1,929 research outputs found
Designing for Cross-Device Interactions
Driven by technological advancements, we now own and operate an ever-growing number of digital devices, leading to an increased amount of digital data we produce, use, and maintain. However, while there is a substantial increase in computing power and availability of devices and data, many tasks we conduct with our devices are not well connected across multiple devices. We conduct our tasks sequentially instead of in parallel, while collaborative work across multiple devices is cumbersome to set up or simply not possible. To address these limitations, this thesis is concerned with cross-device computing. In particular it aims to conceptualise, prototype, and study interactions in cross-device computing. This thesis contributes to the field of Human-Computer Interaction (HCI)—and more specifically to the area of cross-device computing—in three ways: first, this work conceptualises previous work through a taxonomy of cross-device computing resulting in an in-depth understanding of the field, that identifies underexplored research areas, enabling the transfer of key insights into the design of interaction techniques. Second, three case studies were conducted that show how cross-device interactions can support curation work as well as augment users’ existing devices for individual and collaborative work. These case studies incorporate novel interaction techniques for supporting cross-device work. Third, through studying cross-device interactions and group collaboration, this thesis provides insights into how researchers can understand and evaluate multi- and cross-device interactions for individual and collaborative work. We provide a visualization and querying tool that facilitates interaction analysis of spatial measures and video recordings to facilitate such evaluations of cross-device work. Overall, the work in this thesis advances the field of cross-device computing with its taxonomy guiding research directions, novel interaction techniques and case studies demonstrating cross-device interactions for curation, and insights into and tools for effective evaluation of cross-device systems
Investigation and development of a tangible technology framework for highly complex and abstract concepts
The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits.
Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science.
In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations
Exploring The Impact Of Configuration And Mode Of Input On Group Dynamics In Computing
Objectives: Large displays and new technologies for interacting with computers offer a rich area for the development of new tools to facilitate collaborative concept mapping activities. In this thesis, WiiConcept is described as a tool designed to allow the use of multiple WiiRemotes for the collaborative creation of concept maps, with and without gestures. Subsequent investigation of participants' use of the system considers the effect of single and multiple input streams when using the software with and without gestures and the impact upon group concept mapping process outcomes and interactions when using a large display.
Methods: Data is presented from an exploratory study of twenty two students who have used the tool. Half of the pairs used two WiiRemotes, while the remainder used one WiiRemote. All pairs created one map without gestures and one map with gestures. Data about their maps, interactions and responses to the tool were collected.
Results: Analysis of coded transcripts indicates that one-controller afforded higher levels of interaction, with the use of gestures also increasing the number of interactions seen. Additionally, the result indicated that there were significantly more interactions of the 'shows solidarity', 'gives orientation', and 'gives opinion' categories (defined by the Bales' interaction processes assessment), when using one-controller as opposed to two. Furthermore, there were more interactions for the 'shows solidarity', 'tension release', 'gives orientation' and 'shows tension' categories when using gestures as opposed to the non-use of gestures. Additionally, there were no significant differences in the perceived dominance of individuals, as measured on the social dominance scales, for the amount of interaction displayed, however, there was a significant main effect of group conversational control score on the 'gives orientation' construct, with a higher number of interactions for low, mixed and high scores of this type when dyads had one-controller as opposed to two-controllers. There was also a significant interaction effect of group conversational control score on the 'shows solidarity' construct with a higher number of interactions for all scores of this type when dyads had one-controller as opposed to two-controllers.
The results also indicate that for the WiiConcept there was no difference between number of controllers in the detail in the maps, and that all users found the tool to be useful for the collaborative creation of concept maps. At the same time, engaging in disagreement was related to the amount of nodes created with disagreement leading to more nodes being created.
