Notification mechanisms in second-screen scenarios: towards a balanced user experience

As technological devices surrounding the television are changing, so are viewers’ habits. When the interactive Television industry turns its focus to the development of second-screen applications, this paper reports on a study aiming to analyse the impact, on users, of notifications in second-screen scenarios. As part of the study, the research team developed a prototype that simulated an application able to deliver synchronized information related with TV content, notifying the user – through visual, audio and haptic stimuli - whenever new content was displayed in the tablet. The study included observation sessions, conducted in laboratory settings, with participants (N=12) being invited to watch a 15-minute film while using the application. Tests were conducted under a cognitive walk-through methodology, and data collected through direct observation and questionnaires. Results show that to achieve a balanced user experience in second-screen scenarios notifications on tablet should be combined with visual notifications on TV

Beyond the TV borders: Second screen as a tool for audience engagement

The growing popularity of mobile connected devices has transformed the way TV content is conceived and consumed. Interacting with these devices while watching TV is a trending behaviour that represents a challenge for the TV industry as this interaction often distracts viewers from the TV content. Consumers use the second screen to retrieve further information about narratives, characters, purchasing goods and researching on products and services advertised. In a scenario of systematic live and linear TV audience erosion and ad-skipping broadcasters, marketers and producers are continuously looking for new ways to leverage different media strategies to keep TV viewers engaged with the primary content, promoting consumers’ loyalty and generating more revenue flows. In this paper, a set of second screen cases was selected to ground a reflection on how second screen solutions may be applied to foster the viewer and consumer engagement

Flow in multitasking : the effects of motivation, artifact, and task factors

textThe aims of this dissertation study are 1) to examine how the interplay of motivation, artifacts, and task interconnectedness affect users' flow experience, 2) to understand users' multitasking patterns by analyzing approaches and strategies in multitasking environments through a participatory design session, and 3) to come up with design insights and implications for desired multitasking environments based on findings from the quantitative and qualitative data analysis and synthesis. This dissertation employed the PAT (Person-Artifact-Task) model to examine factors that affect users' flow experience in computer-mediated multitasking environments. Particularly, this study focused on users' flow experience - sense of control, focused attention, curiosity, intrinsic interest and interactivity - in the context of multitasking. The dissertation begins with perspectives on human multitasking research from various disciplines. Emphasis is placed on how researchers have defined the term multitasking and the scope of previous multitasking research. In addition, this study provides definitions of the term task switching, which also has been used to describe human multitasking. The second section of this dissertation focuses on the literature, which characterizes factors and theoretical frameworks of human multitasking research. In this section, human multitasking factors were classified into internal and external factors to analyze factors from the micro to the macro perspective. More detailed definitions and comparisons are also addressed. To summarize and conclude the literature review, this study provides a synthesis framework of internal and external factors of human multitasking contexts. In section III, this dissertation introduces theoretical frameworks that include the constructs of the PAT (Person-Artifact-Task) model and flow model. The next three sections present the research design and two research methods - the experiment and participatory design. The results and discussion section includes the implications of interpreting people's flow experience with motivation, artifact (technology affordance type), and task interconnectedness through the PAT model. The study findings and implications should extend our understanding of multitasking behaviors and contexts and how the interplay of person, artifact, and task factors affects humans' flow experience. A concluding chapter explores future work and design implications on how researchers and designers can take contextual factors into consideration to identify the most effective multitasking in computer-mediated environments.Informatio

Coping with Digital Wellbeing in a Multi-Device World

While Digital Self-Control Tools (DSCTs) mainly target smartphones, more effort should be put into evaluating multi-device ecosystems to enhance digital wellbeing as users typically use multiple devices at a time. In this paper, we first review more than 300 DSCTs by demonstrating that the majority of them implements a single-device conceptualization that poorly adapts to multi-device settings. Then, we report on the results from an interview and a sketching exercise (N=20) exploring how users make sense of their multi-device digital wellbeing. Findings show that digital wellbeing issues extend beyond smartphones, with the most problematic behaviors deriving from the simultaneous usage of different devices to perform uncorrelated tasks. While this suggests the need of DSCTs that can adapt to different and multiple devices, our work also highlights the importance of learning how to properly behave with technology, e.g., through educational courses, which may be more effective than any lock-out mechanism

