고령인의 키오스크 접근성 향상을 위한 인간공학 연구

학위논문(석사) -- 서울대학교대학원 : 공과대학 산업공학과, 2022.2. 박우진.In this thesis, two independent experimental studies were conducted to improve self-service kiosk (SSK) accessibility for older adults. First, in an attempt to propose an optimal on-site training tutorial design, four training methods, which were the combinations of two medium types (paper, digital) and two instruction types (goals only, goals and actions), were compared. A between-subjects experimental study that comparatively evaluated the training effects of the four methods was conducted. In the second experimental study, the impacts of potential SSK design features, that is, side partitions, a back partition, and a chair, on perceived workloads and task performance of SSK users of different age groups were evaluated. As a result of the two studies, the dissertation research proposes design implications on training materials and public SSK design. The results from the two research studies would contribute to improving accessibility for older adults as well as enhancing the user experience (UX) of public SSK.본 논문에서는 고령인의 키오스크 접근성 향상을 위한 두 가지 방안을 고려한다. 첫째, 고령인의 키오스크 사용 방법 학습 효과를 극대화하는 방안을 모색하고자 각 두 종류의 정보 전달 매체와 설명 방식의 조합인 4개의 서로 다른 트레이닝 설계의 학습 효과를 비교한다. 피험자 간 설계 실험으로 4개의 트레이닝 설계의 효과를 비교 분석한다. 둘째, 키오스크에 설치 가능한 설계 특성 (좌우 칸막이, 뒤 칸막이, 의자)이 키오스크 사용자의 작업 수행도와 작업부하에 미치는 영향을 평가한다. 그 결과 본 논문에서는 고령인의 키오스크 접근성 향상을 위한 효과적인 트레이닝을 설계하기 위해서는 어떤 정보 전달 매체와 설명 방식을 선택해야 하는지, 공공 키오스크의 전반적인 사용자 경험을 개선하기 위해서는 어떤 설계 특성을 설치해야 하는지에 대한 가이드라인을 제공한다.Abstract ii Contents iv List of Tables vii List of Figures viii Chapter 1 Introduction 1 1.1 Research Background 1 1.2 Research Objective and Questions 3 1.3 Structure of the Thesis 4 Chapter 2 Training Design for Helping Older Adults Use Public SSK 5 2.1 Introduction 5 2.2 Method 9 2.2.1 Participants 9 2.2.2 Experimental Procedure 9 2.2.3 Training Methods Design 11 2.2.4 Independent and Dependent Variables 14 2.2.5 Data Analyses 16 2.3 Results 17 2.3.1 General Training Effects 17 2.3.2 Training Method Effects 10 2.3.3 Training Time 21 2.4 Discussion 21 2.4.1 General Training Effects 22 2.4.2 Training Method Effects 23 2.4.3 Implications 26 Chapter 3 An Investigation of SSK Design: A Partition and Chair Effects on Perceived Workloads and Task Performance 29 3.1 Introduction 29 3.2 Method 35 3.2.1 Participants 35 3.2.2 Experimental Setup 36 3.2.3 Design Alternatives 36 3.2.4 Experimental Task 37 3.2.5 Experimental Procedure 38 3.2.6 Independent and Dependent Variables 40 3.2.7 Data Analyses 42 3.3 Results 43 3.3.1 General and Generalized Linear Model Analyses 43 3.3.1.1 Design Effects: Main and Interaction Effects on Design Variables 46 3.3.1.2 Age Group Differences in Design Effects 48 3.3.2 Comparison of Design Alternatives 50 3.3.3 Correlation Analyses 51 3.4 Discussion 53 3.4.1 Design Effects: Main and Interaction Effects of Design Variables 54 3.4.2 Age Group Differences in Design Effects 60 3.4.3 Correlation Analyses 63 3.4.4 Implications 64 Chapter 4 Conclusion 66 4.1 Summary and Implications 66 4.2 Future Research Directions 67 Bibliography 69 국문초록 82석

How and Why to Read and Create Children's Digital Books

How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities. Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure

