Assessing the Semiotic Inspection Method – The Evaluators’ Perspective

This paper presents an assessment of the Semiotic Inspection Methodaimed at understanding its costs, benefits, advantages and disadvantages from the evaluators’perspective. We applied a questionnaire to novice evaluators and interviewedthe authors of the method (representing the experts’ evaluators). An analysis of theresponses shows interesting insights and characteristics of the method

Gestures in Machine Interaction

Vnencumbered-gesture-interaction (VGI) describes the use of unrestricted gestures in machine interaction. The development of such technology will enable users to interact with machines and virtual environments by performing actions like grasping, pinching or waving without the need of peripherals. Advances in image-processing and pattern recognition make such interaction viable and in some applications more practical than current modes of keyboard, mouse and touch-screen interaction provide. VGI is emerging as a popular topic amongst Human-Computer Interaction (HCI), Computer-vision and gesture research; and is developing into a topic with potential to significantly impact the future of computer-interaction, robot-control and gaming. This thesis investigates whether an ergonomic model of VGI can be developed and implemented on consumer devices by considering some of the barriers currently preventing such a model of VGI from being widely adopted. This research aims to address the development of freehand gesture interfaces and accompanying syntax. Without the detailed consideration of the evolution of this field the development of un-ergonomic, inefficient interfaces capable of placing undue strain on interface users becomes more likely. In the course of this thesis some novel design and methodological assertions are made. The Gesture in Machine Interaction (GiMI) syntax model and the Gesture-Face Layer (GFL), developed in the course of this research, have been designed to facilitate ergonomic gesture interaction. The GiMI is an interface syntax model designed to enable cursor control, browser navigation commands and steering control for remote robots or vehicles. Through applying state-of-the-art image processing that facilitates three-dimensional (3D) recognition of human action, this research investigates how interface syntax can incorporate the broadest range of human actions. By advancing our understanding of ergonomic gesture syntax, this research aims to assist future developers evaluate the efficiency of gesture interfaces, lexicons and syntax

Evaluating Web and Mobile User Interfaces With Semiotics: An Empirical Study

Computer interface signs, such as navigational links, thumbnails, small images, command buttons, symbols, icons, etc., which serve as communication artifacts between designers/systems and users, constitute an under-researched area. To design and evaluate intuitive interface signs, the Semiotic Interface Sign Design and Evaluation (SIDE) framework was developed. The aim of this study is to test the framework & x2019;s applicability to evaluate web and mobile user interfaces. To that end, two empirical user studies were conducted among a total of 86 practitioners (n1 & x003D; 58, n2 & x003D; 28). The results show that the SIDE framework helps identify unique usability problems, such as the intuitiveness of interface signs in terms of their referential meaning, which would not have been detected with traditional heuristic evaluation methods. The paper increases our understanding of the intuitive nature of interface signs of web and mobile interfaces, and of the practical use of intuitive signs

Dealing with abstraction: Case study generalisation as a method for eliciting design patterns

Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process of generalisation. It is important that this process is initiated through engaging participants in identifying initial patterns, i.e. directly dealing with the 'cold-start' problem. We have found that short case study descriptions provide a productive 'way into' the process for participants. We reflect on a 1-year interdisciplinary pan-European research project involving the development of almost 30 cases and over 150 patterns. We provide example cases, detailing the process by which their associated patterns emerged. This was based on a foundation for generalisation from cases with common attributes. We discuss the merits of this approach and its implications for pattern development

Towards ai-based interactive game intervention to monitor concentration levels in children with attention deficit

—Preliminary results to a new approach for neurocognitive training on academic engagement and monitoring of attention levels in children with learning difficulties is presented. Machine Learning (ML) techniques and a Brain-Computer Interface (BCI) are used to develop an interactive AI-based game for educational therapy to monitor the progress of children’s concentration levels during specific cognitive tasks. Our approach resorts to data acquisition of brainwaves of children using electroencephalography (EEG) to classify concentration levels through model calibration. The real-time brainwave patterns are inputs to our game interface to monitor concentration levels. When the concentration drops, the educational game can personalize to the user by changing the challenge of the training or providing some new visual or auditory stimuli to the user in order to reduce the attention loss. To understand concentration level patterns, we collected brainwave data from children at various primary schools in Brazil who have intellectual disabilities e.g. autism spectrum disorder and attention deficit hyperactivity disorder. Preliminary results show that we successfully benchmarked (96%) the brainwave patterns acquired by using various classical ML techniques. The result obtained through the automatic classification of brainwaves will be fundamental to further develop our full approach. Positive feedback from questionnaires was obtained for both, the AI-based game and the engagement and motivation during the training sessions

A tangible programming environment model informed by principles of perception and meaning

It is a fundamental Human-Computer Interaction problem to design a tangible programming environment for use by multiple persons that can also be individualised. This problem has its origin in the phenomenon that the meaning an object holds can vary across individuals. The Semiotics Research Domain studies the meaning objects hold. This research investigated a solution based on the user designing aspects of the environment at a time after it has been made operational and when the development team is no longer available to implement the user’s design requirements. Also considered is how objects can be positioned so that the collection of objects is interpreted as a program. I therefore explored how some of the principles of relative positioning of objects, as researched in the domains of Psychology and Art, could be applied to tangible programming environments. This study applied the Gestalt principle of perceptual grouping by proximity to the design of tangible programming environments to determine if a tangible programming environment is possible in which the relative positions of personally meaningful objects define the program. I did this by applying the Design Science Research methodology with five iterations and evaluations involving children. The outcome is a model of a Tangible Programming Environment that includes Gestalt principles and Semiotic theory; Semiotic theory explains that the user can choose a physical representation of the program element that carries personal meaning whereas the Gestalt principle of grouping by proximity predicts that objects can be arranged to appear as if linked to each other.School of ComputingPh. D. (Computer Science

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.