Annemiek Veldhuis

Design Researcher

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I am a design researcher in the field of Child-Computer Interaction. My current research focuses on supporting students' regulation of learning during design education. I am specialised in Constructive Design Research, and received my Bachelor's and Master’s degree in Industrial Design at the Eindhoven University of Technology.

I am currently a third-year Ph.D. candidate at the School of Interactive Arts & Technology at Simon Frasor University, supervised by Prof. Alissa Antle at the Tangible, Embodied, Child-Computer Interaction Lab.

List of publications

Role: PhD Candidate

Years: 2021 - Ungoing

Design-based Learning is an educational pedagogy in which students learn through projects in which they design tangible solutions that tackle a problem in their context. It is meant to be a student-driven teaching approach in which students work collaboratively. To increase collaborative agency, students need to be supported in regulating their cognition, motivation, affect, and action. These regulation processes include planning, metacognitive monitoring, and reflection. In my PhD, I aim to investigate where students' difficulties lie regarding regulation during collaborative design activities and create tools that support these processes.

Role: Research Assistant

Years: 2023 - Ungoing

Publication venues: FabLearn 2023

In maker education, traditional classroom assessments often fail to capture student learning. However, teachers as well as students themselves benefit from understanding the students' learning process as it allows teachers to provide students with tailored support. Designing effective assessment processes requires resolving tensions between what teachers hope to accomplish and what they can do. To explore the values and tensions of elementary school teachers around assessment for maker education, I designed, facilitated, and analyzed the outcomes of a values-led co-design workshop around the topic of reimagining assessment for maker education with three teachers.

Role: Collaborator, workshop organizor

Years: 2022 - Ungoing

Publication venues: Conference on Human Factors in Computing Systems (CHI) 2023, International Journal of Behavior and Information Technology

Website link

Data physicalizations are physical representations of data. Physicalization research has been dominated by device- and domain-centric approaches. Device-centric approaches emphasize technology and interaction techniques but can be limited by current technology. Domain-centric approaches focus on custom implementations, but field and design studies may be less generalizable. We currently lack overarching strategies for physicalizing for real-world use due to both approaches' focus on specific areas. The goal of this workgroup is to to combine the expertise of researchers working in physicalization and/or exemplar domains to create challenges and directions for the application of data physicalization.

Role: Project Administrator

Years: 2019 - 2021

Publication venues: FabLearn 2021, PATT2021, FabLearn 2022, FabLearn 2023

ERASMUS+ Project ID: 2019-1-NL01-KA201-060353

Website link

Design-Based Learning and Maker Education are pedagogies that aim to equip students with the necessary skills to thrive in the non-linear and constantly evolving contexts of our time. By combining DBL and ME in early education, young children can be better prepared for the future by developing their creative, collaborative, and making skills. Therefore, the Design Futures project aimed to develop materials that allow teachers to implement these teaching approaches in their elementary and middle school classrooms. The project consortium consisted out of six partners located in four countries: Greece, Italy, the Netherlands, and Romania. 31 researchers, designers, and collaborators participated in the project over the course of two years. The materials that were created in the project have been piloted in 20 schools over the European continent. A total of 1293 participants were involved in the project activities.

Role: UX Designer

Years: 2019 - 2021

Website link

The aim of the partnership was to design, develop, pilot test and implement research-based educational resources for teaching values in design to students at design and development programmes in higher education. The outcome of the project is an open educational resource offering a collection of teaching and assessment activities targeting teachers that are interested in teaching the topic, and in fostering a discussion around values in design among their students. My responsibility was the design and implementation of this open educational resource and co-development of the VASE curriculum compass.

Role: Master student

Year: 2019

Publication venue: International Conference on Tangible, Embedded, and Embodied Interaction (TEI)

Learning to explore and make sense of data is a challenging task, especially when done together with others. Tangible representations of data, Data Physicalizations, could help students with visualizing, analyzing, and interpreting data by allowing them to manipulate data visualizations directly. To explore how data physicalizations could support collaborative data sense-making, I created a Collaborative Data analysis system, called CoDa. The system uses a magnetic tracking system to track tokens on an interactive tabletop LCD. Students can import their own dataset, use tokens to gain extra information about each data point, and use the side-panel to conduct descriptive statistical analysis on the physicalized data. The system was usertested with 11 middle school students.