EI project_Unlock Silence

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MENTAL VERBAL

SILENCE make East-Asian students more integrated and engaged in brainstorming with west teammates Kuoping Chang 4518446

index

of report

Chapter 1

INTRODUCTION Background Motivation Design goal

Chapter 2

USER RESEARCH Research plan & goal Interview Observation Intervention test Data Analysis Conclusion

Chapter 3

DESIGN VISION Interaction vision Intended qualities Testing plan Direction

Chapter 4

IDEA GENERATION Ideas of rules Testing of rules Evaluation of rules Ideas of brainstorming Testing of ideas of brainstorming Evaluation of ideas Conclusion

Chapter 5

FINAL CONCEPT Initial concept Testing of concept Opportunity Final concept Scenarios Model making Tasks for break Testing of final concept Evaluation of final concept Future work Reflection

Chapter 1

INTRODUCTION

explore interaction in

CAMPUS TU delft is a truly international community with over 100 nationalities, 30% of master’s students, and even over 60% of our PhD students being international students. Every day in the campus, there is much interaction between local and foreign students, students and teachers, students and staff. Interaction in campus is diversified and interesting, which is worthy of being explored and studied.

Background

Brainstorming Sessions Being a industrial design student in IO faculty of TU delft, he/she is likely to perform different types of teamwork with people in different professions and different cultural background. Among all kinds of teamwork, brainstorming is one of the most common design activities. It is one of many methods used in creative thinking to come up with lots of ideas to solve a problem. Students team up to illustrate the background, define core problems and generate ideas collectively.

With the assistance of group working, ideas will include more perspectives, directing in a more innovative and objective development.

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Motivation

Less Engagement from East-Asian Students However, in many multicultural brainstorming sessions, it is common to see most East-Asian students engage less during the whole process.

Usually, west students are likely to host the session and get more involved with discussion. They directly answer to others' opinion very often and feel encouraged to express their own ideas. Nevertheless East-Asian students are more conservative. They neither issue their thoughts actively nor give feedbacks to other teammates.

Brainstorming should be an integrated acitvity.

Leaving some participants isolated is not an appropriate way for brainstorming to proceed.

What's worse, if they do not engage in the process, the team will lose opportunities to get innovative ideas or other perspectives.

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MAKE

Design Goal

EAST-ASIAN

STUDENTS FEEL MORE

INTEGRATED & ENGAGED

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The design goal of this project is to make East-Asian students feel more integrated and engaged when they are conducting brainstorming with west teammates.

Under this case, East-Asian students are expected to express more and be openminded more. Their west teammates will also realize the contribution from EastAsian students. In general, it can unlock the relationship between East-Asian students and west counterparts from isolation to integration.

Chapter 2

USER RESEARCH

Research Plan & Goal

STEP 1

STEP 3

video recording

record how East-Asian students brainstorm with west people

STEP 5

analysis & conclusion

observation

STEP 2

observe how East-Asian students behave in brainstorming sessions

organize the findings from user research

STEP 4

interview

realize why East-Asian students do not engage

intervention test

come up with the initial intervention to test the effect

REALIZE THE REASONS

WHY EAST-ASIAN STUDENTS ENGAGE LESS The goal of user research is to find out the reasons why East-Asian students engage less in the brainstorming with their west teammates. A qualitative method will be conducted in user research: contextual inquiry. Contextual inquiry is a usercentered study that can realize user's natural behaviours in the real context.

After the factors that cause them not to express actively are found, try to generate concepts that help East-Asian students overcome these factors.

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Video Recording Three East-Asian students were requested to record their brainstorming process with west teammates. Their brainstorming sessions were analyzed in sequence models, so it was clear to find out in which stages they engage less.

Chi Zhang

background illustration

organize factors

generate ideas and share

Iris Chien

background illustration

individual drawing

Heidi Mau

background illustration

organize factors

organize factors

generate ideas and share

individual drawing

generate ideas and share

final idea

final idea

final idea

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Interview Questions 1. Do you enjoy your brainstorming process with your west teammates?

2. Why you engage less?

3. Based on reasons mentioned above, do you think this condition will also occur when you are in your home country and discuss with your same country friends?

4. How do you feel about those situations?

5. What did you do to make your voice heard?

6. What do you expect about next brainstorming?

7. Based on the stage that you spoke less I found, why you spoke less ?

Semi-Structure Interview

EAST ASIAN Chi Zhang

Iris Chien

Heidi Mau

Meng Xu

This brainstorming is conducted under the pressure of a course. I am afraid my teammates cannot understand my English. I need time to organize what I am going to say because I speak after thinking. I care about if my teammates are friendly to me or not.

