privacy and autonomy.

AI wearables for seizure detection

Rosalind Picard’s 2018 talk, An AI Smartwatch That Detects Seizures, builds upon this concept by demonstrating how AI-powered wearables can recognize seizures and alert caregivers. Her work was inspired by cases of Sudden Unexpected Death in Epilepsy (SUDEP), which claims lives more frequently than sudden infant death syndrome. The smartwatch, developed by her company Empatica, runs real-time AI to detect generalized tonic-clonic seizures and has received FDA approval. This could be a game-changer for people with epilepsy, enabling immediate emergency response and reducing deaths. However, as with Garrett’s implantable devices, widespread adoption will depend on user trust and data privacy assurances. Real-time health data collection is extremely valuable for medical purposes, but it also opens the door for potential misuse.

Breaking the stigma around epilepsy

Besides technological advancements, societal perceptions of epilepsy significantly impact those affected. Sitawa Wafula’s 2017 TED Talk, Why I Speak Up About Living with Epilepsy, highlights the emotional and psychological struggles individuals face. She describes losing her job and dropping out of school due to her seizures, leading to isolation and frustration. Through online blogging and advocacy, she found a way to empower others and change the narrative around epilepsy. Wafula’s talk shows the importance of combining technological advancements with public awareness and support systems. Brain-sensing technologies can provide medical solutions, but addressing stigma and ensuring societal acceptance are equally crucial for improving patients’ lives.

Ethical dilemmas in brain data privacy

Nita Farahany’s 2023 TED Talk, Your Right to Mental Privacy in the Age of Brain-Sensing Tech, shifts the conversation towards the ethical aspects of neurotechnology. As major tech companies integrate brain sensors into everyday devices – such as headbands, earbuds and watches – brain activity is becoming increasingly transparent. Farahany warns that while brain-sensing technology has immense potential for treating conditions like epilepsy and PTSD, it also presents unprecedented privacy risks.

Brain data is more sensitive than any other form of personal data. It can reveal emotions, preferences and thoughts, raising concerns about microtargeting and behavioral manipulation. Farahany calls for the recognition of cognitive liberty as a fundamental human right, which means that individuals must have control over their own brain data. Without well-thought ethical frameworks, neurotechnology could become a tool for surveillance and control rather than empowerment.

Expanding Our Understanding of the Brain

Finally, Ed Boyden’s 2016 TED Talk, A New Way to Study the Brain’s Invisible Secrets, presents an approach to understanding the brain’s microscopically small structures. Boyden’s team developed a technique using expandable materials – similar to those found in baby diapers – to enlarge brain tissue for easier examination. By physically expanding the brain, researchers can distinguish between biomolecules and recognize structures that may be responsible for neurological diseases.

Boyden’s work emphasizes the importance of fundamental research in brain science. While neurotechnologies are advancing rapidly, they still rely on a limited understanding of brain function. By developing new ways to study the brain, scientists can create more effective examinations and medical professionals targeted treatments based on solid understanding rather than guesswork.

Conclusion

The concept for a first aid app for epilepsy I initially brought into a prototype, that is suppose to be powered by brain-sensing technology, could be of great importances in ensuring timely first aid by strangers and medical assistance. However, by integrating predictive algorithms and real-time AI monitoring, such an app would need to be shifted towards the scenario before a seizure occurs. Also if a unit is included, that prevents the brain to have electrical anomalies which would lead to non-occurring seizures, the usefulness of this app to provide first aid instruction to public bystanders significantly decreases.

However, the success of such a technology depends on trust and ethical considerations. Continuous brain monitoring comes with concerns about privacy, data security and user acceptance. If individuals are afraid how their brain data might be used or shared, they may not to use the technology. Regulatory measures and transparent policies must be in place to ensure that brain data remains protected and is only used for the benefit of the user.

Ultimately, while a first aid app for epilepsy has the potential to better first aid care, it must be developed with both innovation and ethical responsibility in mind. By addressing privacy concerns and prioritizing user autonomy, we can create a future where technology truly empowers those living with epilepsy.

