Modeling Human Visual Search Performance on Realistic Webpages Using Analytical and Deep Learning Methods

Modeling visual search not only offers an opportunity to predict the usability of an interface before actually testing it on real users, but also advances scientific understanding about human behavior. In this work, we first conduct a set of analyses on a large-scale dataset of visual search tasks on realistic webpages. We then present a deep neural network that learns to predict the scannability of webpage content, i.e., how easy it is for a user to find a specific target. Our model leverages both heuristic-based features such as target size and unstructured features such as raw image pixels. This approach allows us to model complex interactions that might be involved in a realistic visual search task, which can not be easily achieved by traditional analytical models. We analyze the model behavior to offer our insights into how the salience map learned by the model aligns with human intuition and how the learned semantic representation of each target type relates to its visual search performance.Comment: the 2020 CHI Conference on Human Factors in Computing System

Responsive and Personalized Web Layouts with Integer Programming

Over the past decade, responsive web design (RWD) has become the de facto standard for adapting web pages to a wide range of devices used for browsing. While RWD has improved the usability of web pages, it is not without drawbacks and limitations: designers and developers must manually design the web layouts for multiple screen sizes and implement associated adaptation rules, and its "one responsive design fits all"approach lacks support for personalization. This paper presents a novel approach for automated generation of responsive and personalized web layouts. Given an existing web page design and preferences related to design objectives, our integer programming -based optimizer generates a consistent set of web designs. Where relevant data is available, these can be further automatically personalized for the user and browsing device. The paper includes presentation of techniques for runtime adaptation of the designs generated into a fully responsive grid layout for web browsing. Results from our ratings-based online studies with end users (N = 86) and designers (N = 64) show that the proposed approach can automatically create high-quality responsive web layouts for a variety of real-world websites.Peer reviewe

The integration of computational chemistry algorithms into a multimedia environment

Organic chemistry teaching involves the explanation of most phenomena in terms of atomic and molecular models. The main challenge for the student is the creation of mental three-dimensional images of molecules. Unfortunately, many students find the visualisation of the spatial arrangements of molecules a difficult task. For this reason, chemistry teaching has seen the introduction of many innovative teaching tools in an attempt to bring the subject to life for students. Until recently, the cost of computer hardware has prohibited the extensive use of computers within the undergraduate chemistry curriculum. However, the desktop computer has provided a cost-effective platform for developing integrated courseware that presents abstract concepts to the chemistry student. This thesis begins with a review of the design and evaluation of computer-based learning, together with the integration of computers into chemistry education. Two studies then describe the design, implementation and evaluation of novel computer-aided learning material that combines computational chemistry tools and multimedia courseware. The first study assesses the feasibility of integrating interactive three-dimensional molecular modelling into tutorial instruction to provide a visualisation tool for undergraduate organic chemistry. A detailed evaluation has provided substantial evidence concerning the effectiveness of this technique. The second study involves the design of instructional courseware that combines interactive computational chemistry tools and 'talking head' video narration. An innovative training tool that allows medicinal chemists to study analytical chemistry techniques is described. The evaluation of a prototype package has revealed valuable information concerning the combination of dynamic and interactive media. Emerging guidelines for the integration of computational chemistry tools and interactive molecular modelling into multimedia courseware and suggestions for further work are proposed

Computer aided learning for entry level accountancy students

Available from British Library Document Supply Centre-DSC:DXN049783 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

The integration of computational chemistry algorithms into a multimedia environment

