494 research outputs found

    Exploring self-interruptions as a strategy for regaining the attention of distracted users

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    Carlmeyer B, Schlangen D, Wrede B. Exploring self-interruptions as a strategy for regaining the attention of distracted users. In: Proceedings of the 1st Workshop on Embodied Interaction with Smart Environments - EISE '16. New York, NY: Association for Computing Machinery (ACM); 2016: 1

    The Hesitating Robot - Implementation and First Impressions

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    Carlmeyer B, Betz S, Wagner P, Wrede B, Schlangen D. The Hesitating Robot - Implementation and First Impressions. In: Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction - HRI '18. New York, NY, USA: ACM Press; 2018: 77-78

    Interactive Hesitation Synthesis: Modelling and Evaluation

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    Betz S, Carlmeyer B, Wagner P, Wrede B. Interactive Hesitation Synthesis: Modelling and Evaluation. Multimodal Technologies and Interaction. 2018;2(1): 9

    Embedding mobile learning into everyday life settings

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    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 AllgegenwĂ€rtigkeit von Smartphones verĂ€ndert die Art und Weise wie wir mit Informationen umgehen und Wissen erwerben. Die weite Verbreitung von mobilen EndgerĂ€ten in unserem tĂ€glichen Leben fĂŒhrt zu neuen Möglichkeiten des Lernens, welche ĂŒber die engen Grenzen eines Klassenraumes hinausreichen und das Fundament fĂŒr lebenslanges Lernen schaffen. Lernen kann nun zu jeder Zeit und an jedem Ort stattfinden: auf dem Sofa Zuhause, im Bus wĂ€hrend des Pendelns oder in der Pause auf der Arbeit. Die FlexibilitĂ€t des mobilen Lernens geht jedoch zeitgleich mit Herausforderungen einher. Ohne den kontrollierten Ablaufplan und die UnterstĂŒtzung der Lehrpersonen im schulischen Umfeld sind die Lernenden selbst dafĂŒr verantwortlich, aktiv Lernsitzungen zu initiieren, Wiederholungszyklen einzuhalten und Lektionen in unterbrechungsanfĂ€lligen Alltagssituationen zu meistern. Sowohl Unterbrechungen als auch unregelmĂ€ĂŸige 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 unterstĂŒtzen. In dieser Arbeit erforschen wir, wie wir uns die AllgegenwĂ€rtigkeit mobiler EndgerĂ€te zunutze machen können, um zu erreichen, dass Nutzer*innen regelmĂ€ĂŸig mit den Lerninhalten interagieren. Wir fokussieren uns darauf, sie im Umgang mit Unterbrechungen und Lernpausen zu unterstĂŒtzen. In einem nutzerzentrierten Designprozess analysieren wir zunĂ€chst das Lernverhalten auf mobilen EndgerĂ€ten in alltĂ€glichen 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 EndgerĂ€ten besser zu verstehen, versuchen wir zuerst die Interaktionen mit mobilen Lernanwendungen durch eine detaillierte Umfrage und eine Tagebuchstudie zu charakterisieren. Beide Methoden bestĂ€tigen eine enorme Vielfalt von Nutzungssituationen und -prĂ€ferenzen. Wir beobachten, dass Lernen oft ungeplant, unregelmĂ€ĂŸig, im Beisein von Freunden oder Familie, oder wĂ€hrend der AusĂŒbung anderer TĂ€tigkeiten, 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 LernaktivitĂ€t fĂŒhren. Wir leiten Implikationen ab, um Lernen in vielfĂ€ltigen Situationen zu unterstĂŒtzen und besonders die negativen EinflĂŒsse von Multitasking und Unterbrechungen abzuschwĂ€chen. 