“Show me, how does it look now”: Remote Help-giving in Collaborative Design

This paper examines the role of visual information in a remote help-giving situation involving the collaborative physical task of designing a prototype remote control. We analyze a set of video recordings captured within an experimental setting. Our analysis shows that using gestures and relevant artefacts and by projecting activities on the camera, participants were able to discuss several design-related issues. The results indicate that with a limited camera view (mainly faces and shoulders), participants’ conversations were centered at the physical prototype that they were designing. The socially organized use of our experimental setting provides some key implications for designing future remote collaborative systems

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Do (and say) as I say: Linguistic adaptation in human-computer dialogs

© Theodora Koulouri, Stanislao Lauria, and Robert D. Macredie. This article has been made available through the Brunel Open Access Publishing Fund.There is strong research evidence showing that people naturally align to each other’s vocabulary, sentence structure, and acoustic features in dialog, yet little is known about how the alignment mechanism operates in the interaction between users and computer systems let alone how it may be exploited to improve the efficiency of the interaction. This article provides an account of lexical alignment in human–computer dialogs, based on empirical data collected in a simulated human–computer interaction scenario. The results indicate that alignment is present, resulting in the gradual reduction and stabilization of the vocabulary-in-use, and that it is also reciprocal. Further, the results suggest that when system and user errors occur, the development of alignment is temporarily disrupted and users tend to introduce novel words to the dialog. The results also indicate that alignment in human–computer interaction may have a strong strategic component and is used as a resource to compensate for less optimal (visually impoverished) interaction conditions. Moreover, lower alignment is associated with less successful interaction, as measured by user perceptions. The article distills the results of the study into design recommendations for human–computer dialog systems and uses them to outline a model of dialog management that supports and exploits alignment through mechanisms for in-use adaptation of the system’s grammar and lexicon

A corpus-based analysis of route instructions in human-robot interaction

This paper investigates how users employ spatial descriptions to navigate a speech-enabled robot. We created a simulated environment in which users gave route instructions in a dialogic real-time interaction with a robot, which was operated by naïve participants. The ability of robot monitoring was also manipulated in two experimental conditions. The results provide evidence that the content of the instructions and strategies of the users vary depending on the conditions and demands of the interaction. As expected, the route instructions frequently were underspecified and arbitrary. The findings of this study elucidate the complexity in interpreting spatial language in HRI. However, they also point to the need for endowing mobile robots with richer dialogue resources to compensate for the uncertainties arising from language as well as the environment

The F@ Framework of Designing Awareness Mechanisms in Instant Messaging

This paper presents our research on awareness support in Instant Messaging (IM). The paper starts with a brief overview of empirical study of IM, using an online survey and face-to-face interviews to identify user needs for awareness support. The study identified a need for supporting four aspects of awareness, awareness of multiple concurrent conversations, conversational awareness, presence awareness of a group conversation, and visibility of moment-to-moment listeners and viewers. Based on the empirical study and existing research on awareness, we have developed the F@ (read as fat) framework of awareness. F@ comprises of the abstract level and the concrete level. The former includes an in-depth description of various awareness aspects in IM, whilst the latter utilises temporal logic to formalise fundamental time-related awareness aspects. F@ helps developers gain a better understanding of awareness and thereby design usable mechanisms to support awareness. Applying F@, we have designed several mechanisms to support various aspect of awareness in IM

Explorations in engagement for humans and robots

This paper explores the concept of engagement, the process by which individuals in an interaction start, maintain and end their perceived connection to one another. The paper reports on one aspect of engagement among human interactors--the effect of tracking faces during an interaction. It also describes the architecture of a robot that can participate in conversational, collaborative interactions with engagement gestures. Finally, the paper reports on findings of experiments with human participants who interacted with a robot when it either performed or did not perform engagement gestures. Results of the human-robot studies indicate that people become engaged with robots: they direct their attention to the robot more often in interactions where engagement gestures are present, and they find interactions more appropriate when engagement gestures are present than when they are not.Comment: 31 pages, 5 figures, 3 table

Common ground in collaborative intelligence analysis: an empirical study

This paper reports an empirical exploration of how different configurations of collaboration technology affect peoples’ ability to construct and maintain common ground while conducting collaborative intelligence analysis work. Prior studies of collaboration technology have typically focused on simpler conversational tasks, or ones that involve physical manipulation, rather than the complex sensemaking and inference involved in intelligence work. The study explores the effects of video communication and shared visual workspace (SVW) on the negotiation of common ground by distributed teams collaborating in real time on intelligence analysis tasks. The experimental study uses a 2x2 factorial, between-subjects design involving two independent variables: presence or absence of Video and SVW. Two-member teams were randomly assigned to one of the four experimental media conditions and worked to complete several intelligence analysis tasks involving multiple, complex intelligence artefacts. Teams with access to the shared visual workspace could view their teammates’ eWhiteboards. Our results demonstrate a significant effect for the shared visual workspace: the effort of conversational grounding is reduced in the cases where SVW is available. However, there were no main effects for video and no interaction between the two variables. Also, we found that the “conversational grounding effort” required tended to decrease over the course of the tas

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Evaluating Collaborative Information Seeking Interfaces with a Search-Oriented Inspection Method and Re-framed Information Seeking Theory

Despite the many implicit references to the social contexts of search within Information Seeking and Retrieval research, there has been relatively little work that has specifically investigated the additional requirements for collaborative information seeking interfaces. Here, we re-assess a recent analytical inspection framework, designed for individual information seeking, and then apply it to evaluate a recent collaborative information seeking interface: SearchTogether. The framework was built upon two models of solitary information seeking, and so as part of the re-assessment we first re-frame the models for collaborative contexts. We re-frame a model of search tactics, providing revised definitions that consider known collaborators. We then re-frame a model of user profiles to analyse support for different group dynamics. After presenting an analysis of SearchTogether, we reflect on its accuracy, showing that the framework identified 8 known truths, 8 new insights, and no known-to-be-untrue insights into the design. We conclude that the framework a) can still be applied to collaborative information seeking interfaces; b) can successfully produce additional requirements for collaborative information seeking interfaces; and c) can successfully model different dynamics of collaborating searchers

Common ground in collaborative intelligence analysis: an empirical study

This paper reports an empirical exploration of how different configurations of collaboration technology affect peoples’ ability to construct and maintain common ground while conducting collaborative intelligence analysis work. Prior studies of collaboration technology have typically focused on simpler conversational tasks, or ones that involve physical manipulation, rather than the complex sensemaking and inference involved in intelligence work. The study explores the effects of video communication and shared visual workspace (SVW) on the negotiation of common ground by distributed teams collaborating in real time on intelligence analysis tasks. The experimental study uses a 2x2 factorial, between-subjects design involving two independent variables: presence or absence of Video and SVW. Two-member teams were randomly assigned to one of the four experimental media conditions and worked to complete several intelligence analysis tasks involving multiple, complex intelligence artefacts. Teams with access to the shared visual workspace could view their teammates’ eWhiteboards. Our results demonstrate a significant effect for the shared visual workspace: the effort of conversational grounding is reduced in the cases where SVW is available. However, there were no main effects for video and no interaction between the two variables. Also, we found that the “conversational grounding effort” required tended to decrease over the course of the tas