Evaluating TUIs - Courses · 2 Theory and Practice of Tangible User Interfaces Lecture Outline •...
Transcript of Evaluating TUIs - Courses · 2 Theory and Practice of Tangible User Interfaces Lecture Outline •...
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Theory and Practice of Tangible User Interfaces
Evaluating TUIsApproaches for novel interfaces
week 14
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Lecture Outline•
Quantitative evaluation of TUIs: Pico [Patten & Ishii, 2007]
•
Multiple and heterogeneous interpretations [Sengers
& Gaver, 2006]
•
Research through design [Zimmerman et al., 2007]
•
More examples
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Theory and Practice of Tangible User Interfaces
Evaluating TangibilityStudies of TUI in the cellphone
tower placement task
[Patten and Ishii, 2007]
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Theory and Practice of Tangible User Interfaces
PICO[Patten & Ishii 2007]
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B
A
Pragmatic ActionAction taken to actually perform the task.
Epistemic ActionUsers change their environment to search for the best solution or strategy to perform a task.
[Kirsh
and Maglio, 1995]
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Theory and Practice of Tangible User Interfaces
PICO Study [Patten & Ishii, 2007]
Pico
w/o actuation PicoScreen
•
15 participants, within-subject study
•
Position the towers to reach an optimal coverage under 4.5 minutes
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Theory and Practice of Tangible User Interfaces
Hypotheses
[Patten & Ishii, 2007]
H1: Users will shift their control between objects more often in the Pico condition than with the screen based condition.
H2: Users will shift their control between objects more often in the Pico condition than in the Pico without actuation condition.
H3: Users will constrain the motion of pucks more in the Pico case
than the screen case.
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Theory and Practice of Tangible User Interfaces
ob
ject
s p
er s
eco
nd
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Theory and Practice of Tangible User Interfaces
con
stra
ints
per
min
ute
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Task Completed
[Patten & Ishii, 2007]
Pico
w/o actuation
5 participants
Pico
7 participants
Screen
4 participants
•
15 participants, within-subject study
•
Position the towers to reach an optimal coverage under 4.5 minutes
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Theory and Practice of Tangible User Interfaces
ob
ject
s p
er s
eco
nd
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Any Thoughts?
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I/O Brush[Ryokai, Marti, & Ishii, 2004]
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Control Condition?
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Theory and Practice of Tangible User Interfaces
Staying Open to InterpretationEngaging Multiple Meanings in Design and Evaluation
[Sengers
& Gaver, 2006]
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Theory and Practice of Tangible User Interfaces
Design as CommunicationDesign is a conversation between designer and user, even though the designer is no longer present once the user enters the scene.
[Norman, 2004]
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Theory and Practice of Tangible User Interfaces
Design is a conversation between designer and user, even though the designer is no longer present once the user enters the scene.
[Norman, 2004]
Design as Communication
designer’s
conceptual
model
user’s
conceptual
model
system
/ object
Conceptual models [Norman, 2004]
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Theory and Practice of Tangible User Interfaces
Levels of Interpretations
High level: “What does it mean to
me, my social group, my society, my culture?”
(social & cultural)
Mid level: “What activities is it appropriate for?”
“What role can it play in my everyday life?”
Low level: “Is this a button?”
“What does this button do?”
“How do I do this task?”
[Sengers
& Gaver, 2007]
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Theory and Practice of Tangible User Interfaces
“No single one of these perspectives may necessarily be ‘correct;’
instead, all may be useful in highlighting aspects of how systems will be understood, be used, and find roles in individual’s and community’s lives.”
[Sengers
& Gaver, 2006]
Open to Interpretations
designer’s
conceptual
model
user’s
conceptual
model
system
/ object user’s
conceptual
model
user’sconceptualmodel
user’s
conceptual
model
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Theory and Practice of Tangible User Interfaces
License to InterpretLet individual users define their own meanings for them, rather than merely accept those imposed by designers.
Let people play a substantial role in determining the meaning of systems. This implies that they will be actively engaged
in the process of understanding both the system
and its context
of use.
[Sengers
& Gaver, 2006]
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Theory and Practice of Tangible User Interfaces
Meaning Making ProcessDesign shifts from deciding on and communicating an interpretation to supporting and intervening in the processes of designer, system,
user, and community meaning-making.