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 anfĂ€llig fĂŒr Unterbrechungen; (2) Die Lerneffizienz wird durch unregelmĂ€ĂŸiges Wiederholungsverhalten beeinflusst; (3) Wir mĂŒssen von statischem zu personalisiertem Lernen ĂŒbergehen; (4) Unterbrechungen und lange Lernpausen können dem Lernen schaden. Um diese Herausforderungen anzugehen, schlagen wir vor, Lernen in alltĂ€gliche Smartphoneinteraktionen einzubetten. Dies fĂŒhrt zu einer vermehrten BeschĂ€ftigung mit Lerninhalten und könnte zu einer impliziten Personalisierung von diesen anhand der Interessen und FĂ€higkeiten der Nutzer*innen beitragen. Zudem untersuchen wir, wie Memory Cues (wörtl. “GedĂ€chtnishinweise”) 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 alltĂ€gliche Interaktionen wirklich die BeschĂ€ftigung mit diesen erhöht, haben wir eine Anwendung entwickelt, welche Lernaufgaben in den Entsperrprozess von Smartphones integriert. Da die Authentifizierung auf dem MobilgerĂ€t eine hĂ€ufig durchgefĂŒhrte Aktion ist, welche keinen weiteren Mehrwert bietet, begrĂŒĂŸten unsere Studienteilnehmenden die Idee, den Prozess fĂŒr die DurchfĂŒhrung 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 fĂŒhrt, ohne dass die LernqualitĂ€t beeintrĂ€chtigt wird. Wir haben außerdem eine Methode untersucht, welche die Messung von SprachverstĂ€ndnis in die digitalen Lese- und HöraktivitĂ€ten der Nutzer*innen einbettet. Mittels physiologischer Messungen als implizite Eingabe können wir in Laborstudien zuverlĂ€ssig unbekannte Wörter erkennen. Die Aufdeckung solcher WissenslĂŒcken kann genutzt werden, um in-situ UntestĂŒtzung bereitzustellen und um personalisierte Lerninhalte zu generieren, welche auf die Interessen und das Wissensniveau der Nutzer*innen zugeschnitten sind. Um Memory Cues als Konzept fĂŒr die UnterstĂŒtzung 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 PrĂ€sentation von Memory Cues die subjektive User Experience verbessert, wenn der Nutzer die LernaktivitĂ€t nach einer Unterbrechung fortsetzt. Eine Folgestudie stellt einen Ausblick auf die Generalisierbarkeit von Memory Cues dar, welcher ĂŒber den Tellerrand des Anwendungsfalls Sprachenlernen hinausschaut. Wir haben beobachtet, dass der Nutzen von Memory Cues fĂŒr das Reflektieren ĂŒber gelernte Inhalte stark von dem Design der Cues abhĂ€ngt, insbesondere von der GranularitĂ€t der prĂ€sentierten Informationen. Wir schĂ€tzen interaktive Cues zur spezifischen GedĂ€chtnisaktivierung (z.B. durch Mehrfachauswahlfragen) als einen vielversprechenden UnterstĂŒtzungsansatz ein, welcher individuelle Mikrolerneinheiten im Alltag verknĂŒpfen könnte. Die Werkzeuge und Anwendungen, die in dieser Arbeit beschrieben werden, sind ein Startpunkt fĂŒr das Design von Anwendungen, welche das Lernen in Alltagssituationen unterstĂŒtzen. Wir erweitern das VerstĂ€ndnis, welches wir von Lernverhalten im geschĂ€ftigen Alltagsleben haben und heben den Einfluss von Unterbrechungen in diesem hervor. WĂ€hrend sich diese Arbeit hauptsĂ€chlich auf das Lernen von Sprachen fokussiert, haben die vorgestellten Konzepte und Methoden das Potential auf andere Bereiche ĂŒbertragen zu werden, beispielsweise das Lernen von MINT Themen. Wir reflektieren ĂŒber die Grenzen der prĂ€sentierten Konzepte und skizzieren Perspektiven fĂŒr zukĂŒnftige Forschungsarbeiten, welche sich die AllgegenwĂ€rtigkeit von mobilen EndgerĂ€ten zur Gestaltung von Lernanwendungen fĂŒr den Alltag zunutze machen

    Hesitations in Spoken Dialogue Systems

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    Betz S. Hesitations in Spoken Dialogue Systems. Bielefeld: UniversitÀt Bielefeld; 2020

    Introduction of Drug Round Tabard and Checklist to Reduce Interruptions and Error in Medication Administration.

