intuitive interaction in children
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Intuitive Interaction in Children
Shital Desai
Assoc. Prof. Alethea Blackler : Principal SupervisorProf. Vesna Popovic : Associate Supervisor
Outline
• Introduction
• Literature Review
• Research Problem
• Research Design
• Contributions and Outcomes
2
Introduction
3
Introduction
• For a product and an interface to be intuitive to use, it should adapt to the
context of use (Moran et al., 2001).
• Intuitive-ness is a human quality developed over time (Dane et al., 2012) .
4
Introduction
• Intuitive-use is an unconscious application of one’s prior knowledge (Mohs et al., 2006).
• People use knowledge gained from their experiences using other products and features in order to intuitively interact with interfaces (Blackler et al., 2007).
• Intuitive-ness is an attribute of an object (Norman, 2002).
5
Introduction
• Physical materials can assist in building existing intuitions in children (Clement., 1994).
• Intuitional foundations will develop if the objects are familiar to children.
6
Literature ReviewEmbodied
Intuitive Use
Intuitive Interaction
Embodied Cognition
Infant Psychology
Dynamic Systems
Neuroscience RoboticsSituated
Cognition
Distributed Cognition
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Literature ReviewEmbodied
Intuitive Use
Intuitive Interaction
Embodied Cognition
Cognition Intuition
8
Decision Making
Intuitive Interaction
• Prior Knowledge.
• Familiarity.
• Image Schemas.
• Diversity in prior knowledge with age.
• Diversity in familiarity with age.
9
Intuitive Interaction
• Prior Knowledge
• Prior experience with similar products andfeatures enables intuitive use of features.
• Familiarity
• Make function, location and appearance familiar for known features.
• Use familiar things to demonstrate function, appearance and location of less known features.
• Consistency and Redundancy.
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Intuitive Interaction
• Image Schemas-
• Derived from sensori-motor knowledge
from every day experiences (Hurtienne et al., 2007).
Basic
Space
Container
Identity
Multiplicity
Scale
Process
Force
Attribute
Container
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Intuitive Interaction
• Diversity in familiarity with respect to age. (Lawry et. al, 2011)
• Older adults are familiar with products that they own.
• Younger adults demonstrate higher levels of familiarity with the current interaction paradigm as compared to older adults.
• Diversity in prior knowledge with respect to age. (Brandenburg et al., 2012)
• Children were slower than adults with no prior knowledge who were slower than adults with prior knowledge.
12
Intuitive Interaction
Continuum of knowledge in Intuitive Use adapted from Israel et al., (2009)
13
Culture
Tools
Expertise
Sensorimotor
Innate
Enco
din
g R
etri
eval
Deg
ree
of
Spec
ialis
atio
n
Max
Max
Embodied Cognition
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Embodied Cognition
Real World
Real Time
Evolutionary
Clark (2013)
Lungarella (2003)
Thelen (2010
Brooks (1999)
Eelen et al., (2013)
Kirsh (2013)
Turner (2013)
Hayles (2013)
Anderson (2005)
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Embodied Cognition
Practical
Environmental
Kirsh (2013)
Papert (1994)
Kuniyoshi et al. (2004)
Corr (2008)
Bassilli (2013)
Nathan (2008)
Social
Hutchins (2000)
Saloman (1997)
Cole et al., (1980)
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Design Aspects of Embodiment
Social
Real World
Real Time
Evolutionary
Practical
Environmental
Familiarity and Experiential Knowledge
Scaffolds
Affordance
Emergence
17
Familiarity and Experiential Knowledge
• Tangible interfaces are devices that give physical form to digital information (Ishii, 2008).
• Natural mappings provide familiarity with the natural world (Klemmer et al., 2006).
• Use of familiar objects in physical manipulations (Resnick, 1998).
• Familiarity and experiential knowledge results in intuitive use of products.
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Affordances
• Property of the world that enables organisms to control their actions (Gibson, 1996).
• Properties of objects and actors in the world(Snapp-childs et al., 2013).
• Affordances of the familiar objects allow re-purposeful use of objects (De Valk et al, 2013).
