Littérature scientifique sur le sujet « Emotional Design, Healthcare Design for Children, Affective Evaluation Methods, Emotional Design Process »

Abstract Playing computer games is a predominantly emotional than rational process. Video games with affect-based adaptation measure player’s behavior signals and recognize player’s emotional states in order to adapt specific game features in a dynamic manner and to improve player’s engagement, immersion, excitement, and challenge. The present review deals with models for the presentation of emotions, techniques for measuring behavioral signals, emotion recognition and adaptation mechanisms applied in video games with affective feedback including methods for their assessment and validation. Studies using self-reports, observational methods and psychophysiological measurements of both autonomic and central nervous systems including processing and interpretation of signals are systematically reviewed with regard to their results concerning emotional adaptation in games. Next, the article provides a comparative analysis of affect-based adaptation methods and techniques applied in 14 adaptive video games developed in last ten years. Based on this comparison, we summarized future directions in research, design and evaluation of video games with affective adaption.

Abstract: The COVID-19 pandemic situation that occurred over a long period of time had quite an impact on student learning methods. These emerging learning innovations greatly impact the involvement of students, especially elementary school children. This study aims to identify the relationship between engagement strategies and student's involvement in a hybrid-based English class at SDIT AT-Taqwa Surabaya. This research is a descriptive qualitative study. Data were collected through a process of observation and questionnaires that focused on the types of engagement strategies used, as well as the responses shown by grade 1A and 1B students at SDIT AT-Taqwa Surabaya. The results show that the students' engagement strategies used by grade one English teachers at SDIT AT-Taqwa are varied. These strategies are socio-affective, design, and organization engagement. Teachers strongly emphasize the use of socio-affective engagement strategies, especially in order to increase students' emotional involvement. The teacher understands that to create an active, collaborative and conducive hybrid class, the teacher must build a sense of comfort among the students in the classroom. In other words, the teachers realize that emotional involvement is the foundation in triggering cognitive and behavioral engagement. It can be stated that the hybrid-based English classes at SDIT AT-Taqwa are being conducted successfully and wisely in a very balanced online and offline approach using the available resources.

Background Out of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school–aged children’s social, emotional, physical, and cognitive well-being; however, such programs are currently lacking. Objective This study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program—the connect, promote, and protect program (CP3). Methods The study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework—CP3—with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles. Results The co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities. Conclusions To our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs—particularly those of young people accessing OSHC—are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement.

Background Smartphone apps could support patients and caregivers in disease self-management. However, as patients’ experiences and needs might not always align with clinical judgments, the eliciting and engaging of perspectives of all stakeholders in the smartphone app design process is of paramount importance. Objective The aims of this study are to better understand the needs of and challenges facing caregivers and health care professionals (HCPs) who care for children with atopic dermatitis (AD) and to explore the desirable features and content of a smartphone app that would support AD self-management. Methods This study adopted a qualitative participatory co-design methodology involving 3 focus group discussions: workshop one focused on caregivers; workshop two engaged with HCPs; and in the last workshop, caregivers and digital health experts were asked to design the wireframe prototype. The participants completed a sociodemographic questionnaire, a technology acceptance questionnaire, and a workshop evaluation form. Results Twelve caregivers participated in the first workshop, and 10 HCPs participated in the second workshop. Eight caregivers and 4 digital health experts attended the third workshop. Three superordinate themes that reflected caregivers’ and HCPs’ challenges and needs were identified: empowerment by education, confusion over treatment, and emotional impact. Workshop participants also raised a series of suggestions on the features and contents of the AD self-management app, which informed the last co-design workshop, and described their needs and challenges. In the last workshop, the participants developed a wireframe prototype of the app following the identified requirements and recommendations. Conclusions The co-design approach was found to be a successful way of engaging with the participants, as it allowed them to express their creativity and helped us to articulate the root of the clinical problems. The co-design workshop was successful in creating and generating new ideas and solutions for smartphone app development.

