Research Methods for HCI: Understanding People Using Interactive Technologies

This course will provide an introduction to methods used in Human-Computer Interaction (HCI) research. An equal focus will be given to both the quantitative and qualitative research traditions used to understand people and interactional contexts. We shall discuss these major philosophical traditions along with their contemporary framings (e.g., in-the-wild research and Interaction Science). By the end of the course attendees will have a detailed understanding of how to select and apply methods to address a range of problems that are of concern to contemporary HCI researchers

Evaluating Multimodal Driver Displays of Varying Urgency

Previous studies have evaluated Audio, Visual and Tactile warnings for drivers, highlighting the importance of conveying the appropriate level of urgency through the signals. However, these modalities have never been combined exhaustively with different urgency levels and tested while using a driving simulator. This paper describes two experiments investigating all multimodal combinations of such warnings along three different levels of designed urgency. The warnings were first evaluated in terms of perceived urgency and perceived annoyance in the context of a driving simulator. The results showed that the perceived urgency matched the designed urgency of the warnings. More urgent warnings were also rated as more annoying but the effect of annoyance was lower compared to urgency. The warnings were then tested for recognition time when presented during a simulated driving task. It was found that warnings of high urgency induced quicker and more accurate responses than warnings of medium and of low urgency. In both studies, the number of modalities used in warnings (one, two or three) affected both subjective and objective responses. More modalities led to higher ratings of urgency and annoyance, with annoyance having a lower effect compared to urgency. More modalities also led to quicker responses. These results provide implications for multimodal warning design and reveal how modalities and modality combinations can influence participant responses during a simulated driving task

