Designing adaptive interfaces for children
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Transcript of Designing adaptive interfaces for children
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Towards Designing Adaptive interfaces for Children
Studying the effect of Age and Gender in the context ofDialoguing with computers
Mohan Raj RajamanickamDr. Charlotte TangProfessor Joanna McGrenere
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Motivation
Design Adaptive interfaces for children
•Age and Gender differences
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Motivation
Design Adaptive interfaces for children
•Age and Gender differences
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Motivation
Design Adaptive interfaces for children
•Age and Gender differences
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Motivation
Design Adaptive interfaces for children
•Age and Gender differences
•Not just usable
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Motivation
Design Adaptive interfaces for children
•Age and Gender differences
•Not just usable•Developmentally
appropriate
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Overview
2 studies
195 children = 111 + 84
Age 3 to 128 design factors
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Setup
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Setup
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Setup
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First study
Explore general difficulties + interaction differences
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Gender differences
Observed behaviour Girls Boys
Distracted from painting activity Less More
Struggled to come up with an idea to paint Less More
Tendency to create the painting from scratch More Less
Used pre-existing drawing components Less More
Inclined to seek help from adults More Less
Time spent on study session Less More
Explored features of the software Less More
Style of reading text on dialog boxes Thorough Casual
Speed of interaction with dialogs Slower Faster
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Categorize by Age
Group Ages Label1 3, 4, 5 Pre-literate2 6, 7 Semi-literate3 8, 9, 10, 11, 12 Literate
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Problems with Dialogs by Age groupsProblems with
dialog boxAge group
Pre-literate Semi-literate Literate
Causality Why did it appear all of a sudden?
Hindrance Why is it stuck?
Affordance What is it doing here?
Communication What is it saying?
Consequence What should I do now?
Patience Whatever...
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Design factors
To fix problems with dialogs
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Design factors
1. Color coding
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Design factors
1. Color coding2. Highlighting
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Design factors
1. Color coding2. Highlighting3. Split structure
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Design factors
1. Color coding2. Highlighting3. Split structure4. Safer arbitrary
choices• I don’t know
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Design factors
1. Color coding2. Highlighting3. Split structure4. Safer arbitrary
choices• I don’t know• Delayed-
click
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Design factors
1. Color coding2. Highlighting3. Split structure4. Safer arbitrary
choices• I don’t know• Delayed-
click5. Visibility of
body text, title
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Second study
Goal: Informally evaluate the designs
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Color coding
• Disruptive options clicked slower • Helped pre-literates• Negative interaction with age– Pre-literates + 30%– Semi-literates - 8%– Literates - 98%
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Highlighting
• Sped up clicking on safer option• Weaker cue• Weaker interaction with age– Pre-literates + 23%– Semi-literates + 28%– Literates - 36%
• Girls unaffected, boys benefited
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Split structure
• Children indifferent• Older children faster– Boys faster, Girls slower– Spatial processing
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Safer Arbitrary choices
• “I don’t know” + Delayed-click = more clicks
• Frequency increases over last revealed button
• Children disliked waiting
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Visibility of body text, title
• Children indifferent to missing text• Text visible– Pre- and semi-literates slower– Literates faster
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Summary of findingsDesign factor Age groups Gender
Pre-literates
Semi-literates
Literates Boys Girls
Split-structure
Visibility of body text, title
Color coding buttons
Highlighting
Delayed-click
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Preliminary theories
On information consumption
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Information channelsConsumption Textual channel Non-textual channel
Speed High Low
Accuracy High Low
Reliability High Low
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Model of info. consumption
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Design implications
Towards designing adaptive interfaces for children based on age,
gender
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Design implications - Gender
Girls• Primarily Textual info
– Reading ability– Patience– Thorough
• Non-textual cues optional
• Spatially coherent structures
Boys• Fast & easy consumption• Non-textual cues
– Color coding– Highlighting
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Design implications - Age
Pre-literates• Primarily non-textual cues
– Biggest benefactors• Color coding• Highlighting
– Worst performance without
• Minimal text– Encourage learning– Parents
Semi-literates• Both text and non-textual
– Key words
Literates• Text without cues
– Process text well– Poorly with non-textual
– Stronger cues
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Future work
• Controlled study• Icon research• Touch screens
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THANK YOUThat is all folks!