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    Medication administration errors are common, costly and the cause of adverse events in clinical practice. Interruptions during medication administration rounds are thought to be a prominent causative factor of these errors. The change chosen for this project was the introduction of drug round tabards in a long term care facility for the elderly. The aim was to reduce non-urgent interruptions during drug rounds, reduce the incidents of medication errors, enhance patient safety, safe time and promote compliance with professional and national standards on medication management. Disposable red tabards embroidered front and back with ‘Drug round in progress, do not disturb’ and checklist were introduced. The HSE change model was applied as a framework for the design and implementation of the change project. A total of 66(n=66) drug rounds- 33 pre-implementation and 33 post-implementation were observed for 2 weeks each. The sources of interruptions were recorded using the Medication Administration Distraction Observation Sheet (MADOS). Nurses’ compliance to medication administration policy was evaluated using observational checklist that included 30 criteria. Medication administration errors were captured through direct observation and retrospective chart review. All staff were adequately trained, and nurses’ satisfaction with the change project was measured in a survey. Quantitative evaluation method was used. There was an 85% decrease in interruptions (125 to 19), and larger decreases in medication errors (91%; 46 to 4) and non-compliance to policy (98%; 125 to 3). The average medication time saved was 9minutes. The result from the nurses’ survey and verbal feedback on the project showed satisfaction with the use of drug round tabard and checklist. These results will be used as evidence to roll out these strategies to other units in the hospital

    Do Hesitations Facilitate Processing of Partially Defective System Utterances? An Exploratory Eye Tracking Study

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    Haake K, Schimke S, Betz S, Zarrieß S. Do Hesitations Facilitate Processing of Partially Defective System Utterances? An Exploratory Eye Tracking Study. In: Proceedings of Interspeech. 2019: 1906-1910

    Reasoning about ideal interruptible moments: A soft computing implementation of an interruption classifier in free-form task environments

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    Current trends in society and technology make the concept of interruption a central human computer interaction problem. In this work, a novel soft computing implementation for an Interruption Classifier was designed, developed and evaluated that draws from a user model and real-time observations of the user\u27s actions as s/he works on computer-based tasks to determine ideal times to interact with the user. This research is timely as the number of interruptions people experience daily has grown considerably over the last decade. Thus, systems are needed to manage interruptions by reasoning about ideal timings of interactions. This research shows: (1) the classifier incorporates a user model in its’ reasoning process. Most of the research in this area has focused on task-based contextual information when designing systems that reason about interruptions; (2) the classifier performed at 96% accuracy in experimental test scenarios and significantly out-performed other comparable systems; (3) the classifier is implemented using an advanced machine learning technology—an Adaptive Neural-Fuzzy Inference System—this is unique since all other systems use Bayesian Networks or other machine learning tools; (4) the classifier does not require any direct user involvement—in other systems, users must provide interruption annotations while reviewing video sessions so the system can learn; and (5) a promising direction for reasoning about interruptions for free-form tasks–this is largely an unsolved problem

    Examining sense of self and identity in schizophrenia: A modified grounded theory study

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    Alterations or losses to one’s sense of self and identity are identified in the literature as being an important aspect of the lived experience of schizophrenia. Research further implicates regaining a sense of self and identity as playing an important role in recovery and wellbeing in schizophrenia. Despite this, a comprehensive understanding of the specific component processes involved in changes to sense of self and identity in schizophrenia has not been clearly elucidated. The current study aimed to examine and characterize the major component processes involved in alterations to sense of self and identity in schizophrenia. Using qualitative methodology, eight adult participants (age range = 31 to 55 years old, M = 45; four cisgender women, one transgender man, three cisgender men) with schizophrenia or schizoaffective disorder were individually interviewed. The interview topics included: personal understanding of the nature of schizophrenia, self-perception prior to schizophrenia, changes in self-perception through experiencing schizophrenia, coping strategies, views on current sense of self and identity, and knowledge gained about oneself through experiencing schizophrenia. Interview transcripts with analyzed using a modified Grounded Theory methodology. Five participants completed member checking procedures to verify the interpretation of the data. The data supported the conceptualization of three over-arching categories reflecting significant component processes of change to sense of self and identity in schizophrenia: (1) disruptions and interruptions to sense of self and identity, (2) finding stability, and (3) multiple pathways to (re)building a sense of self and identity through finding meaning and purpose. While the individual experience may be idiosyncratic, the findings suggest that commonalities exist in the nature of changes to sense of self and identity. The findings also indicate how individuals with schizophrenia may benefit from interventions that focus on self and identity