Resources

https://www.ted.com/talks/david_garrett_listening_to_the_brain_a_functional_cure_for_epilepsy?subtitle=en&lng=de&geo=de

https://www.ted.com/talks/rosalind_picard_an_ai_smartwatch_that_detects_seizures?subtitle=en&lng=de&geo=de

https://www.ted.com/talks/sitawa_wafula_why_i_speak_up_about_living_with_epilepsy?lng=de&geo=de&subtitle=en

https://www.ted.com/talks/nita_farahany_your_right_to_mental_privacy_in_the_age_of_brain_sensing_tech?subtitle=en

https://www.ted.com/talks/ed_boyden_a_new_way_to_study_the_brain_s_invisible_secrets?subtitle=en

by tom.giess -

IMPULSE #5: Last Gfü Meetup of the Year

© Institut für Epilepsie

Since I got in contact with the Institut für Epilepsie in Graz to conduct an feedback interview of my prototype earlier this year, I’ve been following their social media and website for any news regarding their institution. This was when I discovered the Gfü group („gemeinsam füreinander“), an initiative and a safe space for young people with and without epilepsy. This group meets once a month to do spare time activities and create community. It is driven by the ideas and impulses of its participants and is free of charge.

On 10th of December I got the opportunity to join one of the last meetings of the year. The Gfü group met at Hauptplatz in Graz to visit and take a walk along Graz‘ Christmas markets. We were a small group which consisted of five people. I met Tanja again, she is a certified epilepsy consultant and part of the team at Institut für Epilepsie. Along with her colleague Regina I got to know her when I had the mentioned feedback interview. Tanja was accompanied by her boyfriend. Two young persons in their twenties joined for the meetup. I was warmly welcomed and got to tell, how Tanja and I got in contact and what I do in the research for my master’s studies. It appeared to be a bit complicated to explain what I do in my research, but I knew to break it down to the core. Tanja’s boyfriend showed interest in my field of study and my topic which led us to have a nice exchange. He, who studied at FH JOANNEUM himself, works in software testing and knew about the importance of usability for digital products. He reflected my topic and its complexity would definitely be worthy of a master’s thesis.

After we went along Herrengasse and crossed Landhaushof, we got to the crossing at Schmiedgasse and Landhausgasse to have hot beverages at one of the Christmas stalls. That’s when I got to know both of the young people – for privacy reasons names and genders are not mentioned in this blog post. They asked me about my field of study and seemed interested as well. In course of the conversation we got to what they do in their lives. Without my asking and without any hesitation, they started talking about their individual forms of epilepsy. Previous to this meetup, it was important to me not to ask people about their disease actively and just have a conversation if people open up to this topic themselves. And this is what happened in the conversation between Tanja, the two young people and me.

The first person was diagnosed with focal seizures which are accompanied with side effects. This limits the person to the amount of visual and auditory stimuli that can be managed to perceive. The person told us that it was initially a plan to study music, but had to abandon the studies when the diagnosis with epilepsy came up. In general focal seizures emerge from just one part of the brain. Symptoms can greatly vary such as intense feelings, loss of sensory like smelling or tasting, change in consciousness, unusual and repetitive behavior. Before a focal seizure affected persons experience an aura, an upcoming feeling that a seizure is about to occur. When a focal seizure is over some people experience headache or muscle pain.

The other person has experienced generalized seizures. It must have been a drunken feeling with a narrowed field of vision and muffled hearing. The person was on their own and and watering plants in the garden when the first seizure occurred. While having a seizure the person picked up the phone, but was not able to speak properly. After this incident the person did not remember anything that has happened. Because of the diagnosis, the person decided not to go abroad for a year. Generally speaking, generalized seizures are originating from both sides of the brain. It can be characterized with loss of consciousness, falls, massive muscle contractions and weakness, staring into empty space and repeated jerking movements.

As I quickly noticed, both persons in their twenties were limited in their life choices due to the fact that they were diagnosed with epilepsy. This contact with people with epilepsy was important to me. This contact with people with epilepsy was important to me. Not only did I get in touch with people with epilepsy, but I also learned something for my own life. The disease with a thousand faces, but rarely visible, is not something you would expect a person standing in front of you to have. Reflecting on this, but not wanting to feel sorry for anyone, makes me realize how fortunate I am for my physical health. Epilepsy can affect one in ten people during their lifetime, but the majority remain unaffected. The fact that there are a lot of other possible diseases a person can have, which comes with a certain probability of being affected, makes us unaffected extremely lucky. It is something we should not take for granted.

Resources

https://www.facebook.com/photo?fbid=995075082664321&set=a.479284970910004
https://www.institut-fuer-epilepsie.at/gfue-gruppe/

https://www.ninds.nih.gov/health-information/disorders/epilepsy-and-seizures

by tom.giess -

IMPULSE #4: Understanding Epilepsy – Key Insights from an Online Training

Being in contact with Tanja from Institut für Epilepsie in Graz, I received a lot of resources about epilepsy. One resource immediately caught my attention: selpers.com is a Vienna based online platform, which offers scientific and free online courses. Its mission is to help people with chronic diseases to understand their condition, ease treatment and increase their quality of life. At its core selpers believes, that patients can influence their course of the disease through their behavior.