Building and evaluating an inconspicuous smartphone authentication method

Tese de mestrado em Engenharia Informática, apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2013Os smartphones que trazemos connosco estão cada vez mais entranhados nas nossas vidas intimas. Estes dispositivos possibilitam novas formas de trabalhar, de socializar, e ate de nos divertirmos. No entanto, também criaram novos riscos a nossa privacidade. Uma forma comum de mitigar estes riscos e configurar o dispositivo para bloquear apos um período de inatividade. Para voltar a utiliza-lo, e então necessário superar uma barreira de autenticação. Desta forma, se o aparelho cair das mãos de outra pessoa, esta não poderá utiliza-lo de forma a que tal constitua uma ameaça. O desbloqueio com autenticação e, assim, o mecanismo que comummente guarda a privacidade dos utilizadores de smartphones. Porem, os métodos de autenticação atualmente utilizados são maioritariamente um legado dos computadores de mesa. As palavras-passe e códigos de identificação pessoal são tornados menos seguros pelo facto de as pessoas criarem mecanismos para os memorizarem mais facilmente. Alem disso, introduzir estes códigos e inconveniente, especialmente no contexto móvel, em que as interações tendem a ser curtas e a necessidade de autenticação atrapalha a prossecução de outras tarefas. Recentemente, os smartphones Android passaram a oferecer outro método de autenticação, que ganhou um grau de adoção assinalável. Neste método, o código secreto do utilizador e uma sucessão de traços desenhados sobre uma grelha de 3 por 3 pontos apresentada no ecrã táctil. Contudo, quer os códigos textuais/numéricos, quer os padrões Android, são suscetíveis a ataques rudimentares. Em ambos os casos, o canal de entrada e o toque no ecrã táctil; e o canal de saída e o visual. Tal permite que outras pessoas possam observar diretamente a introdução da chave; ou que mais tarde consigam distinguir as marcas deixadas pelos dedos na superfície de toque. Alem disso, estes métodos não são acessíveis a algumas classes de utilizadores, nomeadamente os cegos. Nesta dissertação propõe-se que os métodos de autenticação em smartphones podem ser melhor adaptados ao contexto móvel. Nomeadamente, que a possibilidade de interagir com o dispositivo de forma inconspícua poderá oferecer aos utilizadores um maior grau de controlo e a capacidade de se auto-protegerem contra a observação do seu código secreto. Nesse sentido, foi identificada uma modalidade de entrada que não requer o canal visual: sucessões de toques independentes de localização no ecrã táctil. Estes padrões podem assemelhar-se (mas não estão limitados) a ritmos ou código Morse. A primeira contribuição deste trabalho e uma técnica algorítmica para a deteção destas sucessões de toques, ou frases de toque, como chaves de autenticação. Este reconhecedor requer apenas uma demonstração para configuração, o que o distingue de outras abordagens que necessitam de vários exemplos para treinar o algoritmo. O reconhecedor foi avaliado e demonstrou ser preciso e computacionalmente eficiente. Esta contribuição foi enriquecida com o desenvolvimento de uma aplicação Android que demonstra o conceito. A segunda contribuição e uma exploração de fatores humanos envolvidos no uso de frases de toque para autenticação. E consubstanciada em três estudos com utilizadores, em que o método de autenticação proposto e comparado com as alternativas mais comuns: PIN e o padrão Android. O primeiro estudo (N=30) compara os três métodos no que que diz respeito a resistência a observação e à usabilidade, entendida num sentido lato, que inclui a experiencia de utilização (UX). Os resultados sugerem que a usabilidade das três abordagens e comparável, e que em condições de observação perfeitas, nos três casos existe grande viabilidade de sucesso para um atacante. O segundo estudo (N=19) compara novamente os três métodos mas, desta feita, num cenário de autenticação inconspícua. Com efeito, os participantes tentaram introduzir os códigos com o dispositivo situado por baixo de uma mesa, fora do alcance visual. Neste caso, demonstra-se que a autenticação com frases de toque continua a ser usável. Já com as restantes alternativas existe uma diminuição substancial das medidas de usabilidade. Tal sugere que a autenticação por frases de toque suporta a capacidade de interação inconspícua, criando assim a possibilidade de os utilizadores se protegerem contra possíveis atacantes. O terceiro estudo (N=16) e uma avaliação de usabilidade e aceitação do método de autenticação com utilizadores cegos. Neste estudo, são também elicitadas estratégias de ocultação suportadas pela autenticação por frases de toque. Os resultados sugerem que a técnica e também adequada a estes utilizadores.As our intimate lives become more tangled with the smartphones we carry, privacy has become an increasing concern. A widely available option to mitigate security risks is to set a device so that it locks after a period of inactivity, requiring users to authenticate for subsequent use. Current methods for establishing one's identity are known to be susceptible to even rudimentary observation attacks. The mobile context in which interactions with smartphones are prone to occur further facilitates shoulder-surfing. We submit that smartphone authentication methods can be better adapted to the mobile context. Namely, the ability to interact with the device in an inconspicuous manner could offer users more control and the ability to self-protect against observation. Tapping is a communication modality between a user and a device that can be appropriated for that purpose. This work presents a technique for employing sequences of taps, or tap phrases, as authentication codes. An efficient and accurate tap phrase recognizer, that does not require training, is presented. Three user studies were conducted to compare this approach to the current leading methods. Results indicate that the tapping method remains usable even under inconspicuous authentications scenarios. Furthermore, we found that it is appropriate for blind users, to whom usability barriers and security risks are of special concern