Conceptualizing and supporting awareness of collaborative argumentation

In this thesis, we introduce “Argue(a)ware”. This is a concept for an instructional group awareness tool which aims at supporting social interactions in co-located computer-supported collaborative argumentation settings. Argue(a)ware is designed to support the social interactions in the content (i.e., task-related) and in the relational (i.e., social and interpersonal) space of co-located collaborative argumentation (Barron, 2003). The support for social interactions in the content space of collaboration is facilitated with the use of collaborative scripts for argumentation (i.e., instructions and scaffolds of argument construction) as well with the use of an argument mapping tool (i.e., visualization of argumentation outcomes in a form of diagrams) (Stegmann, Weinberger, & Fischer, 2007; van Gelder, 2013). The support for social interactions in the relational space of collaboration is facilitated with the use of different awareness mechanisms from the CSCL and the CSCW research fields (i.e., monitoring, mirroring and awareness notification tools). In this thesis, we examined how different awareness mechanisms facilitate the regulation of collaborative processes in the relational space of collaborative argumentation. Moreover, we studied how they affect the perceived team effectiveness (i.e., process outcome) and group performance (i.e., learning outcome) in the content space of collaboration. Thereby, we studied also the effects of the design of the awareness mechanisms on the application of the mechanisms and the user experience with them. In line with the design-based research paradigm, we attempted to simultaneously improve and study the effect of Argue(a)ware on collaborative argumentation (Herrington, McKenney, Reeves & Oliver, 2007). Through a series of design-based research studies we tested and refined the prototypes of the instructional group awareness tool. Moreover, we studied the ecological validity of dominant awareness and instructional theories in the context of co-located computer-supported collaborative argumentation. The underlying premise of the Argue(a)ware tool is that a combination of awareness and instructional support will result in increased awareness of collaboration, which will, in turn, mediate the regulation of collaborative processes. Moreover, we assume that successful regulation of collaboration will result in high perceived team effectiveness and the group performance in turn. In the first phase of development of the Argue(a)ware tool, we built support of the content space of collaborative argumentation with argument scaffold elements in a pedagogical face-to-face macro-script and an argument mapping tool. Furthermore, we extended the use of the script for supporting the relational space of collaboration by embedding awareness prompts for reflecting on collaboration during regular breaks in the script. Following, we designed two variations of the same pedagogical face-to-face macro-script which differ with respect to the type of group awareness prompts they used for supporting the relational space of collaboration i.e. behavioral and social. Upon designing the two script variations, we conducted a longitudinal, multiple-case study with ten groups of Media Informatics master students (n = 28, in groups of three or two, group=case, 4 sessions x70 min, Behavioural Awareness Script group= 5, Social Awareness Script group =5.) where each group was conceptualized as a case. Students collaborated every time for arguing to solve one different ill-structured problem and for transferring their arguments in the argument mapping tool Rationale. Thereby, we intended to investigate the effects of different awareness prompts on (a) collaborative metacognitive processes i.e., regulation, reflection, and evaluation (b) the relation between collaborative metacognitive processes and the quality of collaborative argumentation as well as (c) the impact of the two script variations on perceived team effectiveness and (d) what was experience with the different parts of the script variations in the two groups and how this fits into the design framework by Buder (2011). The quantitative analysis of argument outcomes from the groups yield no significant difference between the groups that worked with the BAS and the SAS variations. No significant difference between the script variations with respect to the results from the team effectiveness questionnaires was found either. Prompts for regulating collaboration processes were found to be the most successfully and consistently applied ones, especially in the most successful cases from both script variations and have influenced the argumentation outcomes. The awareness prompts afforded an explicit feedback display format (e.g. assessment of participation levels of self- and others) through discussion (Buder, 2011). The prompted explicit feedback display format (i.e., ratings of one’s self and of others) was criticized for running only on subjective awareness information on participation, contribution efforts and performance in the role. This resulted in evaluation apprehension phenomena (Cottrell, 1972) and evaluation bias (i.e., users may have not assessed themselves or others frankly) (Ghadirian et al., 2016). The awareness prompts for reflection and evaluation did reveal frictions in the plan making process (i.e., dropping out of the plan for collaboration) in the least successful groups. Problems with group dynamics (i.e., free-loading and presence of dominance) but were not powerful enough to trigger the desired changes in the behaviors of the students. The prompts for evaluating the collaboration in both script variations had no apparent connection to argumentation outcomes. The results indicated that dominant presence phenomena inhibited substantive argumentation in the least successful groups. They also indicated that the role-assignment influenced the group dynamics by helping student’s making clear the labor division in the group. In the second phase of development of the Argue(a)ware tool, the focus is on structuring and regulating social interactions in the relational space of collaborative argumentation by means of scripted roles and role-based awareness scaffolds. We designed support for mirroring participation in the role (i.e., a role-based awareness visualization) and support for monitoring participation, coordination and collaboration efforts in the role (i.e., self-assessment questionnaire). Moreover, we designed additional support for guiding participation in the role i.e., role-based reminders as notifications on smartwatches. In a between-subjects study, ten groups of three university students each (n = 30, Mage =22y, mixed educational backgrounds, 1x90min) worked with two variants of the Argue(a)ware for arguing to solve one ill-structured problem and transferring their arguments in the argument mapping tool Rationale. Next, to that, students should monitor their progress in their role with the role-based awareness visualization and the self-assessment questionnaire with the basic awareness support (role-based awareness visualization with the intermediate self-assessment) and the enhanced awareness support (additional role-based awareness reminders). Half of the groups worked only with the role-based awareness visualization and the self-assessment questionnaire (Basic Awareness Condition-BAC) while the other half groups received additional text-based awareness notifications via smartwatches that were sent to students privately (Enhanced Awareness Condition- EAC). Thereby, we tested the use of different