Besides trainings and livestream events users can use texts, video interviews, animations, podcasts and checklists to receive what they need to know in an interactive and easy-to-understand way. A blog features interviews with experts, new research and stories.

I chose the training course „Epilepsie verstehen“ held by Assoc. Prof. Dr. Gerhard Luef. I expected the course to be a good refresher and overview of the topic of epilepsy, because I felt I still have some blindspots that would need to be filled. In the following I will go through the contents and what I’ve learned.

1. What is epilepsy?

Dr. Luef starts with giving a definition about the chronic disease. Epilepsy is one of the most common chronic diseases worldwide. Around 10% of people will experience a seizure at some point in their lives and approximately 5% of them will develop epilepsy. Seizures can happen to basically anyone, even individuals without prior diseases, such as students experiencing lack of sleep. While a single seizure does not necessarily mean someone has epilepsy, multiple unprovoked seizures typically characterize the disorder. Although epilepsy is not curable, it is manageable through medication for two-thirds of affected individuals. Surgical intervention can offer a permanent solution in some cases.

A seizure occurs when brain cells discharge electrical signals in an uncontrolled manner, much like a „short circuit“ or „electrical storm“ in a specific brain region. In some cases, the entire brain is affected, leading to disruptions in all senses, including loss of smell, taste or even hallucinations. The most common type of seizure is focal, which arise from specific brain regions. Generalized seizures, on the other hand, involve widespread electrical discharges across the brain. Although epilepsy does not usually cause permanent damage, untreated seizures can lead to memory impairment over time.

2. Causes of epilepsy

Dr. Luef explains epilepsy itself is not inheritable, but a genetic predisposition can increase the likelihood of experiencing a seizure. Some genetic and pre-exisiting disorders, such as Landau-Kleffner syndrome or Down syndrome, may promote epilepsy. Additionally, brain injuries caused by stroke, tumors, head trauma or severe concussions can lead to epilepsy because of a developed long-term instability in brain function. In general, anything harmful to the brain, including sleep deprivation and excessive alcohol consumption, increases the risk of seizures.

3. Symptoms and course of disease

Focal seizures may begin with an aura – a warning sign like nausea or sensory disturbances – before leading to loss of consciousness. Symptoms may include unusual smells, tastes, or involuntary movements like hand twitching. Dr. Luef claims that observers often find seizures distressing, especially when symptoms such as foaming at the mouth or bleeding occur. However, people with epilepsy typically do not feel pain during a seizure, though they may experience muscle soreness or injuries afterwards.

Absence seizures, very common for children and teenagers, are characterized as brief episodes of unresponsiveness, often mistaken for daydreaming. After a severe seizure, individuals may fall into deep sleep and/or experience disorientation for minutes to an hour possibly. Those who suffer generalized seizures usually have no memories of the event. Dr. Luef states that minimal intervention for bystanders during a seizure is best: To ensure a safe environment is the priority. If warning signs like sensory changes occur before a seizure, documenting them if possible can help with diagnosis of doctors and management of the disease.

4. Diagnosis of epilepsy

According to Dr. Luef’s opinion first seizures should always be examined by a medical professional as soon as possible, ideally within 20 hours. Common symptoms include tingling sensations, regularly occurring déjà vu episodes or sudden nausea. Neurologists and pediatricians use various diagnostic tools to differentiate epilepsy from similar conditions like syncope (fainting) or psychogenic seizures.

A proper evaluation in a clinical setting includes medical history, eyewitness reports, and physical examinations, followed by an electroencephalogram (EEG) and an MRI. EEGs measure electrical activity in the brain to detect abnormal patterns. After a first seizure, patients may need to stay in the hospital for further monitoring.

5. Living with epilepsy

For most people with epilepsy, lifelong medication and therapy is necessary. In emergency situations, placing a person in the recovery position and minimizing injury risk is essential. For individuals planning a family, proper medical advice is crucial since some epilepsy medications can cause birth defects. Seizures during pregnancy pose risks for both the mother and baby, but this according to Dr. Luef should not prevent expectant parents to not have children.