[Sengers
& Gaver, 2006]
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Theory and Practice of Tangible User Interfaces
Open to Interpretations1. Specifying clearly usability without constraining use.
2. Supporting a space of interpretations around a topic.
3. Stimulating reinterpretations by blocking expected ones.
4. Unfolding new opportunities for interpretation.
5. Making space by downplaying system authority.
6. Thwarting any consistent interpretation.
[Sengers
& Gaver, 2006]
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Theory and Practice of Tangible User Interfaces
1. Specifying clearly usability without constraining use.[Sengers
& Gaver, 2006]
Open to Interpretations
Key Table [Equator IRC]
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Theory and Practice of Tangible User Interfaces
Open to Interpretations2. Supporting a space of interpretations around a topic.[Sengers
& Gaver, 2006]
History Tablecloth [Equator IRC]
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Theory and Practice of Tangible User Interfaces
Open to Interpretations3. Stimulating reinterpretations by blocking expected ones.[Sengers
& Gaver, 2006]
Drift Table [Chalmers
et al., 2003]
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Theory and Practice of Tangible User Interfaces
Open to Interpretations4. Unfolding new opportunities for interpretation.[Sengers
& Gaver, 2006]
Traces [Penny
et al., 2001]
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Theory and Practice of Tangible User Interfaces
LeafView
[White et al., 2007]
Open to Interpretations5. Designs can make space for user re-interpretation by downplaying the system’s authority.
[Sengers
& Gaver, 2006]
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Theory and Practice of Tangible User Interfaces
Open to Interpretations6. Designs that thwart any consistent interpretation.[Sengers
& Gaver, 2006]
Image from: http://reviews.zdnet.co.uk
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Theory and Practice of Tangible User Interfaces
Evaluation TechniquesInstead of asking “Did the preferred interpretation take hold with users?”
ask
“How many different interpretations does a particular ‘blank canvas’
generate, and why?”
or “Do users feel both stimulated and empowered to develop their own interpretations?”
[Sengers
& Gaver, 2006]
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Dynamic Feedback [Boehner &
Gay, 2005]
When using dynamic feedback, whatever information is collected about or from users is also given back to users to interpret.
Affector
[Sengers
et al., 2004]
Evaluation Techniques
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Theory and Practice of Tangible User Interfaces
Multiple, Potentially Inconsistent Assessments
Evaluation Techniques
Key Table [Equator IRC]
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Theory and Practice of Tangible User Interfaces
Research through DesignMethod for Interaction Design Research in HCI
[Zimmerman et al., 2007]
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Theory and Practice of Tangible User Interfaces
Evaluation Techniques1.
Process
2.
Invention
3.
Relevance
4.
Extensibility
[Zimmerman, 2007]
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Theory and Practice of Tangible User Interfaces
1. Process “The rigor applied to the methods and the rationale for the selection of specific methods. In documenting their contributions, interaction design researchers must provide enough detail that the process they employed can be reproduced. In addition, they must provide a rationale for their selection of the specific methods they employed.”
[Zimmerman et al., 2007]
Process
•
Invention •
Relevance •
Extensibility
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Theory and Practice of Tangible User Interfaces
2. Invention “Interaction design researchers must demonstrate that they have produced a novel integration of various subject matters to address a specific situation. An extensive literature review must be performed that situates the work and details the aspects that demonstrate how their contribution advances the current state of the art in the research community.”
[Zimmerman et al., 2007]
Process •
Invention
•
Relevance •
Extensibility
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Theory and Practice of Tangible User Interfaces
Process •
Invention •
Relevance •
Extensibility
Vision of the Future Project [Philips, 1995]
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3. Relevance “The work must be documented in such a way that peers can reproduce the results. Also articulate the preferred state their
design attempts to achieve and provide support for why the community should consider this state to be preferred. Without this critical component, a research through design approach appears to be a self-indulgent, personal exploration that informs the researcher but makes no promise to impact the world.”
[Zimmerman et al., 2007]
Process •
Invention •
Relevance
•
Extensibility
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4. Extensibility The design research should be described and documented in a way that the community can leverage the knowledge derived from the work.
