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Interactivity and Product Information

Theory and Practice of Interactive Media COM 597 Fall Term 2004Kathy Gill

Don MooersDecember 7, 2004

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Agenda

Introduction Theories Application Recommendations Conclusion

Introduction Theories Application Recommendations Conclusion

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Marketplace

Increasing number of consumer electronics products New technologies & decreasing cost of certain technologies

Increasing consumer access to rich electronic media sources Increasing penetration of broadband internet connections Increasing penetration of PCs

Increasing complexity of consumer electronics – e.g. large number of features and functions in a single device

Combination of these factors merits seeking better methods of communicating with consumers of consumer electronics products Potential for improved customer experience through the use of

interactive product documentation

Introduction Theories Application Recommendations Conclusion

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Marketplace

"Over the last five to seven years, there has been a fairly dramatic increase in the number of features, functions and benefits of many products, and as that complexity has increased, the propensity of consumers to sit down and wade through care guides and product manuals has exponentially decreased."

– Charles Jones, vice president of global consumer design for Whirlpool Corp, May 2002

Introduction Theories Application Recommendations Conclusion

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U.S. Technology Adoption

EOY 2004 – U.S. 108 M Households 85 M w/ DVD Players 73 M w/ Personal Computers 72 M Internet Connected 27 M Broadband Connected

Introduction Theories Application Recommendations Conclusion

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U.S. Technology Adoption

Broadband – many activities including 30%+ Educational

Introduction Theories Application Recommendations Conclusion

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Uses and Gratifications Theory

Most communication research up to this point was directed at the question of, "What do media do to people?." Katz suggested asking the question, "What do people do with media?"

The choices which people make are motivated by the desire to satisfy (or 'gratify') a range of needs. The uses and gratifications approach is concerned with identifying how people use the media to gratify their needs.

Generally, the needs which audiences seek to gratify are: Personal identity Personal relationships Diversion Surveillance

Introduction Theories Application Recommendations Conclusion

Surveillance includes gratification through learning

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Uses and Gratifications Theory

Uses and Gratifications theory predicts media effectiveness is based on three key elements:

1. Ability to Entertain (+)

2. Ability to Inform (+)

3. Propensity to Irritate (-)

Introduction Theories Application Recommendations Conclusion

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Minimalist Theory

Minimize the extent to which instructional materials obstruct learning

Focus the design on activities that support learner-directed activity and accomplishment.

The theory suggests that:1. All learning tasks should be meaningful and self-contained2. Learners should be given realistic projects as quickly as

possible3. Instruction should permit self-directed reasoning and

improvising 4. Training materials and activities should provide for error

recognition and recovery5. There should be a close linkage between the training and

actual system or device

Introduction Theories Application Recommendations Conclusion

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Minimalist Theory

How to use a word processor. The training materials involved a set of 25 cards to replace a 94 page manual.

Each card corresponded to a meaningful task, was self-contained and included error recognition/recovery information for that task.

The information provided on the cards was not complete, step-by-step specifications but only the key ideas or hints about what to do.

Users learned the task in about half the time with the cards, supporting the effectiveness of the minimalist design.

Introduction Theories Application Recommendations Conclusion

vs. Product

Manuals

TrainingCards

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Interactivity a la Crawford

Introduction Theories Application Recommendations Conclusion

SpeakingSpeaking

ThinkingThinking

ListeningListening

Playing

Visual and auditory

Language of interaction

Algorithms

Engage the user!

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Product Information Learning Tools

Introduction Theories Application Recommendations Conclusion

Product manual (Paper) Quick Start Guide (Paper) Blogs On-Device Labels Product Manual (Electronic) On-device Guide Interactive Voice Response (IVR) Product Simulator (Electronic) Online mediated classes Webcasts Forums 1-to-Many Live Phone Support Chat 1:1 Instant Messaging E-mail Face-to-Face Instruction

Interactive Product Guide Online Tutorial Live Support Online Manual/Simulator

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Consumer Technology Adoption

Introduction Theories Application Recommendations Conclusion

Selecting candidates for on-line interactive manuals – example criteria (broadband at home):

Home Network 59% PDA 45% Portable MP3 Player 50%

0% 20% 40% 60% 80%

TiVo, Replay

Projection TV

Portable MP3 Player

Digital Video Camcorder

DVD Recorder

Web-enabled Mobile Phone

Digital TV

PDA

Home Network

Laptop Computer

Digital Still Camera

Handheld Videogame

Surround-sound Stereo

Videogame Console

Non-digital Camcorder

DVD Player

Mobile Phone

Desktop Computer

2003

2002

Source: Forrester 08/04

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Combinations of Learning Tools are Key

Electronic product information should be supplied for certain classes of consumer electronic products.

Best candidates have the ability to access the electronic product information either from the device or in common use scenarios. Home networking products – rich internet content Digital camera – on device as well as on computer (sync)

Electronic product information should supplement or be supplemented by paper product information (e.g. quick start guide)

Multiple channels of communication to meet users needs may have a positive impact on the bottom line.

Introduction Theories Application Recommendations Conclusion

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Help the Customer Learn

Learning meets (gratifies) a basic need of consumer electronics buyers.

Interactive (and entertaining) product information is more likely to engage the customer (keep them active enough to learn). Play.

Develop and deploy learning tools with context in mind (e.g. in the field vs. desktop)

Minimalist theme Self directed and rewarding Error recognition and recovery

Introduction Theories Application Recommendations Conclusion

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THANK YOU!