Avoiding seizure triggers, such as sleep deprivation and alcohol misuse in relation to the specific form of epilepsy, is important. It can be dangerous to forget medication, especially during activities like hiking, swimming or driving. Certain careers, such as pilot, train conductor or military service, consciously exclude people with epilepsy due to safety concerns.

Epilepsy can be life-threatening in rare cases, such as Sudden Unexpected Death in Epilepsy (SUDEP), which occurs in about 1 in 1,000 patients. But most people with epilepsy can lead full and unrestricted lives. Open discussions about epilepsy, participation in support groups and spreading awareness are key to improving quality of life for those affected.

6. My message to you

In the last part Dr. Luef addresses affected people and their dependants directly. Epilepsy is not something affected people need to be ashamed of. It is a normal disease like any other. The affected should talk openly about their disease and get into an exchange. They should stick to their medication plan and ask a medical professional for help, when intolerances occur. Last but not least major risks should be avoided. Following all this makes living with epilepsy very easy for the affected.

Reflections

Overall, this online training provided a very good and comprehensive overview. I felt quite well informed and wished I had taken this training earlier. It really helped to fill in the gaps in my knowledge. It was interesting to hear an expert’s perspective on the disease, especially the part about people being shocked when they witness an epileptic seizure. This is valuable to know for what I would like to test in my potential master’s thesis: Is a mobile device capable of delivering first aid information to public untrained bystanders? Finally, hearing all the aspects of what can cause seizures and how basically anyone can be affected left me feeling grounded and grateful for my health and the choices I make in my daily life, such as not wearing a helmet when riding a bike.

Resources

https://selpers.com/ueber-selpers

https://selpers.com/epilepsie

https://selpers.com/epilepsie/epilepsie-verstehen

by tom.giess -

IMPULSE #3: Representation of Epilepsy in Back for Good (2017)

© Zum Goldenen Lamm GmbH & Co. KG, SWR

While conducting research about the topic of epilepsy I came across the EMDb – Epilepsy Movie Database and was curious what movies I would find and how epilepsy as a disease is represented in modern cinema. I decided to host a movie night accompanied with friends and decided to watch the following movie. For my part I payed attention to the way of how epilepsy is represented.

The german tragicomedy movie „Back for Good“, directed by Mia Spengler and released in 2017, deals about the story of former reality TV star Angie, who is forced to move back into her mother’s house in her hometown after going through drug withdrawal. She is about to live with her overprotective mother Monica and her pubescent sister Kiki, who was diagnosed with epilepsy and is bullied at school. Angie herself is moderately successful, but hopes to become a candidate for the next season of Dschungelcamp, a reality show on german television, and have a comeback. The movie incorporates a culture clash, where the b-list celebrity world meets the life in the province.

The relationship between the sisters is tense, but as soon as mother Monica needs to stay in hospital, Angie has to take responsibility for her sister Kiki. This unexpected burden lets the two sisters approach each other.

Although the movie incorporates comedy elements and has overall bizarre characteristics, expert opinions highlight the high fidelity of how epilepsy is portrayed. The movie puts emphasis on a realistic and responsible representation of epilepsy. It displays how a family structure can be complicated and societal stigmatization reinforces self-worth, self-perception and social isolation.

First of all, Angie did not know about her sister’s diagnosis. Not only because of their bad relationship with each other, her mother Monica decided to not tell her older daughter about it. It may be assumed that Monica does not want to put too much attention to her daughter’s disease, because Angie’s work as a TV star means publicity.

Kiki has to wear a noticeable helmet, which protects her in case she experiences an epileptic seizure. She feels ashamed to wear a helmet in school, which gives bullies at school a target and results in her own self-isolation. Her mother limits Kiki’s freedom in the way she takes care of her daughter. When Kiki becomes a victim of cyberbullying, her mother sees herself powerless. The movie plays with the contrast of irresponsible drug abuse and uncertain chronic illness, independence and dependence. This becomes clear, when Angie orders food at a fast food drive-in and Kiki lists, what she can’t eat because of her illness. When Angie and Kiki become closer, it is shown how rarely Angie knows something about her sister’s disease. Kiki needs to explain what can happen to her and how she experiences her individual form of epilepsy. Compared to her mother Monica, who acts withdrawing and protective, Angie is characterized by a more self-conscious and confrontative nature. As soon as she witnesses Kiki being bullied at school, she faces the bullies in an aggressive as well as violent way, making threats to Kiki’s schoolmates.

