Human-Computer Interaction – INTERACT 2019

Table of Contents

1. Frontmatter

2. E-commerce

   1. Frontmatter

   2. Discovering the Unfindable: The Tension Between Findability and Discoverability in a Bookshop Designed for Serendipity

      Stephann Makri, Yi-Chun Chen, Dana McKay, George Buchanan, Melissa Ocepek

      Abstract

      Serendipity is a key aspect of user experience, particularly in the context of information acquisition - where it is known as information encountering. Unexpectedly encountering interesting or useful information can spark new insights while surprising and delighting. However, digital environments have been designed primarily for goal-directed seeking over loosely-directed exploration, searching over discovering. In this paper we examine a novel physical environment - a bookshop designed primarily for serendipity - for cues as to how information encountering might be helped or hindered by digital design. Naturalistic observations and interviews revealed it was almost impossible for participants to find specific books or topics other than by accident. But all unexpectedly encountered interesting books, highlighting a tension between findability and discoverability. While some of the bookshop’s design features enabled information encountering, others inhibited it. However, encountering was resilient, as it occurred despite participants finding it hard to understand the purpose of even those features that did enable it. Findings suggest the need to consider how transparent or opaque the purpose of design features should be and to balance structure and lack of it when designing digital environments for findability and discoverability.

   3. Does the Pop-Out Make an Effect in the Product Selection of Signage Vending Machine?

      Mitsuki Hosoya, Hiroaki Yamaura, Satoshi Nakamura, Makoto Nakamura, Eiji Takamatsu, Yujiro Kitaide

      Abstract

      When people select a product, they often face problems that they spend too much time to make a choice or tend to pick only popular items. As a solution to this problem, we focused on visual characteristics called pop-out, assuming that presenting the pop-out can lead to shortening the selection time and a wider variety of choice. In this study, we implemented a signage vending machine which had a pop-out function and conducted a long-term experiment (half year) to investigate the effect of the pop-out method in a real environment. From 2826 sales, we revealed that the selection time was short when the purchased items were popped-out, and a popped-out product was more likely to be selected by 1.51 times than chance level during the cold-only period that sold cold products only. On the other hand, there was no effect of the pop-out during the hot/cold mixed period that sold both cold and hot products.

   4. Exploring Spatial Menu Representation and Apartment-Based Categorization for Online Shopping

      Marco Speicher, Nadja Rutsch, Antonio Krüger, Markus Löchtefeld

      Abstract

      This work aims to explore, design and implement better and intuitive categorization schemes and menu representations for online shops that enrich and improve the shopping experience. We utilize the Apartment metaphor, in which products are categorized into rooms and furniture representing departments and shelves. Furthermore, we developed a realistic and interactive map-based spatial menu representation based on prior research findings. In a comparative user study, we evaluated our new menu categorization and representation in comparison with the current standard in online shops, based on real data from a local retailer. The results show that our apartment-based categorization in combination with a spatial representation outperforms all other conditions regarding all tested variables of performance (success rate, task completion time) and preferences (user experience, usability, workload).

   5. How to Improve the Interaction Design of NFC Payment Terminals?

      Poornigha Santhana Kumar, Michael Bechinie, Manfred Tscheligi

      Abstract

      Near field communication (NFC) payments also popularly known as contactless payments are increasingly used in retails shops like supermarkets and cafes nowadays. User studies on NFC payments show that NFC payments fail to provide users with the appropriate user experience. In this paper, we aimed to redesign the existing NFC payment experience design by altering 5 factors namely the audio feedback, the visual feedback, the haptic feedback, the screen design of the payment terminal and the NFC component. The results show that altering the aforementioned factors increase the usability of NFC payments and provides users with privacy and security-enhanced experience. We also framed 5 guidelines based on our evaluation results which will aid designers while designing or redesigning any system. We also believe that our research methods and guidelines contribute to the researches in the HCI community.