How and Why to Read and Create Children's Digital Books

How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities. Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure

The Racial Rhetoric of Cuteness as Decorative Decorum

This work looks at the trope of cuteness as a means of investigating the topological phenomena of race and public space, particularly in regards to African American rhetorical modes of visual and spatial practice. By introducing a sociological coinage known as the \u27teddy-bear effect,\u27 this work explores how racialized expressions of cuteness give off the impression of a demurring civility surrounding the social expectations associated with the cultural norms of gender and class. As a preferred characteristic of information design and strategically deployed for the tactic of racialized passings in the face of increasingly regulated forms of \u27post-racial\u27 gate-keeping and contemporary color politics, this research interrogates how racial cutification animates certain generational differences within African American communities while simultaneously shaping mainstream conceptualizations of what constitutes appropriate public decorum. Of specific concern is the cultural logic of \u27minoritization\u27 on people of color as far as the techno-spatial processes of race and racism for how it serves as a means by which global citizenship continues to be fashioned, especially in civic politics, black women\u27s hair care and identity, social networking, and multimodal writing and pedagogy. Finally, this work asserts the ascendance of cuteness as a paradoxical sign of excess and miniaturization related to notions of multicultural authority and power and tracks the influence of this popularly imagined iconography of African Americanicity across the public sphere

How and Why to Read and Create Children's Digital Books

How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities. Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure. How and Why to Read and Create Children's Digital Books is of interest to an international readership ranging from trainee or established teachers to MA level students and researchers, as well as designers, librarians and publishers. All are inspired to approach children’s reading on and with screens with an agentic perspective of creating and sharing

On Data-driven systems analyzing, supporting and enhancing users’ interaction and experience

Tesis doctoral en inglés y resumen extendido en español[EN] The research areas of Human-Computer Interaction and Software Architectures have been traditionally treated separately, but in the literature, many authors made efforts to merge them to build better software systems. One of the common gaps between software engineering and usability is the lack of strategies to apply usability principles in the initial design of software architectures. Including these principles since the early phases of software design would help to avoid later architectural changes to include user experience requirements. The combination of both fields (software architectures and Human-Computer Interaction) would contribute to building better interactive software that should include the best from both the systems and user-centered designs. In that combination, the software architectures should enclose the fundamental structure and ideas of the system to offer the desired quality based on sound design decisions. Moreover, the information kept within a system is an opportunity to extract knowledge about the system itself, its components, the software included, the users or the interaction occurring inside. The knowledge gained from the information generated in a software environment can be used to improve the system itself, its software, the users’ experience, and the results. So, the combination of the areas of Knowledge Discovery and Human-Computer Interaction offers ideal conditions to address Human-Computer-Interaction-related challenges. The Human-Computer Interaction focuses on human intelligence, the Knowledge Discovery in computational intelligence, and the combination of both can raise the support of human intelligence with machine intelligence to discover new insights in a world crowded of data. This Ph.D. Thesis deals with these kinds of challenges: how approaches like data-driven software architectures (using Knowledge Discovery techniques) can help to improve the users' interaction and experience within an interactive system. Specifically, it deals with how to improve the human-computer interaction processes of different kind of stakeholders to improve different aspects such as the user experience or the easiness to accomplish a specific task. Several research actions and experiments support this investigation. These research actions included performing a systematic literature review and mapping of the literature that was aimed at finding how the software architectures in the literature have been used to support, analyze or enhance the human-computer interaction. Also, the actions included work on four different research scenarios that presented common challenges in the Human-Computer Interaction knowledge area. The case studies that fit into the scenarios selected were chosen based on the Human-Computer Interaction challenges they present, and on the authors’ accessibility to them. The four case studies were: an educational laboratory virtual world, a Massive Open Online Course and the social networks where the students discuss and learn, a system that includes very large web forms, and an environment where programmers develop code in the context of quantum computing. The development of the experiences involved the review of more than 2700 papers (only in the literature review phase), the analysis of the interaction of 6000 users in four different contexts or the analysis of 500,000 quantum computing programs. As outcomes from the experiences, some solutions are presented regarding the minimal software artifacts to include in software architectures, the behavior they should exhibit, the features desired in the extended software architecture, some analytic workflows and approaches to use, or the different kinds of feedback needed to reinforce the users’ interaction and experience. The results achieved led to the conclusion that, despite this is not a standard practice in the literature, the software environments should embrace Knowledge Discovery and data-driven principles to analyze and respond appropriately to the users’ needs and improve or support the interaction. To adopt Knowledge Discovery and data-driven principles, the software environments need to extend their software architectures to cover also the challenges related to Human-Computer Interaction. Finally, to tackle the current challenges related to the users’ interaction and experience and aiming to automate the software response to users’ actions, desires, and behaviors, the interactive systems should also include intelligent behaviors through embracing the Artificial Intelligence procedures and techniques

