Over DistanceHauptseminar Medieninformatik

WS 2011/2012

Fabian HenneckeAlina Hang

Doris HausenHendrik Richter

Prof. Dr. Andreas ButzProf. Dr. Heinrich Hußmann

Hauptseminar Medieninformatik © 2011/2012

ÜbersichtVoraussetzungen:

Vordiplom (Medien-)Informatik / aktuell im Master (Medien-)InformatikEnglische Sprachkenntnisse

Forschungsthemen:Jeder Mitarbeiter betreut entweder 1 oder 2 ThemenJedes Thema wird von bis zu zwei Studenten eigenständig bearbeitet

Lernziel der Veranstaltung: Wissenschaftliches ArbeitenSelbstständige LiteraturrechercheAnalyse und Einordnung von ForschungsergebnissenSchreiben einer wissenschaftlichen Ausarbeitung

Schriftliche Ausarbeitung (8 Seiten) im LaTeX auf Englisch (Template siehe Webseite)

Abschlusspräsentation (20 Minuten + 5 Minuten Diskussion)

Webseite: http://www.medien.ifi.lmu.de/lehre/ws1112/hs/

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Hauptseminar Medieninformatik © 2011/2012 3

Termin Veranstaltung / AbgabeterminFr, 21.10.2011 Vorstellung und Themenvergabe

Zusammenstellung der relevanten Quellen und Besprechung mit dem jeweiligen TutorZusammenstellung der relevanten Quellen und Besprechung mit dem jeweiligen Tutor

Fr, 04.11.2011 90-Sekunden Vorträge (Titelfolie und eine Vortragsfolie, siehe Template)

Fr, 18.11.2011 Abgabe der vorläufigen Ausarbeitung / kommentierten Gliederung (2 – 3 Seiten)

Fr, 09.12.2011 Abgabe der fertigen Ausarbeitung (8 Seiten, zweispaltig) zum Review durch Tutor und zwei Kommilitonen

Fr, 16.12.2011 Verteilung der Reviews und generelles Feedback für die Teilnehmer

Fr, 27.01.2012 Abgabe der überarbeiteten Ausarbeitung, Probevorträge mit Betreuern

Mo, 13.02.2012 Abgabe der endgültigen Vortragsfolien

… Präsentationstag 1 (20 Minuten Präsentation + 5 Minuten Diskussion)

… Präsentationstag 2 (20 Minuten Präsentation + 5 Minuten Diskussion)

Präsenz- bzw. Gruppentermine, Freitags 12-14 Uhr, Raum 105 Abgabetermin

Hauptseminar Medieninformatik © 2011/2012

LiteraturrechercheGoogle / Google Scholar

http://scholar.google.de

ACM Digital Library http://portal.acm.org/dl.cfm -> BibTex, Referenzen, Verweise

Citeseer http://citeseer.ist.psu.edu/cs

IEEE Xplore http://ieeexplore.ieee.org/Xplore/guesthome.jsp

OPAC der Universitätsbibliothek http://opacplus.ub.uni-muenchen.de

Wiss. Beiträge zu Ihrem Thema dienen als Ausgangspunkt Ihrer Recherche / ArbeitOrientierung für Aufbau Ihrer ArbeitEnthaltene Referenzen und „Zitiert durch“-Verweise liefern verwandte LiteraturNicht alle Quellen sind zitierfähig (z.B. Online-Artikel ohne Autorenangabe, Online-Foren)

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Hauptseminar Medieninformatik © 2011/2012

LiteraturrechercheZugriff auf diverse Literaturdatenbanken (ACM, IEEE) über LRZ-VPN und –Proxy:

http://www.lrz-muenchen.de/services/netzdienste/proxy/browser-config/

Zugriff auf das ACM Portal und IEEE über LRZ-Proxy:https://docweb.lrz-muenchen.de/cgi-bin/doc/nph-webdoc.cgi/000110A/http/portal.acm.org/portal.cfm

Zugriff auf Zeitschriften:http://docweb.lrz-muenchen.de/

(Open Source) Software zur Literaturverwaltung:JabRef: http://jabref.sourceforge.net/download.phpMendeley: http://www.mendeley.com/

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http://images.pbidir.com/progicons/jabref.png

http://www.mendeley.com/

Hauptseminar Medieninformatik © 2011/2012

Ausarbeitung in EnglischAbstract

Thema und Ergebnis der vorliegenden Arbeit (ca. 150 Worte)

EinleitungKontext und Ziele des ForschungsgebietsGliederung / Vorgehensweise (Fließtext)

HauptteilForschungsgebiet skizzierenHistorie darlegenUnterschiedliche Ansätze gegenüberstellen und analysieren (Trends, Stärken und Schwächen, …)

Zusammenfassung / DiskussionOffene ForschungsfragenMögliche Lösungsansätze?

6 – 8 Seiten, zweispaltig, kein Bilderbuch

http://research.microsoft.com/en-us/um/people/simonpj/papers/giving-a-talk/writing-a-paper-slides.pdf

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Hauptseminar Medieninformatik © 2011/2012

Wissenschaftliches SchreibenLogisch nachvollziehbarer Aufbau der Arbeit

Klarer, wertneutraler Sprachstil

Grammatik, Rechtschreibung

Zahlen von null bis zwölf im Text ausschreiben

Abkürzungen wie „e.g.“, „i.e.“ ausschreiben

VermeidenUngenaue Mengenangaben („high“, „little“, „almost“, …)Floskeln (z.B. „Based on these and various other findings…“)Füllwörter (z.B. „somewhat“, „indeed“, „remarkably“, …)Tautologien (z.B. „LCD Display“ => LCD = Liquid Crystal Display)Pseudo-Argumente (z.B. „of course“, „as expected“, „without doubt“, …)

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Hauptseminar Medieninformatik © 2011/2012

Aber...Wissenschaftliche Arbeiten müssen nicht krampfhaft langweilig sein!

