Interactive interpretation of structured documents: Application to the recognition of handwritten architectural plans

International audienceThis paper addresses a whole architecture, including the IMISketch method. IMISketch method incorporates two aspects: document analysis and interactivity. This paper describes a global vision of all the parts of the project. IMISketch is a generic method for an interactive interpretation of handwritten sketches. The analysis of complex documents requires the management of uncertainty. While, in practice the similar methods often induce a large combinatorics, IMISketch method presents several optimization strategies to reduce the combinatorics. The goal of these optimizations is to have a time analysis compatible with user expectations. The decision process is able to solicit the user in the case of strong ambiguity: when it is not sure to make the right decision, the user explicitly validates the right decision to avoid a fastidious a posteriori verification phase due to propagation of errors.This interaction requires solving two major problems: how interpretation results will be presented to the user, and how the user will interact with analysis process. We propose to study the effects of those two aspects. The experiments demonstrate that (i) a progressive presentation of the analysis results, (ii) user interventions during it and (iii) the user solicitation by the analysis process are an efficient strategy for the recognition of complex off-line documents.To validate this interactive analysis method, several experiments are reported on off-line handwritten 2D architectural floor plans

Freeform User Interfaces for Graphical Computing

報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専

What do Collaborations with the Arts Have to Say About Human-Robot Interaction?

This is a collection of papers presented at the workshop What Do Collaborations with the Arts Have to Say About HRI , held at the 2010 Human-Robot Interaction Conference, in Osaka, Japan

“Focus on the Users”: Empathy, Anticipation, and Perspective-taking in Healthcare Architecture

This dissertation is a phenomenological anthropology of intersubjectivity in the design of healthcare architecture. Based on 12 months of ethnographic fieldwork with architectural designers in the San Francisco Bay Area, this dissertation details how architectural designers derive and enact their understandings of the healthcare professionals and patients for whom they design. Since the 1960s, many architects have taken up an orientation toward design that I herein refer to as “Methodological User-Centricity” (MUC). The premise is simple: better design hinges on better empirical knowledge of the people being designed for, and that knowledge is best acquired by what are often social-science-inspired methods. One of the most influential encapsulations of this orientation in design today (in architecture and beyond) is “empathy”. The healthcare architects in this ethnographic study believed “empathic” knowledge of “users”—including patients, doctors, nurses—was essential to improving healthcare, and sought to develop this understanding of occupants through games, interviews, and other methods for learning about users’ needs, values, and experiences. Situated in this context, this dissertation examines the background premises and methods through which these architectural designers enact their specific forms of constituting others and intervening in the built environment on their behalf. Working from data running the gamut of architectural activities from initial stages of user research and conceptualization, to completion and retrospective evaluation by both designers and end-users, the dissertation analyzes the diverse modalities of experience by which members of architectural project teams orient themselves to users’ needs and possibilities. In doing so, the dissertation approaches architecture as a polymorphous response to others, one ultimately rooted in manifold forms intersubjectivity and degrees of social understanding. Nevertheless, this dissertation also presents a critical analysis of unintentional shortcomings arising through unequal user representation in architectural designers’ research with healthcare institutions

"UH Co.Lab": An Innovative Learning space at the University of Hawaii at Manoa Based on the co-design Methodology and Practice

The nature of the client, architect, and contractor relationship has changed considerably within contemporary architectural practice. Today, clients place more trust in professionals who specialize in non-architectural areas, such as construction costs, rather than architects who specialize in design. While a client might hire both types of parties, this disproportionate placement of trust on one particular party could adversely affect relationship between the client and the architect as well as between the client and other essential specialists. These correlations between client, architect, and other professional key players, in professional practice, are not consistently reflected in architectural education. The relationship in professional practice can be improved by starting at the roots—exposing students to design-communication strategies, thereby preparing them to engage with clients on different levels. Inspired by recent academic curricula in business and design, this dissertation investigates the modern architectural education environment, its alignment with professional practice, and the related impact on learning spaces and curricula. By anticipating new architectural curricula that derive from the profession, current design processes and methods, when combined with client-driven communication concepts from business curricula, will expose students to a variety of architect-client interactions and relationships, will help develop stronger design-communication interaction, and will demand the occurrence of new educational spaces for these interactions. This doctoral project poses the following questions. How can students gain knowledge and confidence when communicating the value of design through client interaction within an academic environment? And, stemming from that, how can the learning spaces facilitate the integration of professional design and communication strategies? Evidence shows that a curriculum that brings interactions regarding client relations into the classroom reveal opportunities for re-envisioned design spaces that accommodate and adapt to new collaborative working models and that foster growth and collective creativity. Past research on business and design curricula, existing design strategies, and communication strategies led to the development of an integrated educational model known as co-design, which has been redefined to inform the design of a new collaborative educational space. This led to the creation of a new type of programmatic educational space, which brings co-design methods into the educational environment and directly supports student engagement with clients