The jury of Deutsche Film- und Medienbewertung (FBW), a german governmental institution which reviews movies regarding their artistic, documentary or film-historical significance, awards Back for Good with the highest status „Prädikat besonders wertvoll“. Besides its cinematic quality, relevant aspects that led to this decision were the acting performance of main actress Kim Riedel (Angie) and the movie’s authentic and non-judging representation of the environment, where the story takes place. Another added value is the questioning of social tolerance and how to interact with people, that are different.

The movie got awarded in 2017 and 2018 as Young Talent Award of the DEFA foundation, Prize of the Jury of German-Language Film Critics, Best Film of Studio Hamburg and Biberacher Filmfestspielen as well as Best Debut Film of weekly journal Bunte.

Back for Good manages to show the challenges persons with epilepsy face on a daily basis by putting them into the context of a complex family history. Medical as well as social and emotional aspects and their impacts on affected people and their environment are integral part of the plot. By combining humor and seriousness, the film succeeds in making the subject of epilepsy accessible to a wider audience while promoting greater understanding and acceptance.

Resources

https://filmdatenbank.dgfe.info/index.html

https://www.fbw-filmbewertung.com/film/back_for_good

https://www.epd-film.de/filmkritiken/back-good

https://de.wikipedia.org/wiki/Back_for_Good_(Film)

by tom.giess -

IMPULSE #2: Raphaela Egger on Systems Thinking

As part of this semester’s course Future Design Lab at FH JOANNEUM our lecturer Raphaela Egger made an excursion to the topic of Systems Thinking.

In her lecture Egger distinguishes between Systems Thinking and Design Thinking, which are complementary approaches for solving complex problems and enhancing the design of products, services and systems. Design Thinking emphasizes understanding users‘ needs and developing solutions that are intuitive, functional, and appealing. Conversely Systems Thinking centers on comprehending how an entire system operates and recognizing how modifications in one area can impact other parts. 1,2

Egger states that a complex system cannot simply be dismantled, reorganized, and reassembled, nor can it be simplified.3 Once its complexity is destroyed, the system itself stops to function. Interventions in complex systems almost always lead to unexpected side effects and long-term consequences because we rarely understand all the interconnections and unintentionally create unexpected system dynamics.

5R model of Systems Thinking

Egger introduced us to the 5R model of systems thinking, which is a framework that highlights five key dimensions of systems: results, roles, relationships, rules and resources.4,5 This model serves as a lens for assessing local systems and guiding interventions to strengthen them.

  • Resources: The inputs or „fuel“ required for the system’s interactions to give results.4
  • Rules: The formal and informal guidelines, laws, cultural norms and protocols that govern the system’s operation.4,6
  • Roles: The functions and responsibilities assumed by different actors within the system.4,6
  • Relationships: The connections and interactions between various actors in the system.4,6
  • Results: The target outcomes or impacts that the system is designed to produce.4,6
© Raphaela Egger, plasticpreneur®

Team task

During the lecture Mrs. Egger gave us the task to apply an system of our choice to this model. Our group talked about the education system in industrialized countries and how artificial intelligence might influence it in the future:

Resources

AI brings advanced tools and technologies into classrooms, redefining the resources available to students and educators. Intelligent tutoring systems, adaptive learning platforms and generative AI applications offer new and personalized educational experiences. However this may lead to a loss of conventional analog skills, such as handwriting or mental calculation, as digital tools take precedence. Educational institutions must balance leveraging AI with preserving foundational skills to ensure holistic development.

Rules

The integration of AI in education sectors will most likely need new guidelines and policies for its usage. For instance, rules regulating the ethical use of AI, data privacy and intellectual property must be developed to address emerging challenges. There may be a redefinition of what is truly essential in education, focusing less on rote memorization and more on teaching students how to effectively interact with and use AI. This shift might require the curricula to be revised to prioritize AI skills and critical thinking over conventional ways of education.

Roles

AI has the potential to transform the roles of both teachers and students. Educators may transition from being primary sources of knowledge to facilitators, who guide students in AI-enhanced learning. Conversely students may be more active in directing their learning journeys, taking advantage of AI tools to explore topics at their own pace. As these changes provide a lot of chances for individuals, they also come with concerns about the children’s development: the importance of interpersonal interaction and the risks of depending too much on technology for example.

Relationships

It is predictable that AI in education will change the way actors will interact within the system. The relationship between teacher and student may change as AI becomes an intermediary, which will provide instant feedback and support. Peer relationships with collaborative learning could increasingly be mediated by digital platforms. These changes might impact social development, particularly for younger children. Health implications are happening already, such as excessive screen time and shortening of the attention span and reduced sleep quality. This could get more intensive.