[Zimmerman et al., 2007]
Process •
Invention •
Relevance •
Extensibility
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Theory and Practice of Tangible User Interfaces
Process •
Invention •
Relevance •
Extensibility
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Invention?
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Theory and Practice of Tangible User Interfaces
Tools for both Picking up and
Painting
Fine control
Coarse control
Painting
Picking Up
N/A
“Presetinks”
“Personalizedinks”
Syaraku™(Fuji Xerox™)
Painter™
Pixter™(Fisher Price)
KidPix™
ImageSprayer™ (Corel™)
Colortron™Digital
Cameras
“Easel”(Rozin, 1999)
Photoshop™ / Illustrator™
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Theory and Practice of Tangible User Interfaces
Fine control
Coarse control
Painting
Picking Up
N/A
“Presetinks”
“Personalizedinks”
Syaraku™(Fuji Xerox™)
Painter™
Pixter™(Fisher Price)
KidPix™
ImageSprayer™ (Corel™)
Colortron™Digital
Cameras
“Easel”(Rozin, 1999)
Photoshop™ / Illustrator™
I/O Brush
Tools for both Picking up and
Painting
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Theory and Practice of Tangible User Interfaces
Design Process?
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Theory and Practice of Tangible User Interfaces
Design Evolution of the I/O Brush system
fall 2003 summer 2004 current
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Theory and Practice of Tangible User Interfaces
Texture
I/O Brush Modes
Color Movement
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Texture Color Movement
I/O Brush Modes
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Texture Color Movement
I/O Brush Modes
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Texture Color Movement
I/O Brush Modes
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1st I/O Brush at Kindergarten
2003 2004 current
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1st I/O Brush at Kindergarten
2003 2004 current
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1st I/O Brush at Kindergarten
2003 2004 current
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1st I/O Brush at Kindergarten
2003 2004 current
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2003 2004 current
2nd I/O Brush at Ars Electronica
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2003 2004 current
2nd I/O Brush at Ars Electronica
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2003 2004 current
2nd I/O Brush at Ars Electronica
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I/O Brush
Palette
2003 2004 current
Final Design I/O Brush System
Canvas with history
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I/O Brush
Palette
2003 2004 current
Final Design I/O Brush System
Canvas with history
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2003 2004 current
Final Design I/O Brush System
Canvas with history
I/O Brush
Palette
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2003 2004 current
Final Design I/O Brush System
Canvas with history
5 sec of video and audio
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2003 2004 current
Final Design I/O Brush System
Canvas with history
5 sec of video and audio
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19 children (10 in I/O Brush group, 9 in control group), age 5 to 6
5-week study in kindergarten classroom
•
How do children use the tool for their creations?
•
How do children’s expressions change over time?
•
How does the tool influence the way they interact with the world?
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Mastery of Tool?
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Mastery of Tool
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Mastery of Tool
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Mastery of Tool
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Open to Multiple Interpretations?
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Multiple Interpretations
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Supporting different styles –
“Visualizers”
[Gardener, 1982]
Multiple Interpretations
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Supporting different styles –
“Dramatizers”
[Gardener, 1982]
Multiple Interpretations
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Supporting different styles –
“Dramatizers”
[Gardener, 1982]
Multiple Interpretations
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Supporting different styles –
“Dramatizers”
[Gardener, 1982]
Multiple Interpretations
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Exploring the Environment
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•
Mastery of tools
•
Sharing and explaining their work with peers
•
Supporting various styles of expressions (e.g. “visualizer,”
“dramatizer”)
Evaluation with Kindergarteners
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Summary•
Consideration of multiple heterogeneous interpretations, as opposed to a single authoritative interpretation.
•
Evaluations
sensitive to people’s interpretations could take a long time. It is an iterative process of observing, designing, testing, and redesigning.
•
Use these criteria as lenses that guide you in evaluating the success of your design.
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Your Final Project•
Your final project write up (4-6 pages) in ACM SIGCHI Extended Abstract format: http://www.chi2008.org/chi2008extendedabstracts.doc
•
Your final project presentations
on Thursday December 6th
and Tuesday
December 11th.
•
We are available during our office hour and by appointment.
•
Please ask early about resources.
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Thanks!