Practical Strategies for Integrating a Conversation Analyst in an Iterative Design Process

We present a case study of an iterative design process that includes a conversation analyst. We discuss potential benefits of conversation analysis for design, and we describe our strategies for integrating the conversation analyst in the design process. Since the analyst on our team had no previous exposure to design or engineering, and none of the other members of our team had any experience with conversation analysis, we needed to build a foundation for our interaction. One of our key strategies was to pair the conversation analyst with a designer in a highly interactive collaboration. Our tactics have been effective on our project, leading to valuable results that we believe we could not have obtained using another method. We hope that this paper can serve as a practical guide to those interested in establishing a productive and efficient working relationship between a conversation analyst and the other members of a design team.Comment: 11 page

Can a kitchen teach languages? : Linking theory and practice in the design of context-aware language learning environments

Abstract Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners’ progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets

Ethics and Power Dynamics in Playful Technology for Animals: Using speculative design to provoke reflection

Technology (digital or otherwise) is a great enabler; it bridges gaps and opens doors and, in the process, alters the reality within which it and its users exist. As technology aimed at non-human animals is becoming commonplace, questions about its efficacy and the ethical implications of its use are becoming ever more pertinent. To explore these issues, we conducted a workshop in which speculative design was used as a means of debating ways through which play, a widespread phenomenon across animal species, can be used as a tool for enabling interspecies communication. We describe the context for this discussion, the methods used, and present a set of speculative designs that illustrate aspects of ethics, equality, and appropriate play in order to provoke further reflection and discussion

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

Digital tabletops and collaborative learning

People collaborate around tables at home, school and work. Digital tabletop technology presents an opportunity to bring computer support to these traditional face-to-face collaborative settings. This thesis principally addresses the challenge of designing digital tabletop applications for small group learning in the classroom and makes contributions in two distinct, but closely related areas: (i) interaction techniques for digital tabletops; and (ii) the design and evaluation of a digital tabletop-based system for supporting collaborative learning. A review of previous literature combined with a preliminary observational study on collaboration around traditional tables indentifies a number of requirements for tabletop interaction. These include the need for fluid interaction techniques that allow control of interface object attributes when these objects are moved between tabletop territories. Attribute gates are proposed as a solution to this problem through utilizing a novel, crossing-based, interaction technique. A recognition of the territorial focus in existing interaction techniques, and their limiting assumption that users work at relatively fixed locations around the table, led to the identification of another challenge, supporting the mobility of users around the shared workspace of the table. TANGISOFT is presented as a hybrid tangible-soft keyboard designed specifically for applications that require mobile users with moderate text entry requirements. The investigation of the potential of tabletop technology to support collaborative learning was carried out through the design, development, and evaluation of Digital Mysteries. From an interaction design perspective, the design aimed to utilize the unique affordances of tabletops in terms of combining the benefits of traditional tables and digital technology. From a learning perspective, the design aimed to support higher-level thinking skills, feedback, reflection, and metacognition by focusing on activities that promote these skills and supporting effective collaboration. The evaluation of Digital Mysteries demonstrated that the design was successful in encouraging the targeted learning activities. The design process and validation of Digital Mysteries embody a significant contribution to the development of our understanding of digital tabletop technology at the application level, and collaborative learning applications in particular. This understanding is summarized in the form of general guidelines for designing collaborative learning applications for digital tabletop technology.EThOS - Electronic Theses Online ServiceDiwan Software LtdGBUnited Kingdo

Emotional recognition in computing

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.EThOS - Electronic Theses Online ServiceEPSRC project grant (R81374/01)GBUnited Kingdo

A Generic Feedback Mechanism for Component-Based Systems

Computers have been integrated into all spheres and occupations and the need for users to easily understand how to use each computer application has become paramount. The end-user should not be expected to decipher cryptic messages or to understand the inner functioning of the computer itself. With computer-users spanning all walks of life, there is a need for a change in the mind-set of software developers in making their product more user-friendly. In addition, software systems of the future will increasingly be built from independent encapsulated software components and will often be distributed over various sites. This new paradigm brings a new realm of complexity for the end-user, especially with respect to the increased possibility of failure, so that in addition to the nontrivial task of interpreting the general functioning of an application, the user will be expected to deal with the results of perplexing errors too. The nature of component- based systems makes the provision of support for handling errors far more difficult due to the independent and diffuse nature of the creators of the individual parts making up these systems. Other factors with respect to application use also need to be addressed. For example, it is a rare user who is able to spend 100% of his or her time concentrating on interaction with the computer, without distractions of some sort interrupting. It is even rarer to find an application which is not prone to occasionally unintelligible error messages or breakdowns. Few applications are designed with these realities in mind and when problems do occur, or users are interrupted, they often find it difficult to recover and to resume their primary task. It is also difficult for applications to tailor the provided feedback according to the specific needs of different end-users or the differing roles within which they function. This dissertation will highlight the role of feedback in increasing the interpretability of an application and in alleviating the effects of interruptions, errors and breakdowns. Rather than expecting feedback to be provided by programmers, this dissertation will argue that feedback can be enhanced in a distributed component-based system by separating the feedback concern from the basic functional concern of the application and executing the application within a generic feedback enhancing framework. The feedback concept is examined in depth and the role of feedback in enhancing understanding of applications, and in alleviating the effects of disturbances in our working day, is explored. The concept of a generic framework for enhancing feedback has been developed and a prototype implemented. The design and implementation of this prototype are described, as is the evaluation of the feedback thus produced