Understanding and supporting mobile application usage

In recent years mobile phones have evolved significantly. While the very first cellular phones only provided functionality for conducting phone calls, smartphones nowadays provide a rich variety of functionalities. Additional hardware capabilities like new sensors (e.g.~for location) and touch screens as new input devices gave rise to new use cases for mobile phones, such as navigation support, taking pictures or making payments. Mobile phones not only evolved with regard to technology, they also became ubiquitous and pervasive in people\u27s daily lives by becoming capable of supporting them in various tasks. Eventually, the advent of mobile application stores for the distribution of mobile software enabled the end-users themselves to functionally customize their mobile phones for their personal purposes and needs. So far, little is known about how people make use of the large variety of applications that are available. Thus, little support exists for end-users to make effective and efficient use of their smartphones given the huge numbers of applications that are available. This dissertation is motivated by the evolution of mobile phones from mere communication devices to multi-functional tool sets, and the challenges that have arisen as a result. The goal of this thesis is to contribute systems that support the use of mobile applications and to ground these systems\u27 designs in an understanding of user behavior gained through empirical observations. The contribution of this dissertation is twofold: First, this work aims to understand how people make use of, organize, discover and multitask between the various functionalities that are available for their smartphones. Findings are based on observations of user behavior by conducting studies in the wild. Second, this work aims to assist people in leveraging their smartphones and the functionality that is available in a more effective and efficient way. This results in tools and improved user interfaces for end-users. Given that the number of available applications for smartphones is rapidly increasing, it is crucial to understand how people make use of such applications to support smartphone use in everyday life with better designs for smartphone user interfaces.Mobiltelefone haben sich innerhalb der letzten Jahre signifikant weiterentwickelt. Während erste Modelle lediglich Sprachtelefonie zur Verfügung stellten, ermöglichen heutige Smartphones vielseitige Dienste. Technologische Fortschritte, wie beispielsweise GPS-Lokalisierung und berührungsempfindliche Displays, haben neue Einsatzbereiche für Mobiltelefone eröffnet, wie solche als Navigationsgerät oder als Fotoapparat. Doch nicht nur in Bezug auf die Technologie haben sich Mobiltelefone weiterentwickelt, sondern auch in der Verbreitung ist die Anzahl der Geräte enorm gestiegen. Sie werden allgegenwärtig im täglichen Leben genutzt, da sie ihre Anwender bei verschiedensten Aufgaben unterstützen können. Das Aufkommen von Vetriebsplattformen für die Verbreitung mobiler Software erlaubt es dem Anwender selbstständig Modifikationen an der Funktionalität seines Geräts vorzunehmen und dieses an persönliche Zwecke und Ansprüche anzupassen. Bisher ist wenig darüber bekannt, wie sich Anwender die Vielfalt zu Verfügung stehender Applikationen zu Nutze machen. Als Folge daraus gibt es bisher nur rudimentäre Unterstützung für Anwender, die Vielfalt von Applikationen effektiv und effizient einzusetzen. Diese Dissertation ist durch den Wandel des Mobiltelefons vom reinen Kommunikationsgerät hin zum multifunktionalen Werkzeug motiviert. Das Ziel dieser Arbeit ist es, Systeme für die Unterstützung einer besseren mobilen Applikationsnutzung zu entwickeln, deren Design auf dem neuen Verständnis von Benutzerverhalten beruht, das durch empirische Studien gewonnen wird. Diese Dissertation hat einen zweiteiligen Beitrag: Zum einen werden theoretische Erkenntnisse dazu erarbeitet, wie Anwender die Applikationsvielfalt nutzen, installierte Applikationen auf ihren Geräten organisieren, neue Applikationen entdecken und zwischen diesen in der Ausführung wechseln. Die Erkenntnisse hierzu beruhen auf der empirischen Beobachtung von Nutzungsverhalten. Zum anderen hat diese Arbeit ingenieurwissenschaftliche Ziele dahingehend, die Anwender von Applikationen dabei zu unterstützen, ihre Smartphones sowie deren Funktionsvielfalt effektiver und effizienter einzusetzen. Dieser Beitrag resultiert in der Beschreibung implementierter Systeme und verbesserter Benutzerschnittstellen für Anwender. Angesichts der rapide wachsenden Zahl zur Verfügung stehender mobiler Applikationen ist es wichtig, zu verstehen wie Endanwender diese nutzen, denn nur so kann die Nutzung von Smartphones gebrauchstauglicher und einfacher gestaltet werden

