Browsing by Subject "Human-Computer Interaction"

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    ACTIVE READING ON TABLET TEXTBOOKS
    (2015-04-17) Palilonis, Jennifer Ann; Defazio, Joseph; Bolchini, Davide; Butler, Darrell; Voida, Amy
    To study a text, learners often engage in active reading. Through active reading, learners build an analysis by annotating, outlining, summarizing, reorganizing and synthesizing information. These strategies serve a fundamental meta-cognitive function that allows content to leave strong memory traces and helps learners reflect, understand, and recall information. Textbooks, however, are becoming more complex as new technologies change how they are designed and delivered. Interactive, touch-screen tablets offer multi-touch interaction, annotation features, and multimedia content as a browse-able book. Yet, such tablet textbooks-in spite of their increasing availability in educational settings-have received little empirical scrutiny regarding how they support and engender active reading. To address this issue, this dissertation reports on a series of studies designed to further our understanding of active reading with tablet textbooks. An exploratory study first examined strategies learners enact when reading and annotating in the tablet environment. Findings indicate learners are often distracted by touch screen mechanics, struggle to effectively annotate information delivered in audiovisuals, and labor to cognitively make connections between annotations and the content/media source from which they originated. These results inspired SMART Note, a suite of novel multimedia annotation tools for tablet textbooks designed to support active reading by: minimizing interaction mechanics during active reading, providing robust annotation for multimedia, and improving built-in study tools. The system was iteratively developed through several rounds of usability and user experience evaluation. A comparative experiment found that SMART Note outperformed tablet annotation features on the market in terms of supporting learning experience, process, and outcomes. Together these studies served to extend the active reading framework for tablet textbooks to: (a) recognize the tension between active reading and mechanical interaction; (b) provide designs that facilitate cognitive connections between annotations and media formats; and (c) offer opportunities for personalization and meaningful reorganization of learning material.
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    Explore the relations between personality and gamification
    (2018-01-22) Jia, Yuan; Bolchini, Davide; Voida, Stephen; MacDorman, Karl; Defazio, Joseph
    Successful gamification motivates users to engage in systems using game-like experiences. However, a one-size-fits-all approach to gamification is often unsuccessful; prior studies suggest that personality serves as a key differentiator in the effectiveness of the approach. To advance the understanding of personality differences and their influence on users’ behavior and motivation in gamification, this dissertation is comprised of three studies that: 1) explore the relationships among individuals’ personality traits and preferences for different gamification features through an online survey; 2) investigate how people with different personality traits respond to the motivational affordances in a gamified application over a period of time through a diary study; and 3) reveal how individuals respond differentially to different kinds of leaderboard experiences based on their leaderboard rankings, the application domain, and the individuals’ personality traits through their responses to 9 dynamic leaderboards. The results from the first study show that extraversion and emotional stability are the two primary personality traits that differentiate users’ preferences for gamification. Among the 10 types of motivational affordances, extraverts are more likely to be motivated by Points, Levels, and Leaderboards. However, the results from the second (diary) study indicate that, after the first week, extraverts’ preferences for Points decreased. The motivation effects of Points and Leaderboards changed over the course of using the gamified application. The results from the third study confirm the findings from the first two studies about extraversion and revealed that ranking and domain differences are also effective factors in users’ experiences of Leaderboards in gamification. Design guidelines for gamification are presented based on the results of each of the three studies. Based on a synthesis of the results from these three studies, this dissertation proposes a conceptual model for gamification design. The model describes not only the impact of personality traits, domain differences, and users’ experience over time, but also illustrates the importance of considering individual differences, application context, and the potential significance of user persistence in gamification design. This research contributes to the HCI and gamification communities by uncovering factors that will affect the way that people respond to gamification systems, considered holistically.
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    Promoting common ground in a clinical setting: the impact of designing for the secondary user experience
    (2016-07-27) Tunnell, Harry D., IV; Bolchini, Davide; Faiola, Anthony; Doebbeling, Bradley; Haggstrom, David
    Primary users can create a user experience (UX) for others—secondary users— when interacting with a system in public. Common ground occurs when people have certain knowledge in common and each knows that they have this shared understanding. This research investigates how designing for a secondary UX improves common ground during a patient-provider first encounter. During formative work, patients and providers participated in telephonic interviews and answered online questionnaires so that their respective information requirements for clinical encounters could be understood. The outcome of the formative work was a smartphone application prototype to be used as the treatment in an experimental study. In a mixed methods study, with a patient role-player using the prototype during a simulated clinical encounter with 12 providers, the impact of the prototype upon secondary user satisfaction and common ground was assessed. The main finding was that the prototype was capable of positively impacting secondary user satisfaction and facilitating common ground in certain instances. Combining the notions of human-computer interaction design, common ground, and smartphone technology improved the efficiency and effectiveness of providers during the simulated face-to-face first encounter with a patient. The investigation substantiated the notion that properly designed interactive systems have the potential to provide a satisfactory secondary UX and facilitate common ground.