Living in Two Worlds: A Critical Ethnography of Academic and Proto-Professional Interactions in a Human-Computer Interaction Design Studio

Thesis (Ph.D.) - Indiana University, School of Education, 2014Studio pedagogy has been used broadly in traditional design disciplines for over a century, functioning as a signature pedagogy. This pedagogical approach is increasingly being adopted in non-traditional design disciplines, often without an understanding of why this pedagogy is effective from an instructional design perspective, or how its theoretical structures may function in disciplines outside of the design tradition. In this dissertation, I investigated a Master's program at a large Midwestern university in human-computer interaction (HCI), one of these emergent design disciplines, capturing the occurrence and underlying structures of communication as they emerged in informal dimensions of the pedagogy as experienced and enacted by students. To produce a critical ethnography of this site, I collected data as a participant observer for two academic semesters, compiling over 450 contact hours, thousands of photographs, hundreds of hours of audio, and 30 critical interviews that were semi-structured, focused on specific topic domains. Almost two-thirds of the contact hours were located in a non-classroom studio space, where I interacted with students as they worked and socialized. The remaining contact hours were spent in classroom observations during the second semester of data collection, in order to compare and enrich my understanding of the student experience of the formal pedagogy. Through an analysis of the structures of informal communication between students, I identified system relations that allowed for the constitution of student-led interactions in the studio space and encouraged reproduction of these interactions. Beneath these system relations, I discovered that students worked within two different fields of action: one oriented towards the academic community and related typifications of classroom and professor behavior; and a second oriented towards the professional community. The structure-system relations led by students took place within the proto-professional field, indicating a relationship with the professional community, even while the pedagogy placed students in the student role. Implications of this relationship between students and the professional and academic communities are explored through the lenses of studio education in HCI and instructional design, indicating a need for more research on adaptation of the studio model in new disciplines, and the evolving identity of students in relation to the professional practice of design

DEsignBench: Exploring and Benchmarking DALL-E 3 for Imagining Visual Design

We introduce DEsignBench, a text-to-image (T2I) generation benchmark tailored for visual design scenarios. Recent T2I models like DALL-E 3 and others, have demonstrated remarkable capabilities in generating photorealistic images that align closely with textual inputs. While the allure of creating visually captivating images is undeniable, our emphasis extends beyond mere aesthetic pleasure. We aim to investigate the potential of using these powerful models in authentic design contexts. In pursuit of this goal, we develop DEsignBench, which incorporates test samples designed to assess T2I models on both "design technical capability" and "design application scenario." Each of these two dimensions is supported by a diverse set of specific design categories. We explore DALL-E 3 together with other leading T2I models on DEsignBench, resulting in a comprehensive visual gallery for side-by-side comparisons. For DEsignBench benchmarking, we perform human evaluations on generated images in DEsignBench gallery, against the criteria of image-text alignment, visual aesthetic, and design creativity. Our evaluation also considers other specialized design capabilities, including text rendering, layout composition, color harmony, 3D design, and medium style. In addition to human evaluations, we introduce the first automatic image generation evaluator powered by GPT-4V. This evaluator provides ratings that align well with human judgments, while being easily replicable and cost-efficient. A high-resolution version is available at https://github.com/design-bench/design-bench.github.io/raw/main/designbench.pdf?download=Comment: Project page at https://design-bench.github.io