Organic chemistry teaching involves the explanation of most phenomena in terms of atomic and molecular models. The main challenge for the student is the creation of mental three-dimensional images of molecules. Unfortunately, many students find the visualisation of the spatial arrangements of molecules a difficult task. For this reason, chemistry teaching has seen the introduction of many innovative teaching tools in an attempt to bring the subject to life for students. Until recently, the cost of computer hardware has prohibited the extensive use of computers within the undergraduate chemistry curriculum. However, the desktop computer has provided a cost-effective platform for developing integrated courseware that presents abstract concepts to the chemistry student. This thesis begins with a review of the design and evaluation of computer-based learning, together with the integration of computers into chemistry education. Two studies then describe the design, implementation and evaluation of novel computer-aided learning material that combines computational chemistry tools and multimedia courseware. The first study assesses the feasibility of integrating interactive three-dimensional molecular modelling into tutorial instruction to provide a visualisation tool for undergraduate organic chemistry. A detailed evaluation has provided substantial evidence concerning the effectiveness of this technique. The second study involves the design of instructional courseware that combines interactive computational chemistry tools and 'talking head' video narration. An innovative training tool that allows medicinal chemists to study analytical chemistry techniques is described. The evaluation of a prototype package has revealed valuable information concerning the combination of dynamic and interactive media. Emerging guidelines for the integration of computational chemistry tools and interactive molecular modelling into multimedia courseware and suggestions for further work are proposed

Pervasive Personal Information Spaces

Each user’s electronic information-interaction uniquely matches their information behaviour, activities and work context. In the ubiquitous computing environment, this information-interaction and the underlying personal information is distributed across multiple personal devices. This thesis investigates the idea of Pervasive Personal Information Spaces for improving ubiquitous personal information-interaction. Pervasive Personal Information Spaces integrate information distributed across multiple personal devices to support anytime-anywhere access to an individual’s information. This information is then visualised through context-based, flexible views that are personalised through user activities, diverse annotations and spontaneous information associations. The Spaces model embodies the characteristics of Pervasive Personal Information Spaces, which emphasise integration of the user’s information space, automation and communication, and flexible views. The model forms the basis for InfoMesh, an example implementation developed for desktops, laptops and PDAs. The design of the system was supported by a tool developed during the research called activity snaps that captures realistic user activity information for aiding the design and evaluation of interactive systems. User evaluation of InfoMesh elicited a positive response from participants for the ideas underlying Pervasive Personal Information Spaces, especially for carrying out work naturally and visualising, interpreting and retrieving information according to personalised contexts, associations and annotations. The user studies supported the research hypothesis, revealing that context-based flexible views may indeed provide better contextual, ubiquitous access and visualisation of information than current-day systems

Developing scaffolded virtual learning environments for people with autism

Virtual Environments offer the potential for users to explore social situations and experience different behaviour responses for a variety of simulated social interactions. One of the challenges for the VE developer is how to construct the VE to allow freedom of exploration and flexibility in interactive behaviour, without the risk of users deliberately or inadvertently missing important learning goals. The program has to be structured to guide the user in their learning and to take into account different levels of ability. This embedded ‘scaffolding’ within the VE software can aid the user’s learning in different contexts, such as individual, tutored or group learning situations. This thesis looks at the design and implementation of desktop VEs in a classroom for teaching social skills to people with Asperger’s Syndrome (AS). The first part of the thesis looks at work carried out as part of the AS Interactive project, a multidisciplinary research project using User Centred Design principles. VEs developed with the help of teachers and users were constantly refined in an iterative design process with evaluations and observations of the use of the VEs in the classroom to assess the effectiveness of elements used to scaffold the VEs. The last part of the thesis looks at work continued by the author after the end of the AS Interactive project after recommendations in that project for the VEs to fit the needs of the individual. Individualisation is researched with a number of demonstration and prototype VEs developed to help obtain information from autism experts and teachers on how best to individualise a learning VE for people with autism. The outcomes of this thesis include an exploration of the role of the programmer within a multi-disciplinary research group and the iterative development of VEs. A number of recommendations on how to scaffold VEs and make them usable in the classroom are then made. Finally recommendations are made on features and scenarios that could be useful in individualised learning VEs for people with autism and which require further evaluation in a classroom

An exploration of the conceptual relationship between design aesthetics and Aristotelian rhetoric in information visualisation