19
Emergence
20
Scaffolds
Galaxy S3 Tutorial
21
Research Problem
• Embodiment provides natural and intuitive
form of interaction (Ishii, 2008).
• The term embodiment has been increasingly used in interaction design to mean bodily action and physicality.
22
Research Problem
• Use of physical body movements as the basis for interactional metaphors that relate to abstract representations which in turn facilitate intuitive use (Antle et al., 2013) .
• Aspects contributing to intuitive embodied mappings?
23
Research Questions
• Main Research Question:
• What is the role of embodiment in intuitive
use in children?
• Sub-questions:
• What are the aspects of embodiment that
contribute to intuitive use in children?
• How can these aspects facilitate interaction in
children?
24
Research Design
Literature Review
Experiment 1
• Pilot Study
• Data Collection
• Data Analysis
Experiment 2
• Pilot Study
• Data Collection
• Data Analysis
Findings and Conclusions
25
Data Collection Methods
•Mixed Method Approach
Observations with verbal protocols
Interviews
Questionnaires
26
Data Collection Methods
• Pairing children in constructive interaction
• Trans-generational pairing.
• Acquaintance based pairing.
• Same gender pairing.
27
Overview of Experiments
Experiment 1Investigate aspects of embodiment that contribute to intuitive use in children.
Experiment 2Investigate the ways in which the
aspects of embodiment can facilitate interaction in children.
28
Experiment 1
Investigate aspects of embodiment that contribute to intuitive use in children.
Pre-experiment Experiment Post-experiment
Location home QUT People and Systems Lab and local state schools
Participants 80-100 children (40-50 pairs) from local state schools (prep-grade 5)
Duration 10 minutes 30 minutes 10-20 minutes
Data Collection Technique
Questionnaire Observations Semi-structuredretrospective Interview
Data Analysis Tool Excel, SPSS Observer XT, SPSS Atlas.Ti, SPSS
Toy Selected Jenga
29
Experiment 2Investigate the ways in which the aspects of embodiment identified in experiment 1 can facilitate interaction in children.
Pre-experiment Experiment Post-experiment
Location home QUT People and Systems Lab and local state schools
Participants 80-100 children (40-50 pairs) from local state schools (prep-grade 5)
Duration 10 minutes 30 minutes 10-20 minutes
Data Collection Technique
Questionnaire Observations Semi-structuredretrospective Interview
Data Analysis Tool Excel, SPSS Observer XT, SPSS Atlas.Ti, SPSS
Toy Selected Will be decided based on Experiment 1 outcomes. Examples are Cubelets, Mackey Mackey
30
Looking ForwardYEAR 1
LITERATURE REVIEWLOW RISK ETHICS APPROVAL ( approval no.: 1300000826)
EDUCATION QLD APPROVAL (approval no.: 550/27/1392PARTICIPANT RECRUITMENT
YEAR 2
EXPERIMENT 1
DATA COLLECTION AND ANALYSIS
EXPERIMENT 2
PARTICIPANT RECRUITMENT
YEAR 3
EXPERIMENT 2
DATA COLLECTION AND ANALYSIS
THESIS WRITEUP
31
PUBLISHING
Research Contributions
• New theory of embodied intuitive interaction.
• Better understanding of how children interact with products.
• New research and design methods.
• Knowledge that is transferrable to other areas.
32
Research Outcomes
•Design framework to develop intuitive products for children.
• Children will be able to use their inherent intuitions and subsequently build upon them while interacting with products and features.
• This will result in less cognitive load.
• Children will not give up on products designed for them.
33
Thank You
Questions?
Sample Size Estimation
k = 2
n = 63.76561
f = 0.25
sig.level = 0.05
power = 0.8
35
Sample Size Estimation
n = 50.1508
d = 0.5
sig.level = 0.05
power = 0.8
36
Sample Size Estimation
Method Effect SizeSignificanc
e (p) Power
Sample Size/grou
p
One Way ANOVA 0.25 0.05 0.8 63.76561One tailed t-test 0.5 0.05 0.8 50.1508Correlation 0.3 0.05 0.8
84.74891
Chi-Square 0.3 0.05 0.8 87.20955
37
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