Background: Globally, many infants and children are diagnosed with illnesses that impose limitations on their well-being and life course trajectory. Children’s care becomes the central focus of family life. Inadequate support for parents is detrimental to their well-being and management of their child’s care and support needs. Methods: The second phase of this evaluation study followed a quasi-experimental crossover design to test a theory-based psychosocial intervention, the Keeping Hope Possible Toolkit. Fifty-nine participants were randomly assigned to one of two sequence groups, with measures of hope, feelings of control, distress, and uncertainty completed pre- and post-intervention, and at a three-month follow-up. Qualitative interviews sought to assess participant experiences with the intervention, along with acceptability and feasibility. Results: Significant influence on parental distress was found, and the qualitative findings reveal benefits of the intervention for parental wellbeing. The intervention effectively offered practical and emotional support to diverse family caregivers. Conclusions: The evidence-informed KHP intervention can be used by healthcare providers to intervene with family caregivers to support their dynamic emotions including hope, need to live in the moment and remember self, and social preferences. In doing so, parents’ critical caregiving activities can be sustained and their child’s health and wellbeing optimized.

Aim To assess the effects of virtual reality (VR) on the depressive state of patients with stroke admitted to neuro-rehabilitation units. Design: Systematic review and meta-analysis protocol. Methods Randomized Controlled Trials (RCTs) focusing on the effects of virtual reality on depressive state as a primary outcome will be included. Grey literature and the following databases will be consulted: PubMed, Cinahl, PsycInfo, Scopus, Embase, Cochrane Library and Web of Science. The recently revised Cochrane risk of bias tool will be used to assess the quality of included studies. Data will be extracted and meta-analyses will be performed within the specific condition of the emotional state of stroke patients admitted to neurorehabilitation units. Meta-regression and subgroup analyses will be used to identify effective modes and patterns of therapy delivery. The approach of assessment, development and evaluation of recommendations will be applied to reach a convincing conclusion. Discussion An accurate, transparent and standardized review process is expected to provide recommendations on the use of VR technology in the healthcare of stroke patients. Impact Emotional difficulties are common after stroke and have an impact on rehabilitation outcome. VR seems to have an important role in the treatment and depression in neurological patients, as it is able to improve levels of well-being, coping strategies and social relationships. The systematic review may contribute to a more convincing and specific conclusion compared to existing studies of this type. Trial registration Systematic review registration: CRD42022303968.