Results

Results of an AI-influenced education could reshape societal outcomes. With AI making learning more accessible and personalized, students in industrialized countries could perform better in school and university, becoming more innovative. But the effects are more than academic success. As humanity grows alongside AI, we must think about what intelligence means, how human creativity fits in and what values should guide education. Balancing technology with the human side of learning should be the overall goal.

In relation to my research topic

In particular, it would be interesting to see how my research topic of improved first aid for epilepsy would affect the emergency response system in terms of decision making through a mobile app when a seizure occurs.

Resources

  1. https://www.linkedin.com/pulse/how-can-design-thinking-systems-work-together-caglar-korun/ ↩︎
  2. https://www.ideou.com/blogs/inspiration/differences-between-systems-thinking-and-design-thinking ↩︎
  3. http://systemthinking.de/Systeme-verstehen/ ↩︎
  4. https://usaidlearninglab.org/system/files/resource/files/5rs_techncial_note_ver_2_1_final.pd ↩︎
  5. https://www.ashoka-visionaryprogram.org/tools-for-systems-change/ ↩︎
  6. https://collaboratiohelvetica.ch/en/blog/2021/7/28/the-5r-framework-gn2bw ↩︎
by tom.giess -

IMPULSE #1: Mari-Ell Mets on Accessibility

In the beginning of our third semester, we as Interaction Design students once again had the privilege to attend the main conference of the World Usability Congress 2024, held on October 16th and 17th at the Stadthalle Graz. This event provided us with an excellent opportunity to deepen our understanding of usability and accessibility, as well as to draw inspiration from industry experts. The two days were packed with enlightening keynotes and interactive workshops, covering a wide range of topics central to the field of user experience design.

For my part, I primarily chose to attend sessions focused on accessibility, a subject that has always held particular significance to me. Among the various presentations, one talk stood out the most: „Websites and Apps for Everybody“ by Mari-Ell Mets, the Head of Accessibility at Trinidad Wiseman. Mets’ speech left a profound impression on me due to its relevance, practical insights, and passionate advocacy for inclusion in digital design.

Key insights from Mari-Ell Mets‘ talk

Mets began her presentation by emphasizing that accessibility is a cornerstone of high-quality web design. She supported her point with a striking statistic: every fourth European is classified as a person with special needs. This highlights the sheer scale of users who face disadvantages when websites and apps fail to meet accessibility standards. Mets further outlined key European regulations governing digital accessibility, including:

  • EU Directive 2016/2102 on the accessibility of websites and mobile applications of public sector bodies,
  • EU Directive 2019/882 on accessibility requirements for products and services, and
  • EN 301 549, the European standard on accessibility requirements for ICT products and services.

These legal frameworks underline the necessity for designers and developers to prioritize accessibility. However, it was Mets’ practical advice that truly resonated with me. She shared 10 accessibility rules that, when applied, can resolve 80% of common usability issues in websites and apps. The simplicity and effectiveness of these rules made them particularly impactful.

Applying accessibility principles to my prototype

Mets‘ accessibility guidelines felt directly applicable to my ongoing project, which I developed as part of the Design & Research module at FH JOANNEUM. Over the last two semesters, I have been working on a mobile app concept aimed at assisting untrained first aiders in public spaces. The app provides step-by-step instructions on how to secure and help a person experiencing an epileptic seizure. Given that first aiders can be anyone in a public area, my app must cater to a diverse user base, including those with special needs. Mets‘ principles offered a concrete framework to refine my design.

No moving content

One of Mets‘ rules highlights the importance of avoiding autoplaying content, such as sounds, animations, or videos. If moving content is used, it should serve a clear purpose, and users must be able to pause it.

For my app, this means ensuring that emergency steps and instructions are presented clearly and with minimal motion. Movement can serve as a helpful explanatory tool, such as an animation showing the recovery position, but it should not overwhelm users or cause distractions. To address this, I plan to: Justify the use of movement in each case to ensure it enhances comprehension. Keep animations subtle and purposeful to reduce cognitive load, especially for sensitive users. Include an easily accessible pause button for any moving content.

Contrasted color

Color contrast plays a pivotal role in ensuring text readability and emphasizing interactive elements. Mets warned against placing text on images, as this can reduce contrast and make text difficult to read. She recommended using contrast-checking tools to ensure compliance with accessibility standards.