Embedding mobile learning into everyday life settings

The increasing ubiquity of smartphones has changed the way we interact with information and acquire new knowledge. The prevalence of personal mobile devices in our everyday lives creates new opportunities for learning that exceed the narrow boundaries of a school’s classroom and provide the foundations for lifelong learning. Learning can now happen whenever and wherever we are; whether on the sofa at home, on the bus during our commute, or on a break at work. However, the flexibility offered by mobile learning also creates its challenges. Being able to learn anytime and anywhere does not necessarily result in learning uptake. Without the school environment’s controlled schedule and teacher guidance, the learners must actively initiate learning activities, keep up repetition schedules, and cope with learning in interruption-prone everyday environments. Both interruptions and infrequent repetition can harm the learning process and long-term memory retention. We argue that current mobile learning applications insufficiently support users in coping with these challenges. In this thesis, we explore how we can utilize the ubiquity of mobile devices to ensure frequent engagement with the content, focusing primarily on language learning and supporting users in dealing with learning breaks and interruptions. Following a user-centered design approach, we first analyzed mobile learning behavior in everyday settings. Based on our findings, we proposed concepts and designs, developed research prototypes, and evaluated them in laboratory and field evaluations with a specific focus on user experience. To better understand users’ learning behavior with mobile devices, we first characterized their interaction with mobile learning apps through a detailed survey and a diary study. Both methods confirmed the enormous diversity in usage situations and preferences. We observed that learning often happens unplanned, infrequently, among the company of friends or family, or while simultaneously performing secondary tasks such as watching TV or eating. The studies further uncovered a significant prevalence of interruptions in everyday settings that affected users’ learning behavior, often leading to suspension and termination of the learning activities. We derived design implications to support learning in diverse situations, particularly aimed at mitigating the adverse effects of multitasking and interruptions. The proposed strategies should help designers and developers create mobile learning applications that adapt to the opportunities and challenges of learning in everyday mobile settings. We explored four main challenges, emphasizing that (1) we need to consider that Learning in Everyday Settings is Diverse and Interruption-prone, (2) learning performance is affected by Irregular and Infrequent Practice Behavior, (3) we need to move From Static to Personalized Learning, and (4) that Interruptions and Long Learning Breaks can Negatively Affect Performance. To tackle these challenges, we propose to embed learning into everyday smartphone interactions, which could foster frequent engagement with – and implicitly personalize – learning content (according to users’ interests and skills). Further, we investigate how memory cues could be applied to support task resumption after interruptions in mobile learning. To confirm that our idea of embedding learning into everyday interactions can increase exposure, we developed an application integrating learning tasks into the smartphone authentication process. Since unlocking the smartphone is a frequently performed action without any other purpose, our subjects appreciated the idea of utilizing this process to perform quick and simple learning interactions. Evidence from a comparative user study showed that embedding learning tasks into the unlocking mechanism led to significantly more interactions with the learning content without impairing the learning quality. We further explored a method for embedding language comprehension assessment into users’ digital reading and listening activities. By applying physiological measurements as implicit input, we reliably detected unknown words during laboratory evaluations. Identifying such knowledge gaps could be used for the provision of in-situ support and to inform the generation of personalized language learning content tailored to users’ interests and proficiency levels. To investigate memory cueing as a concept to support task resumption after interruptions, we complemented a theoretical literature analysis of existing applications with two research probes implementing and evaluating promising design concepts. We showed that displaying memory cues when the user resumes the learning activity after an interruption improves their subjective user experience. A subsequent study presented an outlook on the generalizability of memory cues beyond the narrow use case of language learning. We observed that the helpfulness of memory cues for reflecting on prior learning is highly dependent on the design of the cues, particularly the granularity of the presented information. We consider interactive cues for specific memory reactivation (e.g., through multiple-choice questions) a promising scaffolding concept for connecting individual micro-learning sessions when learning in everyday settings. The tools and applications described in this thesis are a starting point for designing applications that support learning in everyday settings. We broaden the understanding of learning behavior and highlight the impact of interruptions in our busy everyday lives. While this thesis focuses mainly on language learning, the concepts and methods have the potential to be generalized to other domains, such as STEM learning. We reflect on the limitations of the presented concepts and outline future research perspectives that utilize the ubiquity of mobile devices to design mobile learning interactions for everyday settings.Die Allgegenwärtigkeit von Smartphones verändert die Art und Weise wie wir mit Informationen umgehen und Wissen erwerben. Die weite Verbreitung von mobilen Endgeräten in unserem täglichen Leben führt zu neuen Möglichkeiten des Lernens, welche über die engen Grenzen eines Klassenraumes hinausreichen und das Fundament für lebenslanges Lernen schaffen. Lernen kann nun zu jeder Zeit und an