It is just an assignment to do brainstorming. It is hard to translate what I think in Chinese into English in a limited time. I hope the atmosphere can be more relaxed just like socialization. If everyone treats you as a friend, I will not care my poor English.

I am not familiar with my west teammates. I need much time to think what I will express. I dislike the feeling of being ignored, and I hope teammates can realize my capability. Free and fun atmosphere is favorable since I will not care about my English.

I cannot catch the tempo in the discussion, and I think it is rude to interrupt other's statement. I don't know how to express comprehensively in English. Friendly teammates, relaxed atmosphere and postive feedbacks are important for me as a motivation to speak more.

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Interview Questions 1. Do you have any experience of brainstorming with East-Asian students?

Could you share it with me? Do you enjoy the brainstorming with them?

2. Normally, how will you do to get your voice heard?

3. How do you feel the engagement of East-Asian people?

4. how do you feel about the reason causing them to speak less?

5. How would you like to encourage them to speak out more?

6. What do you expect about next brainstorming with them?

Semi-Structure Interview

WEST

I always talk a lot or even put ideas on paper. Maybe it is not very comfortable for Asian to speak English, but I really want Asian to give me more feedback or I will feel depressed. I don't care about their English. Usually I ask Asian directly to trigger them to speak.

They build barrier if not feeling confident and secure. They might also be afraid of upsetting someone. Don’t be ashamed of English, and take risks to speak something. I will empower them and not ignore their existence such as making jokes.

Diana G.

Pablo Z.

Maybe it is because we don’t know each other in the team. I feel disappointed and annoyed if they are silent. I won’t disagree if your English is bad. As long as you get the message by texts or drafts.

Takeing turns, asking them questions or letting west people know Asian cultural factors might be the method to trigger them to speak.

Maaike M.

Asian need to feel more comfortable at first time and they require more thinking about what they want to say. Don’t be afraid to communicate and keep more confident! As long as you can communicate, we are allowed to make mistakes. I will try to give Asian more positive reply or ask them questions.

Lucia F.

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Observation

How East-Asian Perform Their Brainstorming Sessions To r e a l i z e h o w A s i a n c o n d u c t brainstorming more, an observation on a brainstorming session with all Asian was taken. We can compare the session with all Asian and the session with mixed international students.

The finding of this observation was that lanuguage barrier was not the main problem for East-Asian to engage less since they also kept silent when brainstorming with Asian.

participants

procedures

background illustration

organize factors

generate ideas and share

findings 1. East-Asian are likely to keep silent in the sessions 2. East-Asian start to speak if being asked by others 3. No interrupting 4. No feedback 5. Language is not the main reason for less engagement

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Intervention Test After the observation and interview, we could know some reasons that lowered EastAsian's engagement in brainstorming such as intense atmosphere, careless teammates and being conservative and passive. To explore the interaction more deeply, we held a brainstorming session and prepared intervention objects that were useful for relaxing the atmosphere and issuing opinions.

The test would help us clarify the specific points that should be taken into account.

Pa r t i c i p a n t s w e r e o n e C h i n e s e , o n e Turkish and one Spainish. The problem of brainstorming was how to prevent students from using smart phones in lectures. The session lasted for around 15 mins. The intervention objects were microphones, the sign of "cue me" and the sign of bulb. If participants wanted to express ideas, they were free to use these assistant props.

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Data Analysis We clustered the main reasons that made East-Asian to engage less by Affinity Diagram. In addition, we used Cultural Dimensions theory from Hofstede to make an explanation for these reasons.

After intervention test, we found the intervention props could not fit into the current brainstorming process. Participants didn't know the timing and the purpose of using props, indicating that the rules of brainstorming process should also be re-planned as well.

reasons for less engagement

short time

worry

atmosphere

teammates

East-Asian need time to organize what they express in English.

East-Asian worr y to offend others in brainstorming.

current atmosphere is intense and not relaxed.

there is less supportive interaction between teammates.

long term orientation uncertainty avoidance power distance collectivism

opportunities for more engagment

text or sketch

re-plan the rules

these are other ways for East-Asian to express ideas.

Rules of performing brainstorming should be re-structured.