   6. Places for News: A Situated Study of Context in News Consumption

      Yuval Cohen, Marios Constantinides, Paul Marshall

      Abstract

      This paper presents a qualitative study of contextual factors that affect news consumption on mobile devices. Participants reported their daily news consumption activities over a period of two weeks through a snippet-based diary and experience sampling study, followed by semi-structured exit interviews. Wunderlist, a commercially available task management application and note-taking software, was appropriated for data collection. Findings highlighted a range of contextual factors that are not accounted for in current ‘contextually-aware’ news delivery technologies, and could be developed to better adapt such technologies in the future. These contextual factors were segmented to four areas: triggers, positive/conducive factors, negative/distracting factors and barriers to use.

3. Education and HCI Curriculum I

   1. Frontmatter

   2. Balance Talking and Doing! Using Google Design Sprint to Enhance an Intensive UCD Course

      Marta Larusdottir, Virpi Roto, Jan Stage, Andrés Lucero, Ilja Šmorgun

      Abstract

      Design, evaluation and enhancement of teaching activities in user-centred design (UCD) is characterized by limited research. This is particularly paradoxical as effective high-quality teaching is a key prerequisite for professional work in UCD. This paper reports the development of a two-week intensive UCD course for university-level students in an international setting. The first edition of the course ran during the summer of 2017. Based on both qualitative and quantitative data collected from students, the course was enhanced and a new edition that introduced Google Design Sprint (GDS) was conducted during the summer of 2018. Similar student feedback data was collected during both years (i.e., 2017 and 2018). In both editions, the course included lectures and hands-on use of UCD and interaction design methods in a design assignment. In this paper, we focus on the 2018 edition of the course and the students’ qualitative and quantitative feedback on that edition. The results illustrate that students liked the intensive teamwork, clear structure, and the international setting of the course. The main concerns from the students were on inefficient time management and the lack of user involvement in GDS. However, GDS was preferred to the traditional teaching methods, as the students saw the rapid development cycle to provide a good balance of talking and doing.

   3. Evaluating WELI: A Wrist-Worn Application to Assist Young Adults with Neurodevelopmental Disorders in Inclusive Classes

      Hui Zheng, Vivian Genaro Motti, Kudirat Giwa-Lawal, Anna Evmenova, Heidi Graff

      Abstract

      Numerous technologies have been explored to promote independence for neurodiverse individuals in their daily routines. Despite its importance, few applications though have focused on inclusive education for neurodiverse students following a postsecondary education program. Academic assistance for neurodiverse students still relies mainly on human intervention, leaving promising opportunities for wearable solutions to be explored. While some assistive wearable solutions exist, they have rarely been evaluated in field studies. It is unclear how neurodiverse students can benefit from the unobtrusiveness and consistency of wearable support in academic classes. To understand the effectiveness of assistive wearables for neurodiverse students in inclusive classes, we conducted a user study comprising 58 classes in a postsecondary inclusive setting. We developed and evaluated WELI (Wearable Life), an assistive wearable application that supports the communication between neurodiverse students and their assistants, providing interventions through smartwatches and smartphones. The results show that students are satisfied with WELI and that interventions should be primarily driven by context and events. Focus and Rewards stood out as the most helpful features implemented.

   4. How Do Typically Developing Children and Children with ASD Play a Tangible Game?

      Amani Indunil Soysa, Abdullah Al Mahmud

      Abstract

      A tangible user interface (TUI) brings a strong educational potential for both typically developing children and children with ASD, as it fosters tactile stimulation, development of cognitive skills and perceptual skills. However, no previous research has compared the commonalities and differences of using TUI for both groups in low-resource countries. This study examines the nature of using TUI in children with autism (ages 3–5; n = 14) compared to typically developing children (ages 3–5; n = 10) along with their performance in game-play. We used an iPad-based Picture to Object Mapping Activity (POMA) game that utilised tangible components using 30 interactive pretend play toys. We collected video recordings and logs of the POMA application to explore the commonalities and differences of using TUI among both groups of children. Results indicated that children with ASD performed lower than the typically developing children in group activities; however, both groups showed similar performance in individual activities. Furthermore, we observed children with ASD had difficulties in using TUI (e.g. placing the tangibles on the iPad) when compared to typically developing children. Based on our findings, we propose recommendations for developing low-cost TUI for children with ASD in Sri Lanka.