jedem Ort stattfinden: auf dem Sofa Zuhause, im Bus während des Pendelns oder in der Pause auf der Arbeit. Die Flexibilität des mobilen Lernens geht jedoch zeitgleich mit Herausforderungen einher. Ohne den kontrollierten Ablaufplan und die Unterstützung der Lehrpersonen im schulischen Umfeld sind die Lernenden selbst dafür verantwortlich, aktiv Lernsitzungen zu initiieren, Wiederholungszyklen einzuhalten und Lektionen in unterbrechungsanfälligen Alltagssituationen zu meistern. Sowohl Unterbrechungen als auch unregelmäßige Wiederholung von Inhalten können den Lernprozess behindern und der Langzeitspeicherung der Informationen schaden. Wir behaupten, dass aktuelle mobile Lernanwendungen die Nutzer*innen nur unzureichend in diesen Herausforderungen unterstützen. In dieser Arbeit erforschen wir, wie wir uns die Allgegenwärtigkeit mobiler Endgeräte zunutze machen können, um zu erreichen, dass Nutzer*innen regelmäßig mit den Lerninhalten interagieren. Wir fokussieren uns darauf, sie im Umgang mit Unterbrechungen und Lernpausen zu unterstützen. In einem nutzerzentrierten Designprozess analysieren wir zunächst das Lernverhalten auf mobilen Endgeräten in alltäglichen Situationen. Basierend auf den Erkenntnissen schlagen wir Konzepte und Designs vor, entwickeln Forschungsprototypen und werten diese in Labor- und Feldstudien mit Fokus auf User Experience (wörtl. “Nutzererfahrung”) aus. Um das Lernverhalten von Nutzer*innen mit mobilen Endgeräten besser zu verstehen, versuchen wir zuerst die Interaktionen mit mobilen Lernanwendungen durch eine detaillierte Umfrage und eine Tagebuchstudie zu charakterisieren. Beide Methoden bestätigen eine enorme Vielfalt von Nutzungssituationen und -präferenzen. Wir beobachten, dass Lernen oft ungeplant, unregelmäßig, im Beisein von Freunden oder Familie, oder während der Ausübung anderer Tätigkeiten, beispielsweise Fernsehen oder Essen, stattfindet. Die Studien decken zudem Unterbrechungen in Alltagssituationen auf, welche das Lernverhalten der Nutzer*innen beeinflussen und oft zum Aussetzen oder Beenden der Lernaktivität führen. Wir leiten Implikationen ab, um Lernen in vielfältigen Situationen zu unterstützen und besonders die negativen Einflüsse von Multitasking und Unterbrechungen abzuschwächen. Die vorgeschlagenen Strategien sollen Designer*innen und Entwickler*innen helfen, mobile Lernanwendungen zu erstellen, welche sich den Möglichkeiten und Herausforderungen von Lernen in Alltagssituationen anpassen. Wir haben vier zentrale Herausforderungen identifiziert: (1) Lernen in Alltagssituationen ist divers und anfällig für Unterbrechungen; (2) Die Lerneffizienz wird durch unregelmäßiges Wiederholungsverhalten beeinflusst; (3) Wir müssen von statischem zu personalisiertem Lernen übergehen; (4) Unterbrechungen und lange Lernpausen können dem Lernen schaden. Um diese Herausforderungen anzugehen, schlagen wir vor, Lernen in alltägliche Smartphoneinteraktionen einzubetten. Dies führt zu einer vermehrten Beschäftigung mit Lerninhalten und könnte zu einer impliziten Personalisierung von diesen anhand der Interessen und Fähigkeiten der Nutzer*innen beitragen. Zudem untersuchen wir, wie Memory Cues (wörtl. “Gedächtnishinweise”) genutzt werden können, um das Fortsetzen von Aufgaben nach Unterbrechungen im mobilen Lernen zu erleichtern. Um zu zeigen, dass unsere Idee des Einbettens von Lernaufgaben in alltägliche Interaktionen wirklich die Beschäftigung mit diesen erhöht, haben wir eine Anwendung entwickelt, welche Lernaufgaben in den Entsperrprozess von Smartphones integriert. Da die Authentifizierung auf dem Mobilgerät eine häufig durchgeführte Aktion ist, welche keinen weiteren Mehrwert bietet, begrüßten unsere Studienteilnehmenden die Idee, den Prozess für die Durchführung kurzer und einfacher Lerninteraktionen zu nutzen. Ergebnisse aus einer vergleichenden Nutzerstudie haben gezeigt, dass die Einbettung von Aufgaben in den Entsperrprozess zu signifikant mehr Interaktionen mit den Lerninhalten führt, ohne dass die Lernqualität beeinträchtigt wird. Wir haben außerdem eine Methode untersucht, welche die Messung von Sprachverständnis in die digitalen Lese- und Höraktivitäten der Nutzer*innen einbettet. Mittels physiologischer Messungen als implizite Eingabe können wir in Laborstudien zuverlässig unbekannte Wörter erkennen. Die Aufdeckung solcher Wissenslücken kann genutzt werden, um in-situ Untestützung bereitzustellen und um personalisierte Lerninhalte zu generieren, welche auf die Interessen und das Wissensniveau der Nutzer*innen zugeschnitten sind. Um Memory Cues als Konzept für die Unterstützung der Aufgabenfortsetzung nach Unterbrechungen zu untersuchen, haben wir eine theoretische Literaturanalyse von bestehenden Anwendungen um zwei Forschungsarbeiten erweitert, welche vielversprechende Designkonzepte umsetzen und evaluieren. Wir haben gezeigt, dass die Präsentation von Memory Cues die subjektive User Experience verbessert, wenn der Nutzer die Lernaktivität nach einer Unterbrechung fortsetzt. Eine Folgestudie stellt einen Ausblick auf die Generalisierbarkeit von Memory Cues dar, welcher über den Tellerrand des Anwendungsfalls Sprachenlernen hinausschaut. Wir haben beobachtet, dass der Nutzen von Memory Cues für das Reflektieren über gelernte Inhalte stark von dem Design der Cues abhängt, insbesondere von der Granularität der präsentierten Informationen. Wir schätzen interaktive Cues zur spezifischen Gedächtnisaktivierung (z.B. durch Mehrfachauswahlfragen) als einen vielversprechenden Unterstützungsansatz ein, welcher individuelle Mikrolerneinheiten im Alltag verknüpfen könnte. Die Werkzeuge und Anwendungen, die in dieser Arbeit beschrieben werden, sind ein Startpunkt für das Design von Anwendungen, welche das Lernen in Alltagssituationen unterstützen. Wir erweitern das Verständnis, welches wir von Lernverhalten im geschäftigen Alltagsleben haben und heben den Einfluss von Unterbrechungen in diesem hervor. Während sich diese Arbeit hauptsächlich auf das Lernen von Sprachen fokussiert, haben die vorgestellten Konzepte und Methoden das Potential auf andere Bereiche übertragen zu werden, beispielsweise das Lernen von MINT Themen. Wir reflektieren über die Grenzen der präsentierten Konzepte und skizzieren Perspektiven für zukünftige Forschungsarbeiten, welche sich die Allgegenwärtigkeit von mobilen Endgeräten zur Gestaltung von Lernanwendungen für den Alltag zunutze machen