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Conclusion Design the Rules to Faciliate More

Supportive Interaction between Teammates & Create Relaxed Atmosphere In order to make East-Asian engage more in multicultural brainstorming, supportive interaction with teammates and relaxed atmosphere are important. Based on the findings of intervention test, only the design of assistant props is not enough. Design of new rules of brainstorming will be the priority. It is necessary to make a new rule that triggers supportive interaction and atmosphere.

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Chapter 3

DESIGN VISION

MAGNETIC BALLS connect each other tightly with natural force

Interaction Vision The metaphor of interaction vision comes from magnetic balls.

Just like pictures shown in the bottom left corner, currently four balls are connected, and one ball is isolated but eager to attach to those four balls. East-Asian students, similar to this alone ball, also want to integrate with their west teammates. Hence, we

need to make this "natural" magnetic force stronger and more obvious so memebers of brainstorming will connect each other naturally just like the picture shown above. This natural force will eventually be the new design of brainstorming and its rule

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Intended Quality

control

hilarious

natural

give East-Asian to control over the interpretation of an ambiguous situation and finally enhance their confidence.

brainstorming atmoshere is friendly and interesting without much mental pressure

all team members feel intutive to proceed brainstorming without disturbance

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Testing Plan Since brainstorming is a holistic process, design ideas related to it need to be analyzed in a more detailed way.

As what was concluded in chapter 2, generating a new brainstorming rule should be the first important requirement. Thus, based on the interaction vision, we thought about the possible rules and conducted testings to evaluate them. Next, after selecting the best rule, we generated ideas of proper props that would be required under this rule and perform testings again.

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Direction Based on the result of observation in chapter 2, our project will mainly focus on the part of "idea generation and share feedbacks". It is the stage that is not complusory for every one to speak, so East-Asian students are likely to keep silent and feel not integrated in this stage.

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Chapter 4

IDEA GENERATION

Ideas of Rules

How Magnetic Balls Get Connected?

Ideas of rules come from the interaction vision: magnetic balls.

First, we came up with how magnetic balls get connected. Next, we applied these connecting ways into the rules of brainstorming and the interaction between teammates.

connect one by one

Balls can connect each other one by one in sequence.

Each team member presents in turns, so everyone must express his/her ideas.

groups connection

Two balls combine into a group first, and these two groups can connect together easiliy.

Make groups first, and share ideas or feedbacks in groups.

different poles

If balls want to get attracted, their poles must be different from others.

Define the role in brainstorming so everyone has his/her own responsibility.

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Testing of Rules

Rule Testing 1

Taking Turns In this rule, everyone in this team needs to express his/her own feedback in turns. However, if one has no idea about what is going to say, he/she can throw a token to skip this chance and turn to another. In our assumption, team members, especially East-Asian students will feel motivated to express rather than use up their tokens.

procedures: taking turns Each member can choose speak or throw a token to skip

props: tokens for skipping one's turn to speak If one wants to skip, throwing one token into the cup

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Rule Testing 2

Grouping In this rule, the team teams up first. Both teams generate ideas individually. Within a team, members have to discuss with each other.

After idea generation, both teams start to share their ideas and give feedbacks to another team. In our assumption, East-Asian students feel more comfortable at facing only one Western people. They can help and assist during discussion and sharing.

procedures: brainstorm in teams Team up first! Discuss and share ideas in teams

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1.East-Asian students are forced to speak rather than use tokens

1.Forcing everyone to speak is not a natural and nice way

2.Everyone is responsible to say something

2.It is hard to focus on listening to others’ idea 3.Feel bored when listening to others's idea 4.Need to wait for my turn so I can speak

Evaluation of Rules Finally, we conducted a simple interview to realize the preference o f t wo r u l e s f ro m our participants.

Obviously, grouping won the most favor.

1.This one is fresh 2.It is something similar to warmging up 3.Reduce the fear of East-Asian students

1.In the stage of group idea sharing, it still needs some rules to define everyone's responsibility so that he/she knows what to do

4.Like supportive teammates 5.East-Asian students are motivated to express their ideas

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Expert Consultation

Hao Chen PhD candidate Industrial Design develop a generative user research technique to encourage users, especially Chinese ones, to express views and anecdotes about the explored context

QUESTIONS

1.Make evaluation of our ideas of rules 2.How to improve of our ideas of rules?