Abstract Background In view of the new era of teaching reform, the teaching mode of colleges and universities has changed the concept of education and innovative talent training mode, it is emphasized that “curriculum is the core element of talent training, and the quality of curriculum directly determines the quality of students.” talent training has different levels of teaching reform and curriculum practice. In response to this demand, colleges and universities have also carried out different degrees of teaching reform and curriculum practice research. Especially in the design curriculum of environmental design specialty, it is very necessary to explore the teaching reform of “X-Y theory” based on emotional regulation. Research Objects and Methods In order to overcome the shortcomings of this course in knowledge dimension, scalability, design thinking development and regional industry, this course is based on McGregor's “X-Y theory”, that is, psychological behavior motivation. According to the principle of street design, the basic theory and experimental test of street microclimate environment, guide students to carry out the simulation design practice of street landscape design. Each stage of the design practice process starts from the students' emotional “sensory multi-channel”, through the students' good sensory channel to obtain and remember matching information, and test the students' sensitivity and understanding of knowledge points. The second knowledge integration test is conducted through online sharing evaluation and offline simulated defense courses, so that students can promote each other and gradually improve in their autonomous learning experience. Use students' painting materials to establish a course case base. In order to verify the influence of the teaching reform exploration of the design course X-Y theory of environmental design specialty on emotion regulation, this study measured the junior middle school students in a school in a northern city, half male and half female, aged between 13 and 16 years (average age is 14.96 ± 0.85 years). According to the scores of “cognitive reappraisal” and “expression inhibition” strategies, the subjects were divided into high and low groups, and those with significant differences in the scores of the two strategies were selected as the subjects of the experimental group. According to the scores of “cognitive reappraisal” and “expression inhibition”, 50% of the middle group was used as the subjects of the control group. Finally, there were 100 effective subjects, including 50 in the positive emotion group and 50 in the negative emotion group. Using emotion inducing materials, negative emotion inducing materials are a 10 minutes film clip of “Tangshan earthquake”. The film describes the story that when the earthquake occurred, the family was buried underground, and the mother struggled to make the decision that two children can only save one child in order to save her children. The positive emotion inducing material selects a 6-minute film clip of “people in the middle of nowhere”, which tells a series of funny things that happen when two men live in a small hotel together. Neutral emotion inducing material selects a scenic film as the film material of educational film. Results Through online theoretical lectures, preliminary research, surveying and mapping research, microclimate measurement, practical design exercises and expert simulation debate, students deepen their understanding and understanding of the physical characteristics of street space and the actual construction of engineering technology through repeated matching and intentional matching strategies, so as to realize the balanced development of students' psychological function in all aspects. The results of repeated measurement analysis of variance showed that after watching the negative emotion induced film, the scores of negative emotion words (sadness, pain, fear, etc.) were significantly higher than the pre-test scores, and the scores of positive emotion words (happiness, interest) were significantly lower. This shows that the negative emotion inducing film clips effectively induce the subjects' negative emotion, and the selection of negative emotion inducing materials is reasonable. After watching the positive emotion induced film, the scores of positive emotion words (happiness and interest) were significantly higher than the pre-test scores, and the scores of negative emotion words (surprise and fear) decreased significantly, and there was no difference between the negative emotions (anger, disgust, sadness, contempt, embarrassment and pain) caused by the two videos. This shows that the positive emotion inducing film can effectively induce the subjects' positive emotion, and the selection of positive emotion experimental materials is reasonable. The level of optimism has a significant inhibitory and influence on the level of self depression, at the level of 0.01. Conclusion This course aims to meet students' different needs and stimulate students' autonomous learning potential through four different application experience modes: integration, integration, creation and enjoyment. From the curriculum feedback in the past three years, the intentional mismatch strategy selection of students' behavior path can be extended to allow students to experience and evaluate problem conflicts by evaluating courses, such as mapping, studying and testing real cases. This teaching method can effectively promote the depth and breadth of the teaching mode reform of architectural background design course, and is conducive to the formation of more practical teaching effect in the course. Acknowledgements Supported by a project grant from The Second Batch of New Engineering Research and Practice Project of the Ministry of Education (Project No. B-TMJZSLHY20202152).

Introduction: Anxiety disorders (AD) share features of both anxiety and fear linked to stress response. The hypothalamic-pituitary-adrenal (HPA) axis is considered the core biological pathway of the stress system and it is known that an inappropriate response to environmental stimuli may be related to individual genetic vulnerability in HPA-linked genes. Despite the biological plausibility of a relationship between the HPA axis and AD, few studies have investigated associations between genetic polymorphisms linked to the HPA axis and this complex disorder. Objective: To investigate whether AD are associated with genetic polymorphisms in HPA-linked genes in adolescents. Methods: Our study consisted of a cross-sectional evaluation of a community sample comprising a total of 228 adolescents (131 cases of AD). We extracted DNA from saliva and genotyped polymorphisms in HPA-linked genes (FKBP5: rs3800373, rs9296158, rs1360780, rs9470080 and rs4713916; NR3C1: rs6198; CRHR1: rs878886; and SERPINA6: rs746530) with real time polymerase chain reaction (PCR). The instruments used to diagnose and assess the severity of AD were the Schedule for Affective Disorder and Schizophrenia for School-Age Children - Present and Lifetime (K-SADS-PL) and the Screen for Child and Anxiety related Emotional Disorders (SCARED). Results: We failed to detect any associations between AD and genetic polymorphisms in HPA-linked genes (p > 0.05). Conclusion: To our knowledge, this is the first study evaluating these specific polymorphisms in relation to AD in adolescents, which encourages us to design further research on the subject.