Supporting Voice-Based Natural Language Interactions for Information Seeking Tasks of Various Complexity

Natural language interfaces have seen a steady increase in their popularity over the past decade leading to the ubiquity of digital assistants. Such digital assistants include voice activated assistants, such as Amazon's Alexa, as well as text-based chat bots that can substitute for a human assistant in business settings (e.g., call centers, retail / banking websites) and at home. The main advantages of such systems are their ease of use and - in the case of voice-activated systems - hands-free interaction. The majority of tasks undertaken by users of these commercially available voice-based digital assistants are simple in nature, where the responses of the agent are often determined using a rules-based approach. However, such systems have the potential to support users in completing more complex and involved tasks. In this dissertation, I describe experiments investigating user behaviours when interacting with natural language systems and how improvements in design of such systems can benefit the user experience. Currently available commercial systems tend to be designed in a way to mimic superficial characteristics of a human-to-human conversation. However, the interaction with a digital assistant differs significantly from the interaction between two people, partly due to limitations of the underlying technology such as automatic speech recognition and natural language understanding. As computing technology evolves, it may make interactions with digital assistants resemble those between humans. The first part of this thesis explores how users will perceive the systems that are capable of human-level interaction, how users will behave while communicating with such systems, and new opportunities that may be opened by that behaviour. Even in the absence of the technology that allows digital assistants to perform on a human level, the digital assistants that are widely adopted by people around the world are found to be beneficial for a number of use-cases. The second part of this thesis describes user studies aiming at enhancing the functionality of digital assistants using the existing level of technology. In particular, chapter 6 focuses on expanding the amount of information a digital assistant is able to deliver using a voice-only channel, and chapter 7 explores how expanded capabilities of voice-based digital assistants would benefit people with visual impairments. The experiments presented throughout this dissertation produce a set of design guidelines for existing as well as potential future digital assistants. Experiments described in chapters 4, 6, and 7 focus on supporting the task of finding information online, while chapter 5 considers a case of guiding a user through a culinary recipe. The design recommendations provided by this thesis can be generalised in four categories: how naturally a user can communicate their thoughts to the system, how understandable the system's responses are to the user, how flexible the system's parameters are, and how diverse the information delivered by the system is