Grouping

Competition

Feeling of Both parties

Scenarios

Most East-Asian nations are collectivistic, which m e a n s p e o p l e f ro m these countries may prefer group working

Challenges might be good factors for EastAsian since they will be motivated to finish challenges and win

T h i s p ro j e c t s h o u l d also take the opinion of Western teammates into account since brainstorming involves two parties

Think about a new story or scenario to make your design fit into the real world

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Ideas of Brainstorming

Idea 1

Social Tasks After grouping, everyone needs to generate as many ideas as possible in order to help his/her group to reach the central destination which is a reward such as being treated with coffee.

All of them need to pick one idea card to write down ideas, but some of the idea cards are actually the social tasks such as say "how are you" in your home language or"ask your teammates to produce two ideas". These can be the positive interruption which facilitates the creativity and relationship with teammates.

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Idea 2

Puzzling After grouping, everyone needs to produce many ideas in order to finish the puzzle.

Each piece of the puzzle is an idea card. One way to finish all puzzles is to generate as many ideas as possible. If both people in your team finish puzzles first, then your team wins! and get the treat of coffee from other teams.

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Idea 3

presentation stage

Playing Roles After grouping, each group needs to generate ideas together. Team members in each team have to dicuss with each other and produce at least one idea with visualization.

After that, everyone will be defined what his/her role is. For example, speaker or collector, positive feedbacker or critical feedbacker. In the end, two groups compete with how many feedbacks you give to the other group.

SPEAKER you are responsible for expressing idea.

COLLECTER you need to record the feedbacks from other group

feedback stage POSITIVE FEEDBACKER reply the advantages of other group's idea CRITICAL FEEDBACKER reply the disadvantages of other group's idea FEEDBACK MEMO write down feedbacks on these token alike cards

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Testing of Ideas of Brainstorming

Idea Testing 1

Social Tasks

This design includes a idea map, grouping box and idea cards. First, everyone puts his hands into the box to get a ball. Two people getting the ball with same color will be teamed up. Next, every team members get cards to write or draw his ideas as many as possible, but some cards are actually the social tasks. If someone gets the social tasks, he/she has to finish the tasks with his/her teammate first.

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key factors and the explanation from Hofstede theory Challenges in this idea might make East-Asian more engaged in order to win the competition.

Gamification, grouping and social tasks are the way to sustain the long term relationship

Challenge

Gamification

and faciliate the positive interaction between teammates. Grouping is also a way how people from collectivistic culture may like.

Grouping

masculinity long term orientation collectivism

testing process

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Social Tasks

Idea Testing 2

Playing Roles

This design includes four balls. There are tokens and role signs inside each ball. Tokens function as idea cards, and role signs show everyone's role as speaker/collector or nice/critical feedbacker.

People who get the balls in the same color means they are in the same team. Under this design, everyone knows his responsibility in a group and is responsible for finishing his mission.

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key factors and the explanation from Hofstede theory Reasons for challenges and grouping in this idea are in the same description as idea1.

Role playing is another attractive factor. EastAsian might be more confident during the

Challenge

brainstorming sessions if they know what they are going to do in advance, so they will feel more secure to express and engage in the activity.

Grouping

Role Playing

masculinity long term orientation

collectivism uncertainty avoidance

testing process

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Evaluation of Ideas Results of evaluation of two ideas are shown below. Questions are divided into four parts: positive emotions, negative emotion, rule and features of each idea. Both of two ideas are higher than the average acore, but the scores of idea2 are slightly higher than those of idea1.

This might be due to the involvement of the facilitator. In idea2, since it is really difficult to make participants conduct brainstorming on their own, a facilitator must instruct them.

With the instructor, the process goes clearly, making paricipants more enjoyable.

result of scores on a likert scale(6:highest; 1:lowest)

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Conclusion Hence, in our context, idea1 "social tasks" will be the most suitable idea since it doesn't require facilitators and it is simple to be understood. We will develop our final concept based on this one but also integrate the advantages of idea2. Most importantly, we retain the social elements of this idea because it is the most attractive points for promoting the integration between teammates. In the future, it is expected that this toolkit can be rented at the service center of IO, so students can borrow it and perform brainstorming like playing games.