Purpose – The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach – The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans. Findings – The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses. Research limitations/implications – This is a conceptual paper. Practical implications – The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families. Social implications – Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children. Originality/value – This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

Background Most cancer treatments today take place in outpatient clinics; however, it might be necessary for some patients to be admitted to hospital departments due to severe side effects or complications. In such situations, support from family and social relations can be crucial for the patients’ emotional well-being. Many young adolescents and children whose parents have cancer describe how they are not seen, heard, or listened to as the worried relatives they are. Within the intensive care unit, it has been recommended that early supportive interventions are tailored to include children of the intensive care patient; a similar approach might be relevant in the oncological setting. To our knowledge, no studies have explored how to involve young relatives who are visiting their parent at an oncological department. Recently, a framework for developing theory-driven, evidence-based serious games for health has been suggested. Such a process would include stakeholders from various disciplines, who only work toward one specific solution. However, it is possible that bringing together different disciplines, such as design, art, and health care, would allow a broader perspective, resulting in improved solutions. Objective This study aims to develop tools to enhance the social interaction between a parent with cancer and their child when the child visits the parent in the hospital. Methods In total, 4 groups of design students within the Visual Design program were tasked with developing games addressing the objective of strengthening relations in situ during treatment. To support their work, the applied methods included professional lectures, user studies, and visual communication (phase I); interviews with the relevant clinicians at the hospital (phase II), co-creative workshops with feedback (phase III), and evaluation sessions with selected populations (phase IV). The activities in the 4 phases were predefined. This modified user design had the child (aged 4-18 years) of a parent with cancer as its primary user. Results Overall, 4 different games were designed based on the same information. All games had the ability to make adults with cancer and their children interact on a common electronic platform with a joint goal. However, the interaction, theme, and graphical expression differed between the games, suggesting that this is a wide and fertile field to explore. Conclusions Playing a game can be an efficient way to create social interaction between a parent with cancer and a child or an adolescent, potentially improving the difficult social and psychological relations between them. The study showed that the development of serious games can be highly dependent on the designers involved and the processes used. This must be considered when a hospital aims to develop multiple games for different purposes.