As my prototype progresses to a high-fidelity design, I will focus on selecting appropriate color schemes that enhance usability. Given the app’s life-saving nature, its design must remain minimalistic and user-friendly. High-contrast color combinations will ensure that all users, including those with visual impairments, can easily read text and identify critical elements like buttons and icons.

Clear error messages

Error messages are another critical aspect of accessibility. Mets stressed that they should be specific, clearly indicating what went wrong and offering solutions. For example, errors should have precise labels, point to the problematic area, and be compatible with screen readers.

In my app, this principle will guide the design of features like the medical ID form and emergency call options. If an error occurs—such as a failure to submit an emergency form—the user should receive an immediate and clear explanation with steps to resolve the issue. Additionally, I plan to implement screen-reader compatibility for error notifications, ensuring that users with disabilities are adequately informed.

Broader implications for design

Mets’ talk served as a timely reminder that accessibility is not a niche concern but a universal requirement. It goes beyond catering to individuals with disabilities and improves the overall user experience for everyone. Features like clear navigation, sufficient contrast, and error notifications benefit all users, regardless of their abilities.

Reflecting on her presentation, I was reminded that accessibility isn’t just about meeting regulations—it’s about embracing an inclusive mindset. By ensuring that websites and apps are accessible, designers actively contribute to breaking down barriers and creating a more equitable digital landscape.

Conclusion

Attending the World Usability Congress 2024 was an inspiring and educational experience, particularly Mari-Ell Mets’ session on accessibility. Her practical advice directly applies to my work, offering valuable insights to improve my app prototype. By implementing Mets’ accessibility rules, I can ensure that my app is not only functional but also inclusive and user-centered.

In a world where digital experiences are increasingly integral to our daily lives, designing for accessibility is no longer optional—it is essential. Mets’ presentation reaffirmed my commitment to creating designs that are not only innovative but also meaningful and inclusive. This learning experience will undoubtedly have a lasting impact on my approach to design.

Resources

World Usability Congress. „Agenda 2024.“ Accessed November 5, 2024. https://worldusabilitycongress.com/agenda-2024/?agenda=83CALT.

European Union. Directive (EU) 2016/2102 of the European Parliament and of the Council of 26 October 2016 on the Accessibility of the Websites and Mobile Applications of Public Sector Bodies. Accessed November 5, 2024. https://eur-lex.europa.eu/eli/dir/2016/2102/oj.

European Union. Directive (EU) 2019/882 of the European Parliament and of the Council of 17 April 2019 on the Accessibility Requirements for Products and Services. Accessed November 5, 2024. https://eur-lex.europa.eu/eli/dir/2019/882/oj.

by tom.giess -

#21 | Designing User Experience in eHealth Applications for Young-Age Epilepsy

The present master’s thesis „Designing User Experience in eHealth Applications for Young- Age Epilepsy“, submitted by Pietro Lentini at the Politecnico di Milano in the study year 2021/2022, deals with the needs and pain points of parents with children with epilepsy. Furthermore, the mobile application MirrorHR for epilepsy self-management was studied and the function for a new remote monitoring scenario was designed using a prototype.

The author formulated the following research questions: Why do parents of children with epilepsy use a self-management app for epilepsy? Which are their needs? Which are their pain points? How is the usability of MirrorHR? Are there aspects to improve? Considering the seizure detection feature in MirrorHR, are there new remote monitoring scenarios for children that the users would be interested in?

Level of design

The present work focuses primarily on background research using semi-structured qualitative interviews and a post-interview anonymous questionnaire. Nevertheless, the results of this study led to a practical prototype that was subsequently evaluated.

The work can be divided into the following five phases. It starts with the analysis of relevant literature, design principles and frameworks, case studies and the state of the art at that time. Second, the author investigated user needs and scenarios by conducting a user study on the MirrorHR application. It continues with the actual development of a prototype for a specific remote monitoring scenario. This is followed by a user evaluation of the study results and the prototype, and finally leads into a discussion section.

Degree of innovation

As the author notes, the existing MirrorHR app faces several challenges due to the fact that it is still a work in progress. One major challenge is the monitoring feature, which at the time only supported a short-range connection between a wearable and a smartphone. However, no usability study or user needs analysis was carried out.

It is stated that not only this app, but epilepsy self-management applications in general can benefit from the insights into user needs and pain points provided by this work. The examined scenario could be helpful for other mHealth applications focusing on children.