   5. StatPlayground: A Sandbox for Learning Practical Statistics

      Krishna Subramanian, Jeanine Bonot, Radu A. Coanda, Jan Borchers

      Abstract

      Inferential statistics is a frequent task in several fields such as HCI, Psychology, and Medicine. Research shows that inferential statistics is often used incorrectly because the underlying statistical concepts are misunderstood. From interviews with students in an HCI lab, we find that, in addition to theoretical knowledge of statistics, novice analysts require statistical know-how, i.e., practical knowledge of how various data characteristics are inter-related and how they influence significance test selection and statistics, to analyze data. However, current learning resources such as books and online searches are not adequate to help learn statistical know-how. As a possible solution, we present StatPlayground, an interactive web app that supports exploratory learning of statistical know-how. StatPlayground does this by allowing users to modify data via direct-manipulation of visualizations, to see how those changes affect other data characteristics such as the shape of the distribution and variance of the data, as well as the resulting significance test and statistics such as effect size and p-value. StatPlayground can be combined with traditional teaching methods and can help prepare students for real-world analysis. Our evaluation of StatPlayground with graduate students shows the potential of StatPlayground to help learn statistical know-how and design implications for simulation tools for learning statistics.

   6. Training Non-designers in Co-design Methods Through an Active Assisted Living Interactive Workshop

      Paula Alexandra Silva, Ana Dias Daniel

      Abstract

      In the era of participation, design and development teams are called to utilize co-design methods in their work and thus required to master the use and appropriate application of those types of methods. However, not all teams, and certainly not all team members, are learned or trained in co-design. This raises challenges not only to the use of co-design methods, but also to its skilful application. This paper reports on an interactive co-design workshop with seventeen EU-funded project coordinators, to investigate their perception on the extent to which the workshop activities impacted their level of empathy towards others, ease of communication, and openness to employ co-design methods. Considering the hands-on and playful nature of the methods, we also investigate participants’ perceptions on the methods’ ease of application in a real-world context as well as their effectiveness in increasing participants’ knowledge of co-design methods. Results indicate that the proposed activities positively contribute to all the dimensions investigated, with the highest effect being achieved in increasing participants’ openness to employ co-design methods and the playful nature of the activities being perceived as contributing more to the learning effectiveness than the hands-on approach of the activities.

4. Education and HCI Curriculum II

   1. Frontmatter

   2. Embodied Interaction in Language Learning: Enhancing Students’ Collaboration and Emotional Engagement

      Panagiotis Kosmas, Panayiotis Zaphiris

      Abstract

      Embodied interaction enriches conventional educational practice and provides ways of integrating the physical body and movement into the learning process. The Embodied theoretical framework via the use of emerging technologies has significantly changed the direction of teaching allowing learners to be more active and engage in collaborative learning activities. This study investigates students’ performance in a collaborative embodied learning environment using motion-based games within a real classroom language learning context. Participants were 52 elementary students (second and third graders) and five teachers. The analysis is based on a students’ questionnaire, direct classroom observations and semi-structured interviews with participating teachers. Findings indicate that embodied learning interactions enabled students to work more collaboratively engaging them in the learning activities, physically and emotionally. The paper contributes to the HCI community by providing a better and evidence-based understanding of the potential of using embodied technology in collaborative settings within a real classroom environment.

   3. Evaluation of a Massive Online Course Forum: Design Issues and Their Impact on Learners’ Support

      Anastasios Ntourmas, Nikolaos Avouris, Sophia Daskalaki, Yannis Dimitriadis

      Abstract

      Massive Open Online Courses (MOOCs) are delivered through dedicated platforms that provide educational opportunities to a large number of learners around the globe. The discussion forum is a key part of a MOOC platform. Structured communication between learners or between learners and instructors can take place through the forum. This communication has been shown that can have strong learning impact. Teaching Assistants (TAs) have a crucial role coordinating and supporting learners within a MOOC forum. In this paper, we investigate the impact a forum design can have on the TA’s effectiveness while supporting the learners of a MOOC. Towards this objective, a mixed-methods study was performed on two MOOCs delivered through the OpenEdX platform. The goal was to reveal any design issues initially through a participatory ethnographic study and complementarily through a formal usability evaluation. Moreover, through interviews with the TAs, problems they faced while supporting learners were confirmed. The results of this study indicate that the OpenEdX forum design faces a variety of issues that need to be considered by course designers. Such issues cause various problems to teaching assistants, hindering effective support to learners and therefore affecting the learners’ experience. It is further expected that the findings of this study may contribute to effective re-design of MOOC platform forums, more effective and efficient TA interventions and ultimately to improved learning.