Il lavoro di ricerca, proposto all’interno di questa tesi, indaga la dimensione emozionale e psico-emotiva dell’esperienza utente (bambino) che incide sul benessere all’interno del contesto sanitario. Si interroga sul ruolo e sui contributi del Design, nello specifico l’Emotional Design e l’approccio Human Centred Design (HCD), all’interno del contesto pediatrico-ospedaliero. Partendo, dunque, dalle diverse teorie sulle emozioni, dagli studi condotti dalle scienze affettive, neuroscienze sociali e cognitive e dai contributi apportati dalla ricerca di Design e della psicologia cognitiva, questa ricerca affronta il tema dell’affettività dei bambini nella valutazione e progettazione di esperienze utenti positive, come requisito da considerare all’interno del processo di progettazione dei sistemi ospedalieri. Si interroga sulle strategie e strumenti di valutazione, propri dello Human Centred Design (HCD), User Experience (UX), Affective Evaluation Methods (AEM) della Psicologia, Scienze affettive, Ergonomia cognitiva, che permettono la misurazione delle emozioni e le implicazioni di queste sulla cura. La ricerca, al fine di comprendere la risposta affettiva del piccolo paziente, nell’interazione con il sistema prodotto/servizio medicale, mira a sviluppare una strategia progettuale che, includendo gli stati emotivi dell’utente all’interno dell’approccio HCD, permetta di elaborare le modalità con cui le risposte emotive possono essere interpretate e messe a servizio del progetto. Pertanto, sulla base dell’analisi della letteratura e delle indagini sul campo, sono stati proposti approcci, strategie, strumenti e ipotesi progettuali finalizzati alla valutazione dell’impatto emotivo nei bambini. Complessivamente, la ricerca ha beneficiato del supporto dell’Azienda Ospedaliero-Universitaria Meyer e del confronto di una rete di esperti in diverse discipline (psicologia, ergonomia e medicina), evidenziando l’importanza di coniugare maggiormente la dimensione multidisciplinare tra più sfere della conoscenza. The research work proposed within this thesis investigates the emotional and psycho-emotional dimension of the user experience (child) that affects well-being within the healthcare context. It questions the role and contributions of Design, specifically Emotional Design and the Human Centred Design (HCD) approach, within the pediatric hospital context. Starting, therefore, from the different theories on emotions, from the studies conducted by the affective sciences, social and cognitive neurosciences, and the contributions made by the research of Design and cognitive psychology, this research addresses the issue of children's affectivity in the evaluation and planning of experiences. Positive users, as a requirement to be considered within the design process of hospital systems. It questions the strategies and evaluation tools, typical of Human Centred Design (HCD), User Experience (UX), Affective Evaluation Methods (AEM) of Psychology, Affective Sciences, Cognitive Ergonomics, which allow the measurement of emotions and the implications of these on care. The research, to understand the affective response of the young patient, in the interaction with the medical product/service system, aims to develop a design strategy that, by including the user's emotional states within the HCD approach, allows elaborate how the emotional responses can be interpreted and put at the service of the project. Therefore, based on the analysis of the literature and field surveys, approaches, strategies, tools and design hypotheses aimed at assessing the emotional impact in children have been proposed. Overall, the research benefited from the support of the Meyer University Hospital and the comparison of a network of experts in different disciplines (psychology, ergonomics and medicine), highlighting the importance of combining the multidisciplinary dimension between multiple spheres of knowledge.

This chapter presents an experiment with 158 children, aged 10 to 12, in which search performance and attitudes towards an informational Website are investigated. The same Website was designed in 3 different types of interface design varying in playfulness of navigation structure and in playfulness of visual design. The type of interface design did not have an effect on children's search performance, but it did influence children's feelings of emotional valence and their evaluation of “goodness.” Children felt most positive about the Website with a classical navigation structure and playful aesthetics. They found the playful image map Website least good. More importantly, children's search performance was much more effective and efficient when using the search engine than when browsing the menu. Furthermore, this chapter explores the challenge of measuring affective responses towards digital interfaces with children by presenting an elaborate evaluation of different methods.

This chapter presents an experiment with 158 children, aged 10 to 12, in which search performance and attitudes towards an informational Website are investigated. The same Website was designed in 3 different types of interface design varying in playfulness of navigation structure and in playfulness of visual design. The type of interface design did not have an effect on children’s search performance, but it did influence children’s feelings of emotional valence and their evaluation of “goodness.” Children felt most positive about the Website with a classical navigation structure and playful aesthetics. They found the playful image map Website least good. More importantly, children’s search performance was much more effective and efficient when using the search engine than when browsing the menu. Furthermore, this chapter explores the challenge of measuring affective responses towards digital interfaces with children by presenting an elaborate evaluation of different methods.

