Heuristic evaluation of ambient displays

Mankoff, Jennifer; Dey, Anind K.; Hsieh, Gary; Kientz, Julie A.; Lederer, Scott; Ames, Morgan G.

doi:10.1145/642611.642642

Cited by 432 publications

(131 citation statements)

References 16 publications

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“…These problems mostly come from applying a small set of principles, the heuristics, to a wide range of systems. This is pointed out by various researchers, who in order to address this problem have developed more specific guidelines for particular system classes [3,16,35]. For example, heuristics for the usability evaluation of groupware systems [3], and for systems with a large display, as those used for fairs or other exhibitions [35], have been identified.…”

Section: Approaches To E-learning Usabilitymentioning

confidence: 99%

An approach to usability evaluation of e-learning applications

Ardito

Costabile

Marsico

et al. 2005

Univ Access Inf Soc

260

184

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Despite recent advances of electronic technologies in e-learning, a consolidated evaluation methodology for e-learning applications is not available. The evaluation of educational software must consider its usability and more in general its accessibility, as well as its didactic effectiveness. This work is a first step towards the definition of a methodology for evaluating e-learning applications. Specific usability attributes capturing the peculiar features of these applications are identified. A preliminary user study involving a group of e-students, observed during their interaction with an e-learning application in a real situation, is reported. Then, the proposal is put forward to adapt to the e-learning domain a methodology for systematic usability evaluation, called SUE. Specifically, evaluation patterns are proposed that are able to drive the evaluators in the analysis of an e-learning application. © Springer-Verlag 2005

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Section: Approaches To E-learning Usabilitymentioning

confidence: 99%

An approach to usability evaluation of e-learning applications

Ardito

Costabile

Marsico

et al. 2005

Univ Access Inf Soc

260

184

View full text Add to dashboard Cite

show abstract

“…One of the many guidelines for good design states that "the display should be designed to convey 'just enough' information" [17]. Although we tried to address this issue with userspecific information and view filters beforehand, we observed a frequent tension between an interest in accessing more information and viewing less data in our participants' feedback.…”

Section: Tradeoff Between Completeness and Visual Cluttermentioning

confidence: 93%

Integrating the Smart Home into the Digital Calendar

Mennicken

Kim

Huang

2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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With the growing adoption of smart home technologies, inhabitants are faced with the challenge of making sense of the data that their homes can collect to configure automated behaviors that benefit their routines. Current commercial smart home interfaces usually provide information on individual devices instead of a more comprehensive overview of a home's behavior. To reduce the complexity of smart home data and integrate it better into inhabitants' lives, we turned to the familiar metaphor of a calendar and developed our smart home interface Casalendar. In order to investigate the concept and evaluate our goals to facilitate the understanding of smart home data, we created a prototype that we installed in two commercial smart homes for a month. The results we present in this paper are based on our analysis of user data from questionnaires, semi-structured interviews, participant-driven audio and screenshot feedback as well as logged interactions with our system. Our findings exposed advantages and disadvantages of this metaphor, emerging usage patterns, privacy concerns and challenges for information visualization. We further report on implications for design and open challenges we revealed through this work. ABSTRACTWith the growing adoption of smart home technologies, inhabitants are increasingly faced with the challenge of making sense of the data that their homes can collect to configure functions that benefit their routines. Yet, current commercial smart home interfaces usually consist of categorical menus or spatial maps that are disconnected from the tool that people use most to capture their routines and coordinate with others -calendars. To reduce the complexity of smart home data and integrate it better into inhabitants' lives, we turned to the familiar metaphor of a calendar and developed our smart home interface Casalendar. In order to investigate the concept and evaluate our goals to facilitate the understanding of smart home data, we created a prototype that we installed in two commercial smart homes for a month. The results we present in this paper are based on our analysis of user data from questionnaires, semi-structured interviews, participant-driven audio and screenshot feedback as well as logged interactions with our system. Our findings exposed advantages and disadvantages of this metaphor, emerging usage patterns, privacy concerns and challenges for information visualization. We further report on implications for design and open challenges we revealed through this work.

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“…According to Multiple Resource Theory (MRT) (Wickens 2002), if two tasks require the same modality or cognitive resource, interference will occur so that it may not be possible to be performed in parallel. Therefore, on the one hand, developers and designers might try to reduce the amount of focused visual or auditory attention required from teachers to interact with the technologies, for example, by means of ambient display (Mankoff et al 2003), or ambient soundscape (Butz and Jung 2005). On the other hand, developers and designers might explore alternative modalities for the interaction between teachers and technologies.…”

Section: Design Opportunity 1: Disburdening Teachers' Eyes and Earsmentioning

confidence: 99%

Understanding teachers’ routines to inform classroom technology design

Bakker

Eggen

2016

Educ Inf Technol

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Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users' attention and naturally shift between the two. We believe that classroom technologies employing the principles of peripheral interaction can reduce attentional resources required for teachers to interact with the technologies, and thus make technologies seamlessly blend into teachers' routines. In order to design such technologies, a thorough understanding of users' existing routines is crucial. In this paper, we present a qualitative study on everyday routines of seven Dutch secondary school teachers using contextmapping methodology. The results of two qualitative content analyses reveal an overview of teachers' routine tasks in their classrooms, as well as rich and vivid contextual information about how teachers allocated their attention in their routines and how teachers experience their routines. Based on these findings, we present opportunities and considerations that may inform the design and development of classroom technologies which are to become part of teachers' routines.

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Heuristic evaluation of ambient displays

Cited by 432 publications

References 16 publications

An approach to usability evaluation of e-learning applications

An approach to usability evaluation of e-learning applications

Integrating the Smart Home into the Digital Calendar

Understanding teachers’ routines to inform classroom technology design

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