   4. Kahaniyan - Designing for Acquisition of Urdu as a Second Language

      Saad Hassan, Aiza Hasib, Suleman Shahid, Sana Asif, Arsalan Khan

      Abstract

      This paper describes the design of Mobile Assisted Second Language Learning Application (MASLL) - Kahaniyan - created to assist non-native primary school children in learning Urdu. We explore the use of gamification to assist language learning within the context of interactive storytelling. The final design presented in this paper demonstrates how psychological and linguistic aspects coupled with contextual task analysis can be used to create a second language learning tool. The study also reports the results of the user study and the evaluation of the application which was conducted with 32 primary school students. Our results show a positive influence on learning outcomes, with findings that hold great significance for future work on designing MASLL for languages written in Arabic or Persian script.

   5. On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

      Stella Timotheou, Andri Ioannou

      Abstract

      Although a few researchers have recently focused on the value of making, tinkering, coding, and play in learning, a synthesis of this work is currently missing, creating an unclear path for future research in this area. Computational-making-enhanced activities, framed as activities promoting making, tinkering, coding and play in the learning process, have gained a lot of attention during the last decade. This study provides a review of the existing research in this area, published in academic journals, from 2009 to 2018. We examine learning gains linked to learners’ participation in computational making-enhanced activities in formal and non-formal education settings. We further overview the research methods, the educational level, and the context of the published studies. The review of selected studies has shown that most of the research has been conducted in non-formal and informal education settings, however a shift to formal education has appeared since 2016. Most studies have focused on programming and computer science with middle-school learners. Immediate action is needed to inform the design of computational-making-enhanced activities directly linked to curriculum goals. Given the lack of synthesis of work on computational-making, the review can have considerable value for researchers and practitioners in the field.

   6. Rexy, A Configurable Application for Building Virtual Teaching Assistants

      Luca Benedetto, Paolo Cremonesi

      Abstract

      In recent years, virtual assistants gained a pervasive role in many domains and education was not different from others. However, although some implementation of conversational agents for supporting students have already been presented, they were ad hoc systems, built for specific courses and impossible to generalize. Also, there is a lack of research about the effects that the development of systems capable of interacting with both the students and the professors would have. In this paper, we introduce Rexy, a configurable application that can be used to build virtual teaching assistants for diverse courses, and present the results of a user study carried out using it as a virtual teaching assistant for an on-site course held at Politecnico di Milano. The qualitative analysis of the usage that was made of the assistant and the results of a post study questionnaire the students were asked to fill showed that they see conversational agents as useful tools for helping them in their studies.

   7. Two-Way Gaze Sharing in Remote Teaching

      Oleg Špakov, Diederick Niehorster, Howell Istance, Kari-Jouko Räihä, Harri Siirtola

      Abstract

      On-line teaching situations where a tutor and their students are remote from each other mean that contact between them is reduced compared with teaching in a classroom. We report an initial study of two-way gaze sharing between a tutor and a group of students, who were in different locations. A 45-min class consisted of an introductory lecture followed by an exercise in using two software tools, one for building an experiment and the other for analysis of the data collected. The tutor went through an exercise step by step and the students followed. This was run twice with four students on each run. The tutor had a view of the students’ desktops with their gaze markers overlaid and each student had a view of the tutor’s desktop and gaze marker. Students found seeing the tutor’s gaze marker helpful during the exercise but distracting when reading the text on the lecture slides. The tutor found the view of the students’ gaze point helpful as an indicator of their current object of attention when giving assistance to individuals.