Internet mobility survey sampling biases in measuring frequency of use of transport modes

We develop a quantitative analysis of the biases that arise when measuring trip frequencies for a general population through an online survey instrument. Data from a national official survey in Italy, concerning both mobility behaviors and skills in using computers and internet, have been deployed to assess differences in mobility levels between those that can answer a computer/internet survey and those that cannot. Positive correlations were found between ability in using ICT tools and trip frequencies. These latter are about 15% to 150% higher for the "ICT literate", according to the travel means under consideration. A Heckman sample selection model showed us that these biases have different explanations. People knowing how to use internet are different from the others in they car driving behavior due to a range of self-related factors. Conversely, public transport patterns of use are more similar between the two groups: the observed bias is mainly due to the fact of using internet in itself, which could for example lead to a more active lifestyle. Such distinction is of practical interest because it can help defining a method to correct these biases. According to our results, the overestimation of public transport frequency of use of an internet survey could be corrected by looking at the internet diffusion in the population. On the contrary, corrections for car driving frequencies are more complex and should be based on differences in attitudinal and personal characteristics between internet survey respondents and the remainder of the populatio

Categorisation of visualisation methods to support the design of Human-Computer Interaction systems

During the design of Human-Computer Interaction (HCI) systems, the creation of visual artefacts forms an important part of design. On one hand producing a visual artefact has a number of advantages: it helps designers to externalise their thought and acts as a common language between different stakeholders. On the other hand, if an inappropriate visualisation method is employed it could hinder the design process. To support the design of HCI systems, this paper reviews the categorisation of visualisation methods used in HCI. A keyword search is conducted to identify a) current HCI design methods, b) approaches of selecting these methods. The resulting design methods are filtered to create a list of just visualisation methods. These are then categorised using the approaches identified in (b). As a result 23 HCI visualisation methods are identified and categorised in 5 selection approaches (The Recipient, Primary Purpose, Visual Archetype, Interaction Type, and The Design Process).Innovate UK, EPSRC, Airbus Group Innovation

Archaeology and virtual acoustics. A pan flute from ancient Egypt

This paper presents the early developments of a recently started research project, aimed at studying from a multidisciplinary perspective an exceptionally well preserved ancient pan flute. A brief discussion of the history and iconography of pan flutes is provided, with a focus on Classical Greece. Then a set of non-invasive analyses are presented, which are based on 3D scanning andmaterials chemistry, and are the starting point to inspect the geometry, construction, age and geographical origin of the instrument. Based on the available measurements, a preliminary analysis of the instrument tuning is provided, which is also informed with elements of theory of ancient Greek music. Finally, the paper presents current work aimed at realizing an interactive museum installation that recreates a virtual flute and allows intuitive access to all these research facets

Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.