This study explores the conceptual relationship between design aesthetics and Aristotelian rhetoric in the context of information visualisation. Aesthetics and rhetorical theory are traditionally studied as separate discourses, but conceptual links between these fields are identified, specifically in terms of communicative goals and strategies. This study therefore compares selected theories on design aesthetics and Aristotelian rhetoric in information visualisation in order to ascertain whether a combined framework may be feasible. Although information visualisation is traditionally practiced from software engineering disciplines, this study frames the practice within the broader field of information design. The democratisation of the field of information visualisation and the emerging practices that emphasise the aesthetic value of visualisations is explored. In order to understand what is meant by the term ‘aesthetic’, a variety of both classical and contemporary views on aesthetics theory is investigated. Even though the term ‘aesthetic’ is not defined, a broad understanding is created by identifying the main conceptual themes in discourse. A specific focus is placed on understanding aesthetics in a design context, since there are many misconceptions about ‘aesthetics’ in this context. The idea that aesthetics relates to the communication of artifacts is explored, which provides a point of departure in linking aesthetics and rhetorical theory. The communicative nature of information visualisations is thus explored in relation to visual rhetorical theory. Aristotle’s three rhetorical appeals, namely logos, pathos and ethos, form the backbone of the visual rhetorical analysis of visualisation artifacts. The aesthetic and rhetorical theories explored throughout the study are compared by applying them to Charles Joseph Minard’s seminal information visualisation of Napoleon’s march to Moscow. This comparative analysis considers the traditional divide between aesthetics and rhetorical theory but identifies sufficient conceptual links between the discourses to suggest that a combined aesthetic-rhetorical framework for information visualisation may indeed be practical. Lastly, the wider implications and potential value of such a combined framework is considered within a broader design context. CopyrightDissertation (MA)--University of Pretoria, 2012.Visual Artsunrestricte

Developing scaffolded virtual learning environments for people with autism

Virtual Environments offer the potential for users to explore social situations and experience different behaviour responses for a variety of simulated social interactions. One of the challenges for the VE developer is how to construct the VE to allow freedom of exploration and flexibility in interactive behaviour, without the risk of users deliberately or inadvertently missing important learning goals. The program has to be structured to guide the user in their learning and to take into account different levels of ability. This embedded ‘scaffolding’ within the VE software can aid the user’s learning in different contexts, such as individual, tutored or group learning situations. This thesis looks at the design and implementation of desktop VEs in a classroom for teaching social skills to people with Asperger’s Syndrome (AS). The first part of the thesis looks at work carried out as part of the AS Interactive project, a multidisciplinary research project using User Centred Design principles. VEs developed with the help of teachers and users were constantly refined in an iterative design process with evaluations and observations of the use of the VEs in the classroom to assess the effectiveness of elements used to scaffold the VEs. The last part of the thesis looks at work continued by the author after the end of the AS Interactive project after recommendations in that project for the VEs to fit the needs of the individual. Individualisation is researched with a number of demonstration and prototype VEs developed to help obtain information from autism experts and teachers on how best to individualise a learning VE for people with autism. The outcomes of this thesis include an exploration of the role of the programmer within a multi-disciplinary research group and the iterative development of VEs. A number of recommendations on how to scaffold VEs and make them usable in the classroom are then made. Finally recommendations are made on features and scenarios that could be useful in individualised learning VEs for people with autism and which require further evaluation in a classroom

Practice, principles, and theory in the design of instructional text

This study is concerned with an analysis of the research arising from three quite different perspectives on instructional text - the `physical characteristics' research (legibility, layout, and readability), the `improvement of text' research (visual illustrations, adjunct aids, and typographical cueing), and the `learning theories' research (representation of knowledge, human memory, and quality of learning). From this analysis there is synthesised principles for the design of instructional text against which heuristic practice in text design is evaluated and from which a nascent theory of instructional text design is evolved. The principles derived from the various research perspectives provide a basis for the manipulation of text design elements in order to ensure that (a) existing knowledge in the reader can be activated, and (b) new knowledge can be assimilated in a manner facilitative of comprehension by (i) presentation in a structured and organised way, and (ii) appropriately highlighted through verbal and typographic cueing supported, as required, by verbal illustration and organisation. The emerging theory of instructional text design suggests: a topical analysis to determine the heirarchic relationship of ideas within the topic and the desired learning outcomes or objectives; a consideration of the linguistic aspects of the text; a consideration of the role of visual illustrations; and a consideration of the physical parameters of the text. These activities are concerned, respectively, with the design areas of structure and organisation, readability, visual illustration, and legibility, and are summed up in the acronym SORVIL