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Chapter 5

FINAL CONCEPT

Initial Concept Based on the conclusion in chapter4, idea 1"social tasks" is improved by integrating the advantages of idea 2 "grouping". The initial concept is still generating ideas as many as possible in order to reach the central destination. However, two things change. First, each idea is generated after the discussion with you and your teammate, so these ideas will be more qualified. Second, social tasks are placed on the way to central destination, so social tasks must be finished first and each group is able to generate next ideas. Through the integration, it is expected that this inital concept can be useful for preventing superficial ideas in brainstorming

Grouping

Social Tasks

qualified ideas

Supportive Interaction

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Testing of Concept We conducted a testing to evaluate the effect of this initial concept. Four people were invited. During the testing, Chinese was teamed up with a Slovaks and Dutch was teamed up with a Turkish. In the beginning, everyone generated ideas with his/her teammate. Also, they might need to finish social tasks during this process. After the idea generation phase was over, the idea canvas was turned oppositely. Each team needed to review other team's ideas and made a final refined idea. Hence, in the end, there were two refined ideas.

first, generate ideas with teammates

Second, finish social tasks with teammates

Third, review other team's ideas and refine them

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Problems The number of ideas is limited

Social tasks are ignored

Current map only allows ten ideas, which is not proper to diverge ideas

In order to finish brainstorming as soon as possible, social tasks are likely ignored

Boring process Current map is a n o r m a l te m p l ate for brainstorming, which is boring

Suggestion Formal phases of brainstorming session Normally, brainstorming includes divergence, clustering and c o nve rg e n c e . I t i s a d v i s a b l e to fo l l ow t h e s e t h re e sta ge s of brainstorming session and integrate them into our initial concept. In this way, our concept will make participants feel clear to know what is going to do.

Factors that make East-Asian secure Integrate the factors that can make East-Asian people secure with current brainstorming structure. These factors are g ro u p i n g , s o c i a l ta s ks a n d challenge. East-Asian will be m o r e e n g a g e d t o p e r fo r m brainstorming with Western teammates.

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Opportunity

Visual Design:

build up your own world map In order to make brainstorming process more interesting, we decide to make visual design into a "world map". Since our target users are East-Asian and other international students, making a world map as a brainstorming template will be attractive for them. In this way, generating ideas on the world map is similar to building up your own route in the world.

In addition, interesting images and story of the world map can also serve as a positive intervention for ideation.

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Final Concept : BRAINDEA Final concept includes three A0 sized posters. First one is called "finish your route". It is used for divergence. Each one discusses with his/her teammate and writes down ideas on his/her team's post-its and attach postits on the route. If getting stuck, one is free to scan the QR code on the tourist spot icon and finish the "task for break". The task

serves as a chance for promoting interaction with teammates and a postivie intervention for brainstorming.

Second one is called"cultivating yo u r i s l a n d " . I t i s u s e d fo r clustering. All people categorize all post-its and attach them to island papers. Afterwards, put island papers on the this poster.

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Last one is called "making treasure maps". It is used for convergence. Each one makes refined ideas with his/her teammate and draw ideas on the A4 sized treasure map papers.

Afterwards, put treasure map papers on this poster. Likely, if getting stuck, one is free to scan the QR code to finish the "task for break".

post-it for divergence

island paper for clustering

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treasure map paper for convergence

Scenarios

01

02

Yasemi n an d her teammates needed to perform a b ra i n sto r m i n g today, so she went to rent BRAINDEA at service desk.

before opening it, Yasemin read the guideline carefully.

She took out all props in BRAINDEA and put the diverge poster on the table.

03

She wrote down the design problem on the diverge poster. One of her teammates set up time limit.

04

05

Everyone grabbed a post-it box. People who got the postit in the same color were teamed up.

This time, Yasemin grouped with a

Chinese guy called Yinan, who looked nervous and shy.

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06

With the supportive interaction with Ya s e m i n , Y i n a n felt secure and was engaged in generating ideas.

Yasemin also found

When getting stuck, Yinan scanned QR code. He had to introduce Yasemin a landmark from his country. Yasemin got very interested.

07 08 09

10

Yinan actually was an interesting and skillful person.

N ex t , a l l p e o p l e clustered all ideas t o g e t h e r. Y i n a n was more willing to involve with other teammates

Lastly, Yinan had to make a refined idea with Yasemin. He felt very positive and motivated to issue his ideas.

After brainstorming was finished, all people put all props back to the tube. Yinan got very confident and enjoyable this time.

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Model Making

brainstorming template

whole set printing process

post-it printing process

Tasks for Break The access of tasks for break was done by QR code technique. We created each website for each QR code. When people scanned the QR code, they would access to the website to see what the task was. Four types of tasks were created. They were all related to culture,

and they were sharing the festival of your home country, sharing the food of your home country, sharing the landmark of your home country and speaking some sentences in your home language.

