On The Teachers Role in Interactive Prototyping

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review


  • Jussi Mikkonen

Research units


The industrial design students are increasingly involved with the development of functional interactable prototypes. There is complexity in both the concept generation and the implementation, something that the design students need to be able to cope with. We approach the prototyping in the light of representing a design idea, moving from concept towards a physical manifestation, and discuss the concept-imposed minimum towards the complexity of a prototype. While a combination of methods, such as cardboard-mockups, and wizard-of-oz can be used to evaluate simpler design ideas, they simply fall short with a complex device, as there are too many things happening. Thus, an approach is needed for developing complex prototypes. We examine five different prototypes, and discuss the role of the teacher in each. Drawing from the concept, prototyping practice, and the required complexity, we suggest stages of complexity for the development, and a more active participation from the teacher.


Original languageEnglish
Title of host publicationDesign for Next
Subtitle of host publicationProceedings of the 12th European Academy of Design Conference
EditorsLoredana Di Lucchio, Lorenzo Imbesi, Paul Atkinson
Publication statusPublished - 14 Apr 2017
MoE publication typeA4 Article in a conference publication
EventInternational European Academy of Design Conference - Sapienza University of Rome, Rome, Italy
Duration: 12 Apr 201714 Apr 2017
Conference number: 12

Publication series

NameThe Design Journal
NumberSupplement 1
ISSN (Print)1460-6925
ISSN (Electronic)1756-3062


ConferenceInternational European Academy of Design Conference
Abbreviated titleEAD
Internet address

    Research areas

  • interaction design, prototyping, complexity, education, teacher

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