Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.Comment: Cite as: Habernal, I. & Gurevych, I. (2017). Argumentation Mining in User-Generated Web Discourse. Computational Linguistics 43(1), pp. 125-17

Error by design: Methods for predicting device usability

This paper introduces the idea of predicting ‘designer error’ by evaluating devices using Human Error Identification (HEI) techniques. This is demonstrated using Systematic Human Error Reduction and Prediction Approach (SHERPA) and Task Analysis For Error Identification (TAFEI) to evaluate a vending machine. Appraisal criteria which rely upon user opinion, face validity and utilisation are questioned. Instead a quantitative approach, based upon signal detection theory, is recommended. The performance of people using SHERPA and TAFEI are compared with heuristic judgement and each other. The results of these studies show that both SHERPA and TAFEI are better at predicting errors than the heuristic technique. The performance of SHERPA and TAFEI are comparable, giving some confidence in the use of these approaches. It is suggested that using HEI techniques as part of the design and evaluation process could help to make devices easier to use

Speech-driven environmental control systems - a qualitative analysis of users' perceptions

Purpose. To explore users' experiences and perceptions of speech-driven environmental control systems (SPECS) as part of a larger project aiming to develop a new SPECS. The motivation for this part of the project was to add to the evidence base for the use of SPECS and to determine the key design specifications for a new speech-driven system from a user's perspective. Method. Semi-structured interviews were conducted with 12 users of SPECS from around the United Kingdom. These interviews were transcribed and analysed using a qualitative method based on framework analysis. Results. Reliability is the main influence on the use of SPECS. All the participants gave examples of occasions when their speech-driven system was unreliable; in some instances, this unreliability was reported as not being a problem (e.g., for changing television channels); however, it was perceived as a problem for more safety critical functions (e.g., opening a door). Reliability was cited by participants as the reason for using a switch-operated system as back up. Benefits of speech-driven systems focused on speech operation enabling access when other methods were not possible; quicker operation and better aesthetic considerations. Overall, there was a perception of increased independence from the use of speech-driven environmental control. Conclusions. In general, speech was considered a useful method of operating environmental controls by the participants interviewed; however, their perceptions regarding reliability often influenced their decision to have backup or alternative systems for certain functions

Continuity in cognition

Designing for continuous interaction requires designers to consider the way in which human users can perceive and evaluate an artefact’s observable behaviour, in order to make inferences about its state and plan, and execute their own continuous behaviour. Understanding the human point of view in continuous interaction requires an understanding of human causal reasoning, of the way in which humans perceive and structure the world, and of human cognition. We present a framework for representing human cognition, and show briefly how it relates to the analysis of structure in continuous interaction, and the ways in which it may be applied in design

Exploring The Responsibilities Of Single-Inhabitant Smart Homes With Use Cases

DOI: 10.3233/AIS-2010-0076This paper makes a number of contributions to the field of requirements analysis for Smart Homes. It introduces Use Cases as a tool for exploring the responsibilities of Smart Homes and it proposes a modification of the conventional Use Case structure to suit the particular requirements of Smart Homes. It presents a taxonomy of Smart-Home-related Use Cases with seven categories. It draws on those Use Cases as raw material for developing questions and conclusions about the design of Smart Homes for single elderly inhabitants, and it introduces the SHMUC repository, a web-based repository of Use Cases related to Smart Homes that anyone can exploit and to which anyone may contribute

Catching and displaying memory cues for a mobile augmented memory system

This report goes over and details the progress of the 2013 COMP477 project “Augmenting Memory: The Digital Parrot on Mobile Devices” undertaken by Jake Bellamy and supervised by Annika Hinze at the University of Waikato. The report begins with an overview on the problem with remembering events in people’s lives and details the background information on the Digital Parrot system. It also describes the previous project that preceded this one, which began to conceptualize the Digital Parrot on mobile devices. It analyses problems with the current design of the system and addresses them. The report then goes on to conduct an in depth user study with the functioning version of the software. The user study finds design flaws and incorrect functionality in the application that would not have otherwise been apparent. Finally, the report concludes with a proposed user interface concept that addresses all of the issues found in the user study and describes how the system would work. It describes the initial implementation that has begun in building this system

Metamorphosis: Transforming Non-designers into Designers

In this paper we make the case that there is today a growing number of educational settings experiencing challenges when it comes to transforming non-designers into designers, and in particular, interaction designers. We see this development as a consequence of an increased awareness and recognition of what broadly could be labeled as a design perspective. We examine the transformational process, the metamorphosis, by which non-designer students become interaction designers. We identify and describe the barriers that make it difficult for the students to move through this transformational process. We also propose some pedagogical approaches that can reduce the barriers and improve the possibility for the transformation to occur. The approach that we have developed and describe consists of three parts. Based on a fundamental understanding of the nature of design, we have developed (i) a tentative transformational model of how non-designers become interaction designers; (ii) a special kind of conceptual framework used to support students in the transformational process; and (iii) design assignments based on real-world design problems. We end the paper with two conclusions. First we argue that there is a challenge in transforming non-designers into designers, but that it is possible if the educational effort is based on an understanding of design and on the transformational process with its barriers. Finally we argue that the experience of trying to turn non-designers into interaction designers is in itself a valuable research approach. Dealing with non-designer students reveals deep insights about the nature of the design process and makes it possible to better formulate what constitutes a designerly approach. Keywords Design, Design education, Pedagogy, HCI</p