Testing of Final Concept We made a real brainstorming session without the faciliator and recruited four DFI students who were two East-Asian students (Taiwan, China) and two Western students (Dutch, Greece) as the participants. Although they were in the same programme, they were not familiar with each other before. The topic of brainstorming was "How to encourage children to have healthy eating habits?" The session lasted for 30 minutes or so. During the brainstorming, the Dutch girl teamed up with the Chinese girl, and the Taiwanese guy was in the same team with the Greek girl. They were asked to use BRAINDEA to perform brainstorming. In the end, each of them was required to finish the questionnaire for evaluating BRAINDEA.

Each East-Asian cooperated well with his/her teammate. Chi, a shy Chinese girl, was willing to express their team's idea in the end. Chiang, a Taiwanese guy, introduced Taiwanese traditional food to his Greek partner. They

had fun when discussing about it. What's more, some teams generated ideas based on tasks they had done, for example, how to design a smart device for eating, and how healthy traditional food is.

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Evaluation of Final Concept

The questionnaire was divided into five parts: intended quality, preference of grouping, preference of tasks for break, preference of world map and overall preference. The table showed the average score of how East-Asian and how all people evaluate BRAINDEA seperately. Each score was beyond the average(score=3). East-Asian did admit BRAINDEA enhanced their engagement.

They also like the tasks for break and world map.

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01 QR code Participants agree that tasks for break can serve as a motivation for more ideas. Especially East-Asian like scanning QR code to get the tasks.

02 reward Some participants think there still needs a reward system especially in the first stage because it can trigger more ideas .

03 Post-it The design of post-it can be actual elements of island like trees or houses so users really feel they are constructing their world.

Future Work This parts show the suggestion from participants who were recruited in the evaluation. Also, some insights and potentials of BRAINDEA are also presented.

The suggestion can be the improvement of BRAINDEA in the future.

04 Design for the young BRAINDEA looks very vivid and interesting.

In spite of university students, it is possible to attract younger children as well.

With the game-alike process and cute visuals, children will be motivated to do brainstorming. It is also a chance to teach them how to brainstorm.

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Reflection Exploring interaction is definitely a hard but valuable course. Unlike conventional product design, we need to analyze the interaction between humans, focusing on people rather than objects. My topic mainly involves with two categories: culture and brainstorming. It is difficult to study these two categories since they are complicated. However, through continuous trying, testing and consulting, I find a very interesting factor: grouping, which is useful for enhancing the engagement of East-Asian in brainstorming. With the supportive interaction with a partner rather than tangible assistant props, East-Asian can feel secure and be willing to express themselves. It tells me that the best solution for faciliating interaction is not always tangible products.

Sometimes, a simple and invisible behavior can also solve most problems in the world. Perhaps it is what this course wants to tell us.

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Reference [1] Hofstede, G. (1984). Cultural dimensions in management and planning. Asia Pacific journal of management, 1(2), 81-99.

[2] Hofstede, G., Hofstede, G. J., & Minkov, M. (1997). Cultures and organizations. New York, NY: McGraw Hill.

[3] Hofstede, G. (1984). Culture's consequences: International differences in work-related values (Vol. 5). sage.

[4] Van Boeijen, A. (2015). Crossing Culture Chasms. Retrieved from http://designandculture.info/ [5] Van Boeijen, A., & Stappers, P. J. (2011). Preparing Western designers for the use of contextmapping techniques in non-Western situations. In DS 69: Proceedings of E&PDE 2011, the 13th International Conference on Engineering and Product Design Education, London, UK, 08.09.09. 2011.

[6] Van Rijn, H., Bahk, Y., Stappers, P. J., & Lee, K. P. (2006). Three factors for contextmapping in East Asia: Trust, control and nunchi. CoDesign, 2(3), 157-177.

[7] Van Boeijen, A. (2014). Delft Design Guide: Design Strategies and Methods [8] Wang, H. C., Fussell, S. F., & Setlock, L. D. (2009, April). Cultural difference and adaptation of communication styles in computer-mediated group brainstorming. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 669-678). ACM. [9] Wang, H. C., & Fussell, S. (2010, February). Groups in groups: conversational similarity in online multicultural multiparty brainstorming. In Proceedings of the 2010 ACM conference on Computer supported cooperative work (pp. 351-360). ACM.

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Appendix feedback for final concept

feedback for final concept

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feedback for idea of brainstorming1

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feedback for idea of brainstorming2

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