degrees of awareness support in the two conditions with respect to their impact on a) self-perceived awareness of performance in the role and of collaboration and coordination efforts (measured with the same questionnaire at two time points), b) on perceive team effectiveness, c) group performance. We hypothesized that students in EAC will perform better thanks to the additional awareness reminders that increased the directivity and influenced their awareness in the role. The mixed methods analysis revealed that the awareness reminders, when perceived on time, succeeded in guiding collaboration (i.e., resulted in more role-specific behaviors). Students in the EAC condition improved their awareness over time (between the two measurements). These results indicated that enhanced awareness support in the form of additional guidance through awareness reminders can boost the awareness of students’ performance in the role as well as the awareness of their coordination and collaboration efforts over time by directing them back to the mirroring and monitoring tools. Moreover, students in EAC exhibited higher perceived team effectiveness than the students in BAC. However, no significant differences in building of shared mental models or performing in mutual performance monitoring were found between the groups. However, students in BAC and EAC did not differ significantly with respect to the formal correctness or evidence sufficiency of their group argumentation outcomes. Moreover, technical difficulties with the smartphones used as delivery devices for the awareness reminders (i.e., low vibration modus) hindered the timely perception of the reminders and thus their effect on participation. Finally, the questionnaire on the experience with the different parts of Argue(a)ware system indicated the need for exploring further media for supporting the awareness reminders to avoid the overwhelming effects of the multiple displays of the system and enhancing higher perceptiveness of the reminders with low interruption costs for other group members. The rather high satisfaction with the use of the role-based awareness visualization and the positive comments on the motivating aspects of monitoring how the personal success contributes to the group performance indicate that the group mirror succeeded in making group norms visible to group members in a non-obtrusive way. The high interpersonal comparability of performances without moderating the group ‘s interaction directly in the basic awareness condition was proven to be the favored design approach compared to the combination of group mirror and awareness reminders in the enhance awareness condition. In the third phase of development of Argue(a)ware, we focused on designing and testing different notification modes on different ubiquitous mobile devices for facilitating the next prototype of a notification system for role-based awareness reminders. Thereby, the aim of the system was again to guide students’ active participation in collaborative argumentation. More specifically, we focused on raising students’ attention to the reminders and triggering a prompter reaction to the contents of the reminders whilst avoiding a high interruption cost for the primary task (i.e., arguing for solving the problem at hand) in the group. These goals were translated into design challenges for the design of the role-based awareness notification system. The system should afford low interruptions, high reaction and high comprehension of notifications. Notification systems with this particular configuration of IRC values are known as "secondary display" systems (McCrickard et al., 2003). Next, we designed three low-fidelity prototypes for a role-based notification system for delivering awareness reminders: The first ran on a smartwatch and afforded text-based information with vibration and light notification modalities. The second ran on smartphone and afforded text-based information with vibrotactile and light-based notification modalities. Finally, the third prototype run on a smart-ring which afforded graphical- based (i.e. abstract light) information with and light and vibration notification modalities. To test the suitability of these prototypes for acting as “secondary display” systems, we conducted a within-subjects user study where three university students (n= 3, Mage=28, mixed educational background) argued for solving three different problem cases and producing an argument map in each of the three consecutive meetings (max 90min) in the Argue(a)ware instructional system. Students were assigned the roles of writer, corrector and devil`s advocate and were instructed to maintain the same role across the three meetings. In each meeting, students worked with a different role-based awareness notification prototype, where they received a notification indicating their balloon is not growing bigger after five minutes of not exhibiting any role-specific behaviors. The role-based awareness notification prototypes aimed at introducing timely interventions which would prompt students to check on their own progress in the role and the group progress as visualized by the role-based awareness visualization on the large display. Ultimately, this should prompt them to reflect on the awareness information from the visualization and adapt their behaviors to the desired behavior standards over time. Results showed that students perceived the notifications from all media mostly based on vibration cues. Thereby, the vibration cues on the wrist (smartwatch) were considered the least disruptive to the main task compared to the vibration cues on finger (smartwatch) and the vibration cues on the desk (smartphone). Students also declared that vibration cues on wrist prompted the fastest reaction i.e., attending to notification by interacting with the smartwatch. These results indicate that vibration cues on the wrist can be a suitable notification mechanism for increasing the perceived urgency of the message and prompting the reaction on it without causing great distraction to the main task, as studies previous studies showed before (Pielot, Church, & deOliveira, 2013; Hernández-Leo, Balestrini, Nieves & Blat, 2012). Based on very limited qualitative data on light as notification modality and awareness representation type no inferences could be made about its influence on the cost of interruption, reaction and comprehension parameters comprehensiveness. The qualitative and quantitative data on the experience with different media as awareness notification systems indicate that smartwatches may be the most suitable medium for acting as awareness notification medium with a “secondary display” IRC configuration (low-high-high). However, this inference needs to be tested in terms of a follow up study. In the next study, the great limitations of study (limited data due to low power and mal-structured measurement instruments) need to be repaired. Finally, the focus should be on comparing notification modalities of one medium (e.g., smartphone) based on a larger set of participants and with the use of objective measurements for the IRC parameter values (Chewar, McCrickard & Sutcliffe, 2004). Finally, we draw conclusions based on the findings from the three studies with respect to the role of awareness mechanisms for facilitating collaborative processes and outcomes and provide replicable and generalizable design principles. These principles are formed as heuristic statements and are subject to refinement by further research (Bell, Hoadley, & Linn, 2004; Van den Akker, 1999). We conclude with the limitations of the study and ideas for future work with Argue(a)ware

