DXB320 Spatial and Embodied Interactions
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | DXB320 |
|---|---|
| Prerequisite(s): | DXB111 and DXB210 and DXB212 |
| Assumed Knowledge: | A knowledge of the principles of computer programming and computational processes and techniques is assumed knowledge. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | DXB320 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | DXB111 and DXB210 and DXB212 |
Overview
This unit explores the design and evaluation of interactive systems that engage the body, movement, and space as core elements of user experience. Students will examine theories and practices of embodied interaction, including tangible interfaces, motion-based technologies, extended reality, and spatial computing. Through hands-on studio projects, students will design, prototype, and critique interactive experiences that move beyond screen-based interactions to include physical, sensory, and environmental dimensions. The unit emphasises critical reflection on how spatial and embodied technologies can shape social, cultural, and ethical aspects of human–computer interaction. By the end of the unit, you will have developed practical and conceptual skills to create innovative interactions that integrate the physical body and environment with interactive technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply theories of embodied interaction to the design and evaluation of interactive systems that engage the body, movement, and spatial experience.
- Communicate and present design concepts effectively through visual, verbal, and experiential methods appropriate to professional interaction design practice.
- Design and prototype interactive experiences that integrate tangible, motion-based, and spatial computing technologies to create meaningful physical–digital interactions.
- Reflect critically on social, cultural, and ethical implications of designing technologies that shape human movement, perception, and spatial behaviour.
- Document and communicate design processes effectively, demonstrating the ability to capture research insights, development stages, and evaluative reflections using professional and creative methods appropriate to experience design practice.
Content
This unit offers theoretical and practical content to help you understand how interaction design engages the body, movement, and space as key elements of user experience. It explores the principles, methods, and technologies that enable embodied and spatial interactions, preparing you to design beyond traditional screen-based interfaces.
Through lectures, readings, and studio-based projects, you will develop methods and tools for:
- Investigating embodied interaction theories and their implications for design practice
- Exploring tangible, motion-based, and spatial computing interfaces
- Concept development through iterative prototyping and experimentation with physical–digital systems
- Analysing sensory, spatial, and performative aspects of user experience
- Evaluating the cultural, ethical, and environmental implications of spatial and embodied technologies
- Communicating and presenting interactive concepts through experiential demonstrations and critical reflection
Learning Approaches
Your learning in this unit is supported through a series of lecture presentations, studio-based activities and discussions, online resources and demonstrations of best practice in the field of spatial and embodied interactions. Within the classes of this unit, you will engage in a variety of activities supported by weekly research and readings to explore, experiment, refine and apply design methods. Weekly lectures will examine conceptual and theoretical principles and issues across a variety of design areas and self-directed learning is encouraged. Throughout the delivery of this unit, you will receive support from your instructors and peers. You will have access to online resources and materials, and you will be able to communicate with your instructors and peers face-to-face and via various online platforms. A variety of support materials will be published on the Canvas website to coordinate the unit.
Feedback on Learning and Assessment
Formative feedback in this unit is provided through peer and teacher critiques and regular feedback on tutorial activities. Feedback on assessment is provided via online criteria sheets and Canvas comments to cohort and individual students.
Assessment
Overview
This subject consists of three linked assessments, which together will allow you to conceptualise and develop a group design work that will become a part of your graduating portfolio.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Design Pitch Presentation
Students deliver a short presentation introducing a key theory, precedent, or emerging technology in spatial and embodied interaction. This assessment develops skills in critical analysis, communication, and situating practice within the field.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Assessment: Design Process Workbook
Students maintain a reflective workbook documenting design processes, experiments, research insights, and critiques. The workbook provides evidence of iterative development and critical engagement with both practice and theory.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Spatial and Embodied Interactive Project
Students design and prototype an interactive system or experience that engages spatial and embodied modes of interaction. The creative work demonstrates technical experimentation, design thinking, and conceptual integration of theory into practice
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Costs
You will need access to a reliable computer with an internet connection and specialised software such as Adobe Creative Cloud. Costs will vary depending on capability and storage requirements. There may be some costs incurred with the purchase of materials for your project.
Resources
A list of resource materials for this subject will be provided on the unit Canvas site.
Resource Materials
Software
Adobe Creative Cloud
Risk Assessment Statement
All students and staff are required to complete Tier 1 of CIESJ Student HSE Inductions for access to campus buildings and facilities. This must be completed online.
Tier 1 Visit and review all sections of the health, safety and environment
If requiring access to Z5, 10, 11, 12, 13 (Kelvin Grove) workshops, you must complete Tier 2 - Workshops HSE induction
Where substantial computer-based work is required, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Further information can be found on the unit Canvas.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE43 Bachelor of Design
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, ULO3, ULO4, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO5, Spatial and Embodied Interactive Project - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: Design Process Workbook, Spatial and Embodied Interactive Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO3, ULO4, Spatial and Embodied Interactive Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO2, ULO3, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO4, Spatial and Embodied Interactive Project - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, ULO5, Design Process Workbook, Spatial and Embodied Interactive Project - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO1, ULO3, ULO4, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO5, Spatial and Embodied Interactive Project - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO1, ULO2, Design Pitch Presentation
DE45 Bachelor of Design - International
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, ULO3, ULO4, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO5, Spatial and Embodied Interactive Project - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: Design Process Workbook, Spatial and Embodied Interactive Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO3, ULO4, Spatial and Embodied Interactive Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO2, ULO3, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO4, Spatial and Embodied Interactive Project - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, ULO5, Design Process Workbook, Spatial and Embodied Interactive Project - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO1, ULO3, ULO4, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO5, Spatial and Embodied Interactive Project - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO1, ULO2, Design Pitch Presentation
DV99 Bachelor of Design
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, ULO3, ULO4, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO5, Spatial and Embodied Interactive Project - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: Design Process Workbook, Spatial and Embodied Interactive Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO3, ULO4, Spatial and Embodied Interactive Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO2, ULO3, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO4, Spatial and Embodied Interactive Project - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, ULO5, Design Process Workbook, Spatial and Embodied Interactive Project - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO1, ULO3, ULO4, ULO5, Design Pitch Presentation, Design Process Workbook, Spatial and Embodied Interactive Project - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO5, Spatial and Embodied Interactive Project - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO1, ULO2, Design Pitch Presentation