A Survey of Using Machine Learning in IoT Security and the Challenges Faced by Researchers

The Internet of Things (IoT) has become more popular in the last 15 years as it has significantly improved and gained control in multiple fields. We are nowadays surrounded by billions of IoT devices that directly integrate with our lives, some of them are at the center of our homes, and others control sensitive data such as military fields, healthcare, and datacenters, among others. This popularity makes factories and companies compete to produce and develop many types of those devices without caring about how secure they are. On the other hand, IoT is considered a good insecure environment for cyber thefts. Machine Learning (ML) and Deep Learning (DL) also gained more importance in the last 15 years; they achieved success in the networking security field too. IoT has some similar security requirements such as traditional networks, but with some differences according to its characteristics, some specific security features, and environmental limitations, some differences are made such as low energy resources, limited computational capability, and small memory. These limitations inspire some researchers to search for the perfect and lightweight security ways which strike a balance between performance and security. This survey provides a comprehensive discussion about using machine learning and deep learning in IoT devices within the last five years. It also lists the challenges faced by each model and algorithm. In addition, this survey shows some of the current solutions and other future directions and suggestions. It also focuses on the research that took the IoT environment limitations into consideration

Ubiquitous Technology for Lifelong Learners

Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to continually keep our skills sharp and up-to-date becomes increasingly important in a rapidly changing job market. The European Commission stressed the importance of lifelong learning as a key challenge for the knowledge society to adapt to the pace in which digital technology is transforming every aspect of people’s lives. Later on, the Commission published a reference framework comprising eight competences to flexibly adapt to a rapidly changing and highly interconnected world. In this thesis, we aim at supporting learners to understand the way they can better learn in-context using technology, therefore we focus on two specific competences, namely, learning to learn and digital competence

Generational Communications In The New York City Public Sector Workplace

Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Nathasha Brooks-Harris has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Mark Gordon, Committee Chairperson, Public Policy and Administration Faculty Dr. Michael Knight, Committee Member, Public Policy and Administration Faculty Dr. Michael Brewer, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 There is a digital divide between Baby Boomers and Millennials in the way they communicate and use technology in the New York City public sector workplace. The purpose of this empirical phenomenological study was to explore the phenomenon of generational communications between Baby Boomers and Millennials in the New York City workplace and to understand their lived experiences of how they communicate and use technology in their job. The conceptual framework consisted of two theories: Cameron & Quinn\u27s competing values framework and Prensky\u27s digital natives/digital immigrants. A total of 21 New York City workers (10 Baby Boomers and 11 Millennials) from various agencies participated in semi structured interviews and answered the DISC Classic Profile, an instrument that showed their communication styles. The data were analyzed using the Stevick-Colazzi method and Dedoose data analysis procedure to find groups of meaning and themes. Research found benefits and challenges of technology that impacted communications; how organizational culture impacted technology use and communications; fears about using and learning technology; differences in relationships affecting Baby Boomers and Millennials; and differences in communication styles affecting management and subordinates. Recommendations for future research include conducting a similar qualitative study on Generation X and a quantitative study on Baby Boomers and Millennials. The findings of this study will contribute to positive social change through the implementation of reverse mentoring, knowledge management and transfer, succession planning, and human resource management