THE VARIETIES OF USER EXPERIENCE BRIDGING EMBODIED METHODOLOGIES FROM SOMATICS AND PERFORMANCE TO HUMAN COMPUTER INTERACTION

Embodied Interaction continues to gain significance within the field of Human Computer Interaction (HCI). Its growing recognition and value is evidenced in part by a remarkable increase in systems design and publication focusing on various aspects of Embodiment. The enduring need to interact through experience has spawned a variety of interdisciplinary bridging strategies in the hope of gaining deeper understanding of human experience. Along with phenomenology, cognitive science, psychology and the arts, recent interdisciplinary contributions to HCI include the knowledge-rich domains of Somatics and Performance that carry long-standing traditions of embodied practice. The common ground between HCI and the fields of Somatics and Performance is based on the need to understand and model human experience. Yet, Somatics and Performance differ from normative HCI in their epistemological frameworks of embodiment. This is particularly evident in their histories of knowledge construction and representation. The contributions of Somatics and Performance to the history of embodiment are not yet fully understood within HCI. Differing epistemologies and their resulting approaches to experience identify an under-theorized area of research and an opportunity to develop a richer knowledge and practice base. This is examined by comparing theories and practices of embodied experience between HCI and Somatics (Performance) and analyzing influences, values and assumptions underlying epistemological frameworks. The analysis results in a set of design strategies based in embodied practices within Somatics and Performance. The subsequent application of these strategies is examined through a series of interactive art installations that employ embodied interaction as a central expression of technology. Case Studies provide evidence in the form of rigorously documented design processes that illustrate these strategies. This research exemplifies 'Research through Art' applied in the context of experience design for tangible, wearable and social interaction

Integrating HCI concerns into a UML based software engineering course

Software Engineering (SE) and HCI (Human Computer Interaction) are not the same age, do not have the same history, background or foundations, and did never share design principles and design models. The separation principle, by encouraging separate concerns and techniques to design the interactive and the computational layers of a software system - despite being absolutely correct from several SE crucial design principles, like modularity, separation of concerns, encapsulation, context independence and so on -, has sometimes been misjudged and mistakenly used. Therefore, instead of bridging the gap between the two separate de- signs, it helped widening that gap. However, the principle does not mention and does not impose any restrictions on how the integration should be done. In the context of a software engineering course the authors have been involved with for some years, the need has arisen to provide students with HCI skills. Several attempts at integrating HCI into software engineering can be found in the literature. However, none seemed amenable to application in the context of the course, basically because none of them could be taught and learnt in such a way (methodology) that could easily be blent into the software engineering design process. We present a methodological process that we have been teaching that aims at shortening the gap that software engineering students face when trying to adapt SE techniques to the interactive layer

Comparing the cognitive profile of the HCI professional and the HCI educator

Previous research into Human-Computer Interaction (HCI) education has focussed mainly on the curriculum, pedagogy and the gap between education, and little is known about the cognitive profile of the HCI practitioner or educator, or how their individual differences impact upon practice in the field or the classroom. This research intends to address this gap by investigating the cognitive style of HCI practitioners, educators, and those with both roles. 315 professionals responded to a global online survey which captured their individual cognitive style using the Allinson and Hayes Cognitive Style Index (CSI) which tests whether the subject tends more towards an intuitivist or analyst, and the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) which suggests a three dimensional model of cognitive style – object imagers who prefer to construct pictorial images, spatial imagers who prefer schematic representations and verbalizers who prefer to use verbal-analytical tools. Together, these two instruments provide a profile that matches the skills required to work within the field of HCI. The respondents included practitioners in the field (N=179), educators (N=61), and some who were both practitioner and educator (N=75). A one-way between-groups ANOVA and MANOVA was performed to investigate differences in the role of the professional, and the CSI and OSIVQ profiles respectively, followed by the Welch t-test to compare their OSIVQ scores with the published normative values. The ANOVA comparing the CSI scores for each of the groups revealed a statistically significant difference of F(2, 312) = 3.35, p= 0.38 and post-hoc comparisons using the Tukey HSD test indicated that the mean score for the educators was significantly different from that of the ‘both’ group. The practitioners did not differ significantly from either the educators or ‘both’. This may in some part be explained by the fact that very often HCI is taught by an academic with a computer science background rather than an HCI specialist, but further investigation is needed in this area. The MANOVA used the three constructs of the OSIVQ as dependent variables. No significant difference was found between the groups. However, the t-tests comparing the professional against the normative data revealed that whilst there was no significant difference between the object imager score of the HCI professional and the scientist, there was a difference between the spatial imager score of the HCI professional and the visual artist, perhaps again reflecting the computer science background of many professionals. 24 survey respondents have been interviewed and the resulting data will form the basis of a thematic analysis to extend the cognitive profile, and to identify the predominant technological frames of operation. Applying this concept of technological frames to the domain of HCI, will help to make sense of the adoption and application of knowledge, tools and techniques amongst this community. In order for the curriculum to meet the needs of the market, the educator needs to understand the practitioner in order to produce graduates equipped for the role. Finally, as HCI is delivered in a multidisciplinary environment, should it not also be taught by a multidisciplinary team

Human computer interaction for international development: past present and future

Recent years have seen a burgeoning interest in research into the use of information and communication technologies (ICTs) in the context of developing regions, particularly into how such ICTs might be appropriately designed to meet the unique user and infrastructural requirements that we encounter in these cross-cultural environments. This emerging field, known to some as HCI4D, is the product of a diverse set of origins. As such, it can often be difficult to navigate prior work, and/or to piece together a broad picture of what the field looks like as a whole. In this paper, we aim to contextualize HCI4D—to give it some historical background, to review its existing literature spanning a number of research traditions, to discuss some of its key issues arising from the work done so far, and to suggest some major research objectives for the future

Usability Engineering and PPGIS - Towards a Learning-improving Cycle

July 21 - 2

E-voting in Brazil - the risks to democracy

Literature has shown that countries with strong democratic traditions, such as the United States and Canada, are not yet using electronic voting systems intensively, due to the concern for and emphasis on security. It has revealed that there is no such thing as an error-free computer system, let alone an electronic voting system, and that existing technology does not offer the conditions necessary for a reliable, accurate and secure electronic voting system. In this context, then, what are the risks of e-voting to democracy? In what ways, if at all, can more fragile, less mature democracies be buttressed with e-voting systems? As a key component of e-democracy, it seems that e-voting technologies are to become more secure and increasingly reliable in the near future and will indeed be adopted in many countries. In what ways, if at all, will the introduction of such systems increase voter confidence in the political system, promote citizen engagement in political life, and nurture the evolution of democracy? If both e-voting and edemocracy are emerging based on popular demand - that is, as a demand-driven alternative to current processes, then there is no doubt that they are likely to enhance and improve the efficiency of traditional democracy. However, if e-voting technology is being introduced based on a supply-driven fashion - the technology exists therefore it should and must be implemented - then the implications for democracy should be considered. Brazil's introduction of e-voting offers a cautionary tale of supply-driven technological implication. The purpose of this paper is to demonstrate how the introduction of e-voting in Brazil is highly risky to democracy due to the lack of emphasis on security and the lack of a sociallyinformed and socially driven approach to technological innovation. The Brazilian example illustrates the democratic implications of a market-driven approach. The lack of a technology strategy designed to promote and extend democratic principles is not surprising given the closed door, market-based negotiations that led to the adoption of e-voting in Brazil. The promise, and indeed, the imperative of a democratic, voter-centered approach as an alternative for the development of an electronic voting system, is explored in the paper