On data-driven systems analyzing, supporting and enhancing users’ interaction and experience

[EN]The research areas of Human-Computer Interaction and Software Architectures have been traditionally treated separately, but in the literature, many authors made efforts to merge them to build better software systems. One of the common gaps between software engineering and usability is the lack of strategies to apply usability principles in the initial design of software architectures. Including these principles since the early phases of software design would help to avoid later architectural changes to include user experience requirements. The combination of both fields (software architectures and Human-Computer Interaction) would contribute to building better interactive software that should include the best from both the systems and user-centered designs. In that combination, the software architectures should enclose the fundamental structure and ideas of the system to offer the desired quality based on sound design decisions. Moreover, the information kept within a system is an opportunity to extract knowledge about the system itself, its components, the software included, the users or the interaction occurring inside. The knowledge gained from the information generated in a software environment can be used to improve the system itself, its software, the users’ experience, and the results. So, the combination of the areas of Knowledge Discovery and Human-Computer Interaction offers ideal conditions to address Human-Computer-Interaction-related challenges. The Human-Computer Interaction focuses on human intelligence, the Knowledge Discovery in computational intelligence, and the combination of both can raise the support of human intelligence with machine intelligence to discover new insights in a world crowded of data. This Ph.D. Thesis deals with these kinds of challenges: how approaches like data-driven software architectures (using Knowledge Discovery techniques) can help to improve the users' interaction and experience within an interactive system. Specifically, it deals with how to improve the human-computer interaction processes of different kind of stakeholders to improve different aspects such as the user experience or the easiness to accomplish a specific task. Several research actions and experiments support this investigation. These research actions included performing a systematic literature review and mapping of the literature that was aimed at finding how the software architectures in the literature have been used to support, analyze or enhance the human-computer interaction. Also, the actions included work on four different research scenarios that presented common challenges in the Human- Computer Interaction knowledge area. The case studies that fit into the scenarios selected were chosen based on the Human-Computer Interaction challenges they present, and on the authors’ accessibility to them. The four case studies were: an educational laboratory virtual world, a Massive Open Online Course and the social networks where the students discuss and learn, a system that includes very large web forms, and an environment where programmers develop code in the context of quantum computing. The development of the experiences involved the review of more than 2700 papers (only in the literature review phase), the analysis of the interaction of 6000 users in four different contexts or the analysis of 500,000 quantum computing programs. As outcomes from the experiences, some solutions are presented regarding the minimal software artifacts to include in software architectures, the behavior they should exhibit, the features desired in the extended software architecture, some analytic workflows and approaches to use, or the different kinds of feedback needed to reinforce the users’ interaction and experience. The results achieved led to the conclusion that, despite this is not a standard practice in the literature, the software environments should embrace Knowledge Discovery and datadriven principles to analyze and respond appropriately to the users’ needs and improve or support the interaction. To adopt Knowledge Discovery and data-driven principles, the software environments need to extend their software architectures to cover also the challenges related to Human-Computer Interaction. Finally, to tackle the current challenges related to the users’ interaction and experience and aiming to automate the software response to users’ actions, desires, and behaviors, the interactive systems should also include intelligent behaviors through embracing the Artificial Intelligence procedures and techniques