    UNDERSTANDING INTERRUPTIONS IN HEALTHCARE: DEVELOPING A MODEL

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    Developing a Model Interruption is a known human factor that contributes to errors and catastrophic events in healthcare as well as other high-risk industries. The landmark Institute of Medicine (IOM) report, To Err is Human, brought attention to the significance of preventable errors in medicine and suggested that interruptions could be a contributing factor. Previous studies of interruptions in healthcare did not offer a conceptual model by which to study interruptions. As a result of the serious consequences of interruptions investigated in other high-risk industries, there is a need to develop a model to describe, understand, explain, and predict interruptions and their consequences in healthcare. Therefore, the purpose of this study was to develop a model grounded in the literature and to use the model to describe and explain interruptions in healthcare. Specifically, this model would be used to describe and explain interruptions occurring in a Level One Trauma Center. A trauma center was chosen because this environment is characterized as intense, unpredictable, and interrupt-driven. The first step in developing the model began with a review of the literature which revealed that the concept interruption did not have a consistent definition in either the healthcare or non-healthcare literature. Walker and Avant’s method of concept analysis was used to clarify and define the concept. The analysis led to the identification of five defining attributes which include (1) a human experience, (2) an intrusion of a secondary, unplanned, and unexpected task, (3) discontinuity, (4) externally or internally initiated, and (5) situated within a context. However, before an interruption could commence, five conditions known as antecedents must occur. For an interruption to take place (1) an intent to interrupt is formed by the initiator, (2) a physical signal must pass a threshold test of detection by the recipient, (3) the sensory system of the recipient is stimulated to respond to the initiator, (4) an interruption task is presented to recipient, and (5) the interruption task is either accepted or rejected by v the recipient. An interruption was determined to be quantifiable by (1) the frequency of occurrence of an interruption, (2) the number of times the primary task has been suspended to perform an interrupting task, (3) the length of time the primary task has been suspended, and (4) the frequency of returning to the primary task or not returning to the primary task. As a result of the concept analysis, a definition of an interruption was derived from the literature. An interruption is defined as a break in the performance of a human activity initiated internal or external to the recipient and occurring within the context of a setting or location. This break results in the suspension of the initial task by initiating the performance of an unplanned task with the assumption that the initial task will be resumed. The definition is inclusive of all the defining attributes of an interruption. This is a standard definition that can be used by the healthcare industry. From the definition, a visual model of an interruption was developed. The model was used to describe and explain the interruptions recorded for an instrumental case study of physicians and registered nurses (RNs) working in a Level One Trauma Center. Five physicians were observed for a total of 29 hours, 31 minutes. Eight registered nurses were observed for a total of 40 hours 9 minutes. Observations were made on either the 0700–1500 or the 1500-2300 shift using the shadowing technique. Observations were recorded in the field note format. The field notes were analyzed by a hybrid method of categorizing activities and interruptions. The method was developed by using both a deductive a priori classification framework and by the inductive process utilizing line-byline coding and constant comparison as stated in Grounded Theory. The following categories were identified as relative to this study: Intended Recipient - the person to be interrupted Unintended Recipient - not the intended recipient of an interruption; i.e., receiving a phone call that was incorrectly dialed Indirect Recipient – the incidental recipient of an interruption; i.e., talking with another, thereby suspending the original activity Recipient Blocked – the intended recipient does not accept the interruption Recipient Delayed – the intended recipient postpones an interruption Self-interruption – a person, independent of another person, suspends one activity to perform another; i.e., while walking, stops abruptly and talks to another person Distraction – briefly disengaging from a task Organizational Design – the physical layout of the workspace that causes a disruption in workflow Artifacts Not Available – supplies and equipment that are not available in the workspace causing a disruption in workflow Initiator – a person who initiates an interruption Interruption by Organizational Design and Artifacts Not Available were identified as two new categories of interruption. These categories had not previously been cited in the literature. Analysis of the observations indicated that physicians were found to perform slightly fewer activities per hour when compared to RNs. This variance may be attributed to differing roles and responsibilities. Physicians were found to have more activities interrupted when compared to RNs. However, RNs experienced more interruptions per hour. Other people were determined to be the most commonly used medium through which to deliver an interruption. Additional mediums used to deliver an interruption vii included the telephone, pager, and one’s self. Both physicians and RNs were observed to resume an original interrupted activity more often than not. In most interruptions, both physicians and RNs performed only one or two interrupting activities before returning to the original interrupted activity. In conclusion the model was found to explain all interruptions observed during the study. However, the model will require an even more comprehensive study in order to establish its predictive value
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