Footprints of information foragers: Behaviour semantics of visual exploration

Social navigation exploits the knowledge and experience of peer users of information resources. A wide variety of visual–spatial approaches become increasingly popular as a means to optimize information access as well as to foster and sustain a virtual community among geographically distributed users. An information landscape is among the most appealing design options of representing and communicating the essence of distributed information resources to users. A fundamental and challenging issue is how an information landscape can be designed such that it will not only preserve the essence of the underlying information structure, but also accommodate the diversity of individual users. The majority of research in social navigation has been focusing on how to extract useful information from what is in common between users' profiles, their interests and preferences. In this article, we explore the role of modelling sequential behaviour patterns of users in augmenting social navigation in thematic landscapes. In particular, we compare and analyse the trails of individual users in thematic spaces along with their cognitive ability measures. We are interested in whether such trails can provide useful guidance for social navigation if they are embedded in a visual–spatial environment. Furthermore, we are interested in whether such information can help users to learn from each other, for example, from the ones who have been successful in retrieving documents. In this article, we first describe how users' trails in sessions of an experimental study of visual information retrieval can be characterized by Hidden Markov Models. Trails of users with the most successful retrieval performance are used to estimate parameters of such models. Optimal virtual trails generated from the models are visualized and animated as if they were actual trails of individual users in order to highlight behavioural patterns that may foster social navigation. The findings of the research will provide direct input to the design of social navigation systems as well as to enrich theories of social navigation in a wider context. These findings will lead to the further development and consolidation of a tightly coupled paradigm of spatial, semantic and social navigation

Target Acquisition in Multiscale Electronic Worlds

Since the advent of graphical user interfaces, electronic information has grown exponentially, whereas the size of screen displays has stayed almost the same. Multiscale interfaces were designed to address this mismatch, allowing users to adjust the scale at which they interact with information objects. Although the technology has progressed quickly, the theory has lagged behind. Multiscale interfaces pose a stimulating theoretical challenge, reformulating the classic target-acquisition problem from the physical world into an infinitely rescalable electronic world. We address this challenge by extending Fitts’ original pointing paradigm: we introduce the scale variable, thus defining a multiscale pointing paradigm. This article reports on our theoretical and empirical results. We show that target-acquisition performance in a zooming interface must obey Fitts’ law, and more specifically, that target-acquisition time must be proportional to the index of difficulty. Moreover, we complement Fitts’ law by accounting for the effect of view size on pointing performance, showing that performance bandwidth is proportional to view size, up to a ceiling effect. The first empirical study shows that Fitts’ law does apply to a zoomable interface for indices of difficulty up to and beyond 30 bits, whereas classical Fitts’ law studies have been confined in the 2-10 bit range. The second study demonstrates a strong interaction between view size and task difficulty for multiscale pointing, and shows a surprisingly low ceiling. We conclude with implications of these findings for the design of multiscale user interfaces

Video Data Visualization System: Semantic Classification And Personalization

We present in this paper an intelligent video data visualization tool, based on semantic classification, for retrieving and exploring a large scale corpus of videos. Our work is based on semantic classification resulting from semantic analysis of video. The obtained classes will be projected in the visualization space. The graph is represented by nodes and edges, the nodes are the keyframes of video documents and the edges are the relation between documents and the classes of documents. Finally, we construct the user's profile, based on the interaction with the system, to render the system more adequate to its references.Comment: graphic

Concept Extraction and Clustering for Topic Digital Library Construction

This paper is to introduce a new approach to build topic digital library using concept extraction and document clustering. Firstly, documents in a special domain are automatically produced by document classification approach. Then, the keywords of each document are extracted using the machine learning approach. The keywords are used to cluster the documents subset. The clustered result is the taxonomy of the subset. Lastly, the taxonomy is modified to the hierarchical structure for user navigation by manual adjustments. The topic digital library is constructed after combining the full-text retrieval and hierarchical navigation function

Building multi-layer social knowledge maps with google maps API

Google Maps is an intuitive online-map service which changes people's way of navigation on Geo-maps. People can explore the maps in a multi-layer fashion in order to avoid information overloading. This paper reports an innovative approach to extend the "power" of Google Maps to adaptive learning. We have designed and implemented a navigator for multi-layer social knowledge maps, namely ProgressiveZoom, with Google Maps API. In our demonstration, the knowledge maps are built from the Interactive System Design (ISD) course at the School of Information Science, University of Pittsburgh. Students can read the textbooks and reflect their individual and social learning progress in a context of pedagogical hierarchical structure