Intuitive Interaction in Children

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

7

Literature ReviewEmbodied

Intuitive Use


Embodied Cognition

Cognition Intuition

8

Decision Making


• Prior Knowledge.

• Familiarity.

• Image Schemas.

• Diversity in prior knowledge with age.

• Diversity in familiarity with age.

9


• 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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• 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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• 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.

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Continuum of knowledge in Intuitive Use adapted from Israel et al., (2009)

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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)

16

Design Aspects of Embodiment

Social

Real World

Real Time

Evolutionary

Practical

Environmental

Familiarity and Experiential Knowledge

Scaffolds

Affordance

Emergence

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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).

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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.

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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

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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

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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

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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


n = 50.1508

d = 0.5

sig.level = 0.05

power = 0.8

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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

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