Independence

In addition to the literature review in the first part, the author attempted to verify his goals by applying relevant methods in the user study as well as in the design and evaluation of a prototype. This shows a high degree of independent work.

Outline and structure

The contents seem well structured and transparently organized, making it easy to navigate to specific parts of the chapters. Interestingly, the table of contents begins with a list of all figures, tables, abbreviations, and acronyms; followed by the chapters; and ends with the comprehensive appendices of interviews, questionnaires, findings, and prototype.

The chapters of this thesis show the following intended purposes: The relevant literature to get the context of the thesis, design frameworks and principles that have been used, reviewed case studies and the state of the art are shown in Chapter 2. It is followed by the methodological choices and how they have been applied in Chapter 3. Chapter 4 summarizes the results and analyses, leading to a discussion of the contributions and limitations of the studies in Chapter 5. The work concludes with a summary of all conclusions in Chapter 6.

As this research has been carried out at an Italian university, some of the fundamental parts of the study are only available in Italian. However, the entire written thesis is available in English.

Degree of communication

Although the topic of the thesis is mainly scientific, the author manages to write in a low- threshold and easy-to-understand language instead of complicating the readability with super-scientific language. Thorough definitions and background knowledge are provided in various subject areas to ensure that non-experts can follow the scientific explanations. All abbreviations and acronyms are listed in the Table of Contents, and transparency is provided

through attached interview transcripts and email communications. A discussion chapter shows the difficult circumstances and limitations under which this work had to be developed.

Scope of the work

The objectives of this thesis lies in understanding the motives of parents of children with epilepsy to choose self-management apps for epilepsy. This was done by examining user needs and pain points. Furthermore, the usability of the MirrorHR app, which is supported by the FightTheStroke Foundation, was evaluated and a specific monitoring scenario for this application was investigated.

Orthography and accuracy

There are no spelling or grammatical errors that might indicate careful proofreading. Specific terms are used correctly and are defined. The presentation of information is shown in correct citations and a structured list of sources, in accordance with academic standards. Methodology is adequately explained and documented at the end.

Literature

The present list of references appears to be well researched in a wide variety of scientific and industry media. This diversity includes official ISO definitions, specialized books and journals, reviews, web addresses, guidelines and scientific articles. The subject areas vary between medicine, healthcare, human-computer interaction, user-centered design, technology and behavioral sciences.

Conclusion

Taking into account the previous paragraphs, it can be stated that this master’s thesis makes a meaningful contribution to a very specialized field of application. It shows a high level of independent work to investigate the needs and concerns of parents with children with epilepsy and focuses on the evaluation and improvement of the MirrorHR application. Outline and structure are well organized and comprehensible. The written text is easy to understand and well thought out. Citations and references are in accordance with the appropriate scientific standard, and the appendices show great transparency. Finally, the author discusses the limitations of the studies, the implications of the Covid-19 pandemic and provides an outlook for future research.

Resources

Pietro Lentini. Designing User Experience in eHealth Applications for Young-Age Epilepsy. Retrieved October 29, 2024, from https://www.politesi.polimi.it/retrieve/8610722f-1401-487e-8fae-aee491ea275f/2022_12_Lentini_01.pdf

by tom.giess -

#20 | Demonstration video & reflections

At the end of this semester I would like to give a short demonstration of how my prototype works. Therefore I created a short video that shows the functionality of the prototype.

Reflections

All in all, I enjoyed the process of Design & Research this semester. This time the work was more hands-on, consolidating my research from the first semester into a rough prototype. I was able to overcome my initial doubts as to how I could make a valuable contribution to my chosen topic, as there are already existing solutions. The potential I saw in my idea was confirmed by the feedback interview I conducted with the Institut für Epilepsie in Graz.

As one can see, this prototype is at a very early stage. It needs to be refined based on future feedback, in it’s interaction logic and real content, as well as in the sound and visual design to address emotional perception as well. This prototype could be an test object in evaluation practices such as expert reviews, interviews and tests to further develop this concept.

Resources

Freesound.org. Downtown Vancouver BC Canada by theblockofsound235. Retrieved June 26, 2024, from https://freesound.org/people/theblockofsound235/sounds/350951/

Freesound.org. VIZZINI_Romain_2018_2019_Emergency alarm by univ_lyon3. Retrieved June 26, 2024, from https://freesound.org/people/univ_lyon3/sounds/443074/

Freesound.org. Busy cafeteria environment in university – Ambient by lastraindrop. Retrieved June 26, 2024, from https://freesound.org/people/lastraindrop/sounds/717748/