Nowadays, the design focuses not just on the functional attributes of products but especially on emotional ones, and it investigates users' behavior from an emotional point of view.Industrial companies also discovered the economic advantages of holistically analyzing user experience and aim, beyond usability research, to improve people-product interaction. Therefore, their goal is to understand how to evaluate the emotions arising from the interaction with a product and integrate emotions into usability studies. Consequently, it is fundamental to look at Affective Evaluation Methods to enhance usability methods and make them more effective on affective responses. However, scientific literature highlights that although the understanding of emotions has progressed, measurement tools have lagged. Moreover, people generally find it difficult to report the emotions they experience. Furthermore, regarding children, evaluating the emotional impact of a product is even more complex. Therefore, applying methods and tools found in the literature (affective evaluation methods - AEM) may not be appropriate to investigate the affective response in children, according to specific variables.This research addresses the issue of children's affectivity in evaluating positive user experiences as a requirement to be considered within the design process. In addition, this research investigates theories on emotions and studies of the affective sciences and explores the contribution of design and cognitive psychology in these areas.This paper investigates strategies and evaluation tools of the Human-Centred Design (HCD), User Experience (UX), Affective Evaluation Methods (AEM) of Psychology, Affective Sciences and Cognitive Ergonomics, that allow the measurement of emotions. This study aims to:1.understanding the emotional skills of children; 2.verifying the reliability of the emotional responses expressed through the existing self-assessment tools;3.investigating effective methods to evaluate the affective response of 6-11 years children.This research describes the results of two qualitative methods for investigating emotions: (1) the survey aimed to collect data on emotions experienced by children; (2) the workshop focused on emotions conducted with children of age 6-11. The workshop included activities to analyze children’s emotional skills and their ability to recognize emotions in themselves, others, and interaction with products. Furthermore, field surveys with children and experts (direct observation, interviews, focus groups, brainstorming sessions) allowed us to evaluate the reliability of the emotional responses collected by the main tools described in the literature, e.g. tools for rational-emotional education (REBT) and Affective Evaluation Methods (AEM).The collected data revealed critical issues of current evaluation tools and identified the requirements for a new tool for children’s emotional evaluation. Specifically, it emerged that the cognitive-behavioral approaches, typical of psychology, can be powerful tools for designers to interpret and analyze the emotional responses that occurred during the interaction with a system. Together with the HCD and UX tools, these approaches can help designers improve the overall quality of the project.Furthermore, results show a lack of a theoretical framework to move from a conceptual to an empirical level to develop effective tools to measure emotions. Consequently, it is essential to introduce tools for measuring the objective and subjective aspects of the experience, as it is challenging to involve such young users in the research phases.The results of this study allowed the development and prototyping of a series of design concepts to evaluate the emotional impact and collect physiological measurements. This paper only shows the main objectives and features of the tool "Cubotto emotion kit". It is an interactive tool that provides information and allows qualitative data collection so far beyond even the measurement of emotions themselves. It could help designers understand children's preferences, such as colors and shapes that can arouse positive emotions and useful information to redesign products, services, and systems.

In the field of integral design (systemic design considers people, the activities, objects mediators of these activities and the environment of use of the objects) has been increasing interest to integrate the users during the development process, primarily for the investigation and evaluation stages. In certain university in the Mexican context efforts are made to train Designers with expertise in ergonomics, human factors and methodology associated with the processes of design development. Part of the effort is the constant incorporation of knowledge about the process of design, features and methodologies as well as the inclusion of aspects that allow users consider (ergonomics and human factors) at different stages of the design process. The objective of this proposal is to contextualize the importance of creating a toolkit which classified different methods and techniques and instruments from various disciplines useful for the stages of inquiry and evaluation of the integrated design process, identifying the type of data that sheds (qualitative or quantitative) and its application process and the utility reports to process. In order to improve the design process of inquiry has resorted to using diverse techniques that have allowed an approach to the qualitative and quantitative necessary to include the social, emotional and cognitive users during the development of the design process. Moreover, the assessment is a process of obtaining information and its use through the application of methods and techniques allows us to identify the level of development of a project with respect to the objectives, with the intention of making judgments useful for decisions, i.e. allows assessment feedback in the design process. There are considered two types of evaluation: formative and summative. Formative assessment is an assessment that is done during design to ensure that the product meets the needs of users while evaluation (also called summative or comprehensive) is an assessment that is done when the design is finalized, possessing each type evaluation. An evaluation design should observe all aspects that impact the user interaction with objects and the environment of use of the same, i.e. systemic approach is needed to respond to the questions: Why evaluate? , What evaluate? , Where assess? , When to evaluate?, all with the aim of evaluating the User experience (which involves affective, cognitive , physical and social) so that the methods, techniques and tools for inquiry or evaluation must be properly selected and applied during the design process.