Analysis of the third field trial

In this work package, we evaluate the CasMaCat workbench in eld trials to study the use of the workbench in a real-world environment. We have also integrated the workbench into community translation platforms and collected user activity data from both eld trials and volunteer translators interacting with the workbench. This Deliverable covers Task 6.1 and 6.2. Task 6.1: Third eld trial at a translation agency (Celer Soluciones SL in Madrid) to evaluate the CasMaCat workbench in a real-world professional translation environment. Task 6.2: Analysis of translator feedback and activity data. Collection of feedback of translators' self-estimation through questionnaires and retrospective interviews. In addition to the originally planned third eld trial for 2014, we have also conducted an additional longitudinal study between April and May 2014 (as discussed in the last review meeting { December 2013)

An evaluation of Digital Chisel 3.0 as a multimedia authoring tool in a year seven classroom

Most commercial interactive multimedia authoring packages are designed to be used by teachers and trainers to build commercial training or classroom teaching applications (Handler, Dana, Peters & Moor, 1995; Magel, 1997). The evolution of interactive multimedia technologies however, has made it possible for students to become actively involved in creating their own interactive multimedia projects, and in so doing, gain considerable learning benefit (Lehrer 1993). Facilitating this in the classroom and particularly at the Year Seven level, requires the use of a cost-effective, purpose-built authoring tool. Digital Chisel 3.0 (DC3), was developed by Pierian Spring Software (1997), as just such a product. This study was a summative product evaluation, utilising qualitative methodology that assessed the effectiveness of DC3, as a multimedia authoring tool for student use in a Year Seven classroom. Two adult expert reviewers and four Year Seven students assisted with the evaluation. The sources of evidence for this study included the use of participant observation, conversational and semi-structured interview, video recording, questionnaire and anecdotal field notes. The process of analysis was inductive, using the Analytic Framework suggested by Le Compte, Millroy & Preissle, (1992, pp. 763-766). Digital Chisel 3.0 was packaged with an easy to read printed manual and a useful audio/visual library on CD-ROM. With WYSIWYG display and drag-and-drop visual programming environments, the students found the component routines in DC3 relatively easy to learn. The use of the Microsoft style of interface and edit conventions allowed the previous learning of the students to be readily transferred to this product. The students also found constructing complex interactions in the Workbench relatively easy to master, as no scripting was required. DC3 was also customisable to three learning/school levels. Probably the most outstanding problem with this application was the amount of RAM it required to run efficiently. In it\u27s former configuration, it did not allow \u27room\u27 for multi-tasking and definitely did not run smoothly at the recommended 32 Megabytes of RAM. This both lowered the efficiency of operation, and severely challenged the motivation of all the users. The Table facility was almost totally unusable, as it failed to hold inserted elements and remained unstable through all attempts to use it. Although the intention for DC3 was to allow for cross-platform application, this function was not evident at the time it was evaluated. However, despite its shortcomings, Digital Chisel 3.0 proved to be well received by the students. They expressed enthusiasm for the extra freedom that this product\u27s features provided

Progress report on user interface studies, cognitive and user modelling

This WP presents the empirical foundations for the development of the CasMaCat workbench. A series of experiments are being run to establish basic facts about translator behaviour in computer-aided translation, focusing on the use of visualization options and input modalities while post-editing machine translation (sections 1 and 2). Another series of studies deals with cognitive modelling and individual di erences in translation production, in particular translator types and translation/post-editing styles (sections 3 and 4). This deliverable, D1.2, is a progress report on user interface studies, cognitive and user modelling. It reports on post-editing and interactive translation experiments, as well as cognitive modelling covering Tasks 1.1, 1.2, 1.3 and 1.5. It also addresses the issues that were raised in the last review report for the project period M1 to M12, in particular: the basic facts about the translator behaviour in CAT (sections 1 and 4) highlighting usage of visualization and input modalities (see also D5.3). the individual di erences in translator types and translation styles, (section 3, see also terminology, section A.1) the results and conclusions of preliminary studies conducted to investigate post-editing and translation styles (section 2 and 5) From the experiments and analyses so far, it is clear that the data collected in the CRITT TPR-DB (Translation Process Research database) is an essential resource to achieve the Cas- MaCat project goals. It allows for large-scale in depth studies of human translation processes and thus serves as a basis of information to empirically grounded future development of the CasMaCat workbench. It attracts an international research community to investigate human translation processes under various conditions and to arrive at a more advanced level of understanding. Additional language pairs and more data increase the chances to better underpin the conclusions needed, as will be shown in this report, and as concluded in section 5