Interaction tasks and controls for public display applications

Public displays are becoming increasingly interactive and a broad range of interaction mechanisms can now be used to create multiple forms of interaction. However, the lack of interaction abstractions forces each developer to create specific approaches for dealing with interaction, preventing users from building consistent expectations on how to interact across different display systems. There is a clear analogy with the early days of the graphical user interface, when a similar problem was addressed with the emergence of high-level interaction abstractions that provided consistent interaction experiences to users and shielded developers from low-level details. This work takes a first step in that same direction by uncovering interaction abstractions that may lead to the emergence of interaction controls for applications in public displays. We identify a new set of interaction tasks focused on the specificities of public displays; we characterise interaction controls that may enable those interaction tasks to be integrated into applications; we create a mapping between the high-level abstractions provided by the interaction tasks and the concrete interaction mechanisms that can be implemented by those displays. Together, these contributions constitute a step towards the emergence of programming toolkits with widgets that developers could incorporate into their public display applications.The research has received funding from the European Union Seventh Framework Programme (FP7/2007-2013) under Grant agreement no. 244011 (PD-NET). Jorge Cardoso has been supported by "Fundacao para a Ciencia e Tecnologia" (FCT) and "Programa Operacional Ciencia e Inovacao 2010", co-funded by the Portuguese Government and European Union by FEDER Program and by FCT training Grant SFRH/BD/47354/2008

