Applying a User-centred Approach to Interactive Visualization Design

Analysing users in their context of work and finding out how and why they use different information resources is essential to provide interactive visualisation systems that match their goals and needs. Designers should actively involve the intended users throughout the whole process. This chapter presents a user-centered approach for the design of interactive visualisation systems. We describe three phases of the iterative visualisation design process: the early envisioning phase, the global specification hase, and the detailed specification phase. The whole design cycle is repeated until some criterion of success is reached. We discuss different techniques for the analysis of users, their tasks and domain. Subsequently, the design of prototypes and evaluation methods in visualisation practice are presented. Finally, we discuss the practical challenges in design and evaluation of collaborative visualisation environments. Our own case studies and those of others are used throughout the whole chapter to illustrate various approaches

An Introduction to 3D User Interface Design

3D user interface design is a critical component of any virtual environment (VE) application. In this paper, we present a broad overview of three-dimensional (3D) interaction and user interfaces. We discuss the effect of common VE hardware devices on user interaction, as well as interaction techniques for generic 3D tasks and the use of traditional two-dimensional interaction styles in 3D environments. We divide most user interaction tasks into three categories: navigation, selection/manipulation, and system control. Throughout the paper, our focus is on presenting not only the available techniques, but also practical guidelines for 3D interaction design and widely held myths. Finally, we briefly discuss two approaches to 3D interaction design, and some example applications with complex 3D interaction requirements. We also present an annotated online bibliography as a reference companion to this article

Usability Evaluation in Virtual Environments: Classification and Comparison of Methods

Virtual environments (VEs) are a relatively new type of human-computer interface in which users perceive and act in a three-dimensional world. The designers of such systems cannot rely solely on design guidelines for traditional two-dimensional interfaces, so usability evaluation is crucial for VEs. We present an overview of VE usability evaluation. First, we discuss some of the issues that differentiate VE usability evaluation from evaluation of traditional user interfaces such as GUIs. We also present a review of VE evaluation methods currently in use, and discuss a simple classification space for VE usability evaluation methods. This classification space provides a structured means for comparing evaluation methods according to three key characteristics: involvement of representative users, context of evaluation, and types of results produced. To illustrate these concepts, we compare two existing evaluation approaches: testbed evaluation [Bowman, Johnson, & Hodges, 1999], and sequential evaluation [Gabbard, Hix, & Swan, 1999]. We conclude by presenting novel ways to effectively link these two approaches to VE usability evaluation

Evaluating LAB@FUTURE, a collaborative e-learning Laboratory experiments platform

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused disciplines namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment. To be able to evaluate the lab@future system in its entire complexity an evaluation methodology including several phases has been developed, performing formative as well as summative evaluations

Initial Evaluation of Accessibility and Design Awareness with 3-D Immersive Environments

This paper describes an effort to build and evaluate the effectiveness of an immersive 3-D visualization system to help increase the awareness that students have when designing software that has a high level of accessibility for the differently abled. The demonstration utilizes an immersive virtual reality (VR) environment in which we simulated two types of colorblindness in a generally familiar environment. We report on the initial trial of this tool and the results of student surveys designed to assess impact on student perception and understanding and demonstrate that the use of virtual environments can give students greater empathy for individuals with visual impairments

A case study for measuring informal learning in PLEs

The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT) applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide “new” ways to exchange, making easier for informal learning to become patent. Given this context, open and user-centered learning environments are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side. This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.Peer ReviewedPostprint (published version

Evaluating distributed cognitive resources for wayfinding in a desktop virtual environment.

As 3D interfaces, and in particular virtual environments, become increasingly realistic there is a need to investigate the location and configuration of information resources, as distributed in the humancomputer system, to support any required activities. It is important for the designer of 3D interfaces to be aware of information resource availability and distribution when considering issues such as cognitive load on the user. This paper explores how a model of distributed resources can support the design of alternative aids to virtual environment wayfinding with varying levels of cognitive load. The wayfinding aids have been implemented and evaluated in a desktop virtual environment