Pre-editing and post-editing

This chapter provides an accessible introductory view of pre-editing and post-editing as the starting-point for research or work in the language industry. It describes source text pre-editing and machine translation post-editing from an industrial as well as academic point of view. In the last ten to fifteen years, there has been a considerable growth in the number of studies and publications dealing with pre-editing, and especially post-editing, that have helped researchers and the industry to understand the impact machine translation technology has on translators’ output and their working environment. This interest is likely to continue in view of the recent developments in neural machine translation and artificial intelligence. Although the latest technology has taken a considerable leap forward, the existing body of work should not be disregarded as it has defined clear research lines and methods, as it is more necessary than ever to look at data in their appropriate context and avoid generalizing in the vast and diverse territory of human and machine translation

Pre-editing and post-editing

This chapter provides an accessible introductory view of pre-editing and post-editing as the starting-point for research or work in the language industry. It describes source text pre-editing and machine translation post-editing from an industrial as well as academic point of view. In the last ten to fifteen years, there has been a considerable growth in the number of studies and publications dealing with pre-editing, and especially post-editing, that have helped researchers and the industry to understand the impact machine translation technology has on translators’ output and their working environment. This interest is likely to continue in view of the recent developments in neural machine translation and artificial intelligence. Although the latest technology has taken a considerable leap forward, the existing body of work should not be disregarded as it has defined clear research lines and methods, as it is more necessary than ever to look at data in their appropriate context and avoid generalizing in the vast and diverse territory of human and machine translation

Experimental data gathered in Tasks 1.1, 1.2, 1.4 and 1.5

This deliverable describes the experimental data gathered in Tasks 1.1, 1.2, 1.4 and 1.5, it is related to deliverable D6.5. Numerous translation and post-editing experiments have been conducted during the Cas- MaCat project and many of them have been assembled in a Translation Process Database (TPR-DB) which is hosted at the CRITT1. The current TPR-DB version 2.0 is an extension of the TPR-DB version 1.0 which was described in deliverable D1.1, Appendix 4.5. This deliverable gives an overview of the data collected in TPR-DB version 2.0. A more detailed description of the TPR-DB can be found on the TPR-DB website. A description of the structure and the features is provided in a document on the same site from the link http://bridge.cbs.dk/resources/tpr-db/TPR-DB1.4.pdf

The design-by-adaptation approach to universal access: learning from videogame technology

This paper proposes an alternative approach to the design of universally accessible interfaces to that provided by formal design frameworks applied ab initio to the development of new software. This approach, design-byadaptation, involves the transfer of interface technology and/or design principles from one application domain to another, in situations where the recipient domain is similar to the host domain in terms of modelled systems, tasks and users. Using the example of interaction in 3D virtual environments, the paper explores how principles underlying the design of videogame interfaces may be applied to a broad family of visualization and analysis software which handles geographical data (virtual geographic environments, or VGEs). One of the motivations behind the current study is that VGE technology lags some way behind videogame technology in the modelling of 3D environments, and has a less-developed track record in providing the variety of interaction methods needed to undertake varied tasks in 3D virtual worlds by users with varied levels of experience. The current analysis extracted a set of interaction principles from videogames which were used to devise a set of 3D task interfaces that have been implemented in a prototype VGE for formal evaluation

Realistic electronic books

People like books. They are convenient and can be accessed easily and enjoyably. In contrast, many view the experience of accessing and exploring electronic documents as dull, cumbersome and disorientating. This thesis claims that modelling digital documents as physical books can significantly improve reading performance. To investigate this claim, a realistic electronic book model was developed and evaluated. In this model, a range of properties associated with physical books---analogue page turning, bookmarks and annotations---are emulated. Advantage is also taken of the digital environment by supporting hyperlinks, multimedia, full-text search over terms and synonyms, automatically cross referencing documents with an online encyclopaedia, and producing a back-of-the-book index. The main technical challenge of simulating physical books is finding a suitable technique for page turning that is sufficiently realistic, yet lightweight, responsive, scalable and accessible. Several techniques were surveyed, implemented and evaluated. The chosen technique allows realistic books to be presented in the Adobe Flash Player, the most widely used browser plug-in on the Web. A series of usability studies were conducted to compare reading performance while performing various tasks with HTML, PDF, physical books, and simulated books. They revealed that participants not only preferred the new interface, but completed the tasks more efficiently, without any loss in accuracy

Periscope: A Robotic Camera System to Support Remote Physical Collaboration

We investigate how robotic camera systems can offer new capabilities to computer-supported cooperative work through the design, development, and evaluation of a prototype system called Periscope. With Periscope, a local worker completes manipulation tasks with guidance from a remote helper who observes the workspace through a camera mounted on a semi-autonomous robotic arm that is co-located with the worker. Our key insight is that the helper, the worker, and the robot should all share responsibility of the camera view--an approach we call shared camera control. Using this approach, we present a set of modes that distribute the control of the camera between the human collaborators and the autonomous robot depending on task needs. We demonstrate the system's utility and the promise of shared camera control through a preliminary study where 12 dyads collaboratively worked on assembly tasks. Finally, we discuss design and research implications of our work for future robotic camera systems that facilitate remote collaboration.Comment: This is a pre-print of the article accepted for publication in PACM HCI and will be presented at CSCW 202