CONFIGURATION OF APPLICATION PERMISSIONS WITH CONTEXTUAL ACCESS CONTROL

Users are burdened with the task of configuring access control policies on many dif- ferent application platforms used by mobile devices and social network sites. Many of these platforms employ access control mechanisms to configure application per- missions before the application is first used and provide an all or nothing decision for the user. When application platforms provide fine grained control over decision making, many users exhibit behavior that indicates they desire more control over their application permissions. However, users who desire control over application permissions still struggle to properly configure them because they lack the context in which to make better decisions. In this dissertation, I attempt to address these problems by exploring decision making during the context of using mobile and social network applications. I hypothesize that users are able to better configure access control permissions as they interact with applications by supplying more contextual information than is available when the application is being installed. I also explore how logged access data generated by the application platform can provide users with more understanding of when their data is accessed. Finally, I examine the effects that this contextually improved application platform has on user decision making

Promoting reality awareness in virtual reality through proxemics

Head-Mounted Virtual reality (VR) systems provide full-immersive experiences to users and completely isolate them from the outside world, placing them in unsafe situations. Existing research proposed different alert-based solutions to address this. Our work builds on these studies on notification systems for VR environments from a different perspective. We focus on: (i) exploring alert systems to notify VR users about non-immersed bystanders' in socially related, non-critical interaction contexts; (ii) understanding how best to provide awareness of non-immersed bystanders while maintaining presence and immersion within the Virtual Environment(VE). To this end, we developed single and combined alert cues - leveraging proxemics, perception channels, and push/pull approaches and evaluated those via two user studies. Our findings indicate a strong preference towards maintaining immersion and combining audio and visual cues, push and pull notification techniques that evolve dynamically based on proximity

TableHop: an actuated fabric display using transparent electrodes

We present TableHop, a tabletop display that provides controlled self-actuated deformation and vibro-tactile feedback to an elastic fabric surface while retaining the ability for high-resolution visual projection. The TableHop surface is made of a highly stretchable pure spandex fabric that is electrostatically actuated using electrodes mounted on its underside. We use transparent indium tin oxide electrodes and high-voltage modulation to create controlled surface deformations. This setup actuates pixels and creates deformations in the fabric up to $\pm$ 5mm. Since the electrodes are transparent, the fabric surface can function as a diffuser for rear-projected visual images, and avoid occlusion by users. Users can touch and interact with the fabric to create expressive interactions as with any fabric based shape-changing interface. By using frequency modulation in the high-voltage circuit, we can also create localised tactile sensations on the user's finger-tip when touching the surface. We provide detailed simulation results of the shape of the surface deformation and the frequency of the haptic vibrations. These results can be used to build prototypes of different sizes and form-factors. We finally create a working prototype of TableHop that has 30$\times$40 cm surface area and uses a grid of 3$\times$3 transparent electrodes. Our prototype uses a maximum of 2.2 mW and can create tactile vibrations of up to 20 $Hz$. TableHop can be scaled to large interactive surfaces and integrated with other objects and devices. TableHop will improve user interaction experience on 2.5D deformable displays

A system for coarse-grained location-based synchronisation

This paper describes a system for supporting coarse-grained location-based synchronisation. This type of synchronisation may occur when people need only some awareness about the location of others within the specific context of an on-going activity. We have identified a number of reference scenarios for this type of synchronisation and we have implemented and deployed a prototype to evaluate the type of support provided. The results of the evaluation suggest a good acceptance of the overall concept, indicating that this might be a valuable approach for many of the indicated scenarios, possibly replacing or complementing existing synchronisation practices.Comment: 12 pages, 4 figures, INForum 2010 - II Simp\'osio de Inform\'atica, Lu\'is S. Barbosa, Miguel P. Correia (eds), 9-10 Setembro, 2010, pp. 367-37