Conclusions: Use of one-controller afforded higher levels of interaction, with gestures also increasing the number of interactions seen. If a particular type of interaction is associated with more nodes, there might also be some argument for only using one-controller with gestures enabled to promote cognitive conflict within groups. All participants responded that the tool was relatively easy to use and engaging, which suggests that this tool could be integrated into collaborative concept mapping activities, allowing for greater collaborative knowledge building and sharing of knowledge, due to the increased levels of interaction for one-controller. As research has shown concept mapping can be useful for promoting the understanding of complex ideas, therefore the adoption of the WiiConcept tool as part of a small group learning activity may lead to deeper levels of understanding. Additionally, the use of gestures suggests that this mode of input does not affect the amount of words, nodes, and edges created in a concept map. Further research, over a longer period of time, may see improvement with this form of interaction, with increased mastery of gestural movement leading to greater detail of conceptual mapping
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Emotional recognition in computing
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University 8/4/2010.Emotions are fundamental to human lives and decision-making. Understanding and expression of emotional feeling between people forms an intricate web. This complex interactional phenomena, is a hot topic for research, as new techniques such as brain imaging give us insights about how emotions are tied to human functions. Communication of emotions is mixed with communication of other types of information (such as factual details) and emotions can be consciously or unconsciously displayed. Affective computer systems, using sensors for emotion recognition and able to make emotive responses are under development. The increased potential for emotional interaction with products and services, in many domains, is generating much interest. Emotionally enhanced systems have potential to improve human computer interaction and so to improve how systems are used and what they can deliver. They may also have adverse implications such as creating systems capable of emotional manipulation of users. Affective systems are in their infancy and lack human complexity and capability. This makes it difficult to assess whether human interaction with such systems will actually prove beneficial or desirable to users. By using experimental design, a Wizard of Oz methodology and a game that appeared to respond to the user’s emotional signals with human-like capability, I tested user experience and reactions to a system that appeared affective. To assess users’ behaviour, I developed a novel affective behaviour coding system called ‘affectemes’. I found significant gains in user satisfaction and performance when using an affective system. Those believing the system responded to emotional signals blinked more frequently. If the machine failed to respond to their emotional signals, they increased their efforts to convey emotion, which might be an attempt to ‘repair’ the interaction. This work highlights how very complex and difficult it is to design and evaluate affective systems. I identify many issues for future work, including the unconscious nature of emotions and how they are recognised and displayed with affective systems; issues about the power of emotionally interactive systems and their evaluation; and critical ethical issues. These are important considerations for future design of systems that use emotion recognition in computing.EPSRC project grant (R81374/01
A Guide to Evaluating the Experience of Media and Arts Technology
Evaluation is essential to understanding the value that digital creativity
brings to people's experience, for example in terms of their enjoyment,
creativity, and engagement. There is a substantial body of research on how to
design and evaluate interactive arts and digital creativity applications. There
is also extensive Human-Computer Interaction (HCI) literature on how to
evaluate user interfaces and user experiences. However, it can be difficult for
artists, practitioners, and researchers to navigate such a broad and disparate
collection of materials when considering how to evaluate technology they create
that is at the intersection of art and interaction. This chapter provides a
guide to designing robust user studies of creative applications at the
intersection of art, technology and interaction, which we refer to as Media and
Arts Technology (MAT). We break MAT studies down into two main kinds:
proof-of-concept and comparative studies. As MAT studies are exploratory in
nature, their evaluation requires the collection and analysis of both
qualitative data such as free text questionnaire responses, interviews, and
observations, and also quantitative data such as questionnaires, number of
interactions, and length of time spent interacting. This chapter draws on over
15 years of experience of designing and evaluating novel interactive systems to
provide a concrete template on how to structure a study to evaluate MATs that
is both rigorous and repeatable, and how to report study results that are
publishable and accessible to a wide readership in art and science communities
alike.Comment: Preprint. Chapter to appear in "Creating Digitally. Shifting
Boundaries: Arts and Technologies - Contemporary Applications and Concepts",
Anthony L. Brooks (Editor), Springer.
https://link.springer.com/book/978303131359
Understanding the consumption process through in-branch and e-mortgage service channels: A first-time buyer perspective
This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here (////BURA web address here). Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.Purpose – The twin aims of this paper are to explore the differences in the consumption process between the traditional in-branch and web-based (e-mortgage) service channels and how the differences relate to any problems identified in the electronic service environment, with respect to information search and product evaluation. Design/methodology/approach – A process-oriented approach comparing the two service channels (in-branch vs e-mortgage) was conducted in two study phases. Data from the e-mortgage process were collected using protocol analysis with 12 first-time buyers (FTBs) applying on a website belonging either to a hybrid or to an internet-only bank. Results of the e-mortgage process were mapped on to stages of the in-branch process, which was captured by observation of six FTB mortgage interviews to determine the level of correspondence and emergent issues. Findings – Support for the FTB in the e-mortgage process was problematic and service provision was found to be product- rather than consumer-oriented. Practical implications – The study highlights the importance of design issues in the electronic service environment for creating confidence in the online advice and information available on home mortgages for FTBs. Originality/value – The paper promotes increased understanding by financial service providers of the characteristics that support the consultative selling process for complex products such as mortgages and inform multichannel retailing
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