Gratwanderung! Nicht zu flapsig.

Zentral:Quellen müssen klar ersichtlich seinAussagen müssen entweder belegt oder als Annahmen gekennzeichnet werden

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(Sand-Jensen, 2007)

Hauptseminar Medieninformatik © 2011/2012

ZitierweisePlagiate

Übernahme von Texten immer als direktes (wörtlich) oder indirektes (sinngemäß) Zitat kennzeichnenNichtbeachtung gilt als Täuschungsversuchhttp://www.medien.ifi.lmu.de/lehre/Plagiate-IfI.pdf

Direktes Zitat mit Anführungsstrichen

Sekundärzitate vermeiden

Zitierweise mit der HS-LaTeX Vorlage automatisch festgelegt

Internet-Quellen immer mit Autor und Datum angeben

Wikipedia: gut für allgemeines Verständnis, aber nicht zitierfähig!

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Hauptseminar Medieninformatik © 2011/2012

FormatierungGrößtenteils automatisch

über LaTeX und CLS-Datei

Kein Kapitel 1.1 wenn es nicht auch ein Kapitel 1.2 gibt

Keine Section-Überschrift über 2 Zeilen

Paragraphenwerden durch eine Leerzeile in der TEX Datei getrenntkeine manuellen Umbrüche

Möglichst wenig Fußnoten

Referenzenalle Abbildungen, Tabellen müssen im Text referenziert seindie im Literaturverzeichnis angegebenen Quellen müssen im Text referenziert sein

Abgabe der Endfassung: LaTeX Source + pdf-Dateikomplette LaTeX-Source (.tex, .bib, Abbildungen, …) und pdf in einem zip-Archiv

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Hauptseminar Medieninformatik © 2011/2012

Weiterentwicklung des Textsatzprogramms TeX, einfachere Benutzung

Kein WYSIWYG

Prinzip: Trennung von Inhalt und GestaltungAutor kümmert sich ausschließlich um den InhaltGestaltung durch Einbindung von Formatierungsklassen

Standard für wissenschaftliche Publikationen

VorteileAutomatische Generierung von Gliederung, Abbildungsverzeichnissen, Index, Bibliographien, etc.Einfache Formatierung von mathematischen FormelnEinfache Verwaltung / Einbindung von Literaturhinweisen

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Hauptseminar Medieninformatik © 2011/2012

Erstellung eines Dokuments

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Hauptseminar Medieninformatik © 2011/2012

VorgehensweiseTeX Implementierung und LaTeX GUIs / IDE installieren:

Windows OS:• MikTeX (http://www.miktex.org) + TeXnicCenter (http://www.texniccenter.org/)• siehe auch Installation mit ProText (http://www.tug.org/protext)

Max OS: • MacTex (http://www.tug.org./mactex) mit TeXShop IDE (http://www.uoregon.edu/~koch/texshop/

index.html)• TexMaker (http://www.xm1math.net/texmaker/)

Linux: • teTeX package (http://www.ctan.org) + Kile (http://kile.sourceforge.net)• vorinstalliert im CIP-Pool

Download Hauptseminar LaTeX-TemplateTEX und BIB Dateien mit IDE öffnen, Source anschauen und nachvollziehenLaTeX => PDF einstellen, TEX Datei zweimal kompilierenPDF bewundernText mit eigener Arbeit ersetzenBei Bedarf weitere LaTeX-Tutorials konsultieren

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http://blog.tice.de/a_icons/icons/512%20Generic%20Document.png

Hauptseminar Medieninformatik © 2011/2012

-ResourcenLaTeX Klassen und Dokumentationen

(Not So) Short Guide to LaTeX2e • http://www.ctan.org/tex-archive/info/lshort/english

LaTeX Symbols List• http://www.ctan.org/tex-archive/info/symbols/comprehensive

Grafiken importieren und formatieren• http://tug.ctan.org/tex-archive/info/epslatex/english/epslatex.pdf

Deutschsprachige LaTeX Kurzbeschreibunghttp://latex.tugraz.at/docs/l2kurz2.pdf

Deutschsprachige FAQshttp://www.dante.de/faq/de-tex-faq/html/de-tex-faq.html

BibTeX–Tool und Dateiformat zur Verwaltung und Einbindung von BibliographienFachliteratur-Referenzen werden online vielfach im BibTeXFormat angeboten (z.B. ACM, IEEE)How-To: http://www.bibtex.org/Using/de

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Comprehensive TeX Archive Network

http://www.ctan.org

Fragen zurOrganisation?

Forschungsthemennach Betreuer

Hauptseminar Medieninformatik © 2011/2012

Collaboration Over Distance(a.k.a. “Remote Collaboration”)

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http://www.steelcase.com/en/products/category/tables/conference/mediascape/pages/overview.aspx

http://www.cisco.com/web/DE/solutions/tele_index.html

http://www.advanced.org/tele-immersion/history.html

Related Work:Tang et al., “VideoWhiteboard: video shadows to support remote collaboration”, 1991.Fussell et al., “Gestures over video streams to support remote collaboration on physical tasks”, 2004.

Hauptseminar Medieninformatik © 2011/2012

Interaction Over Distance

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[Reetz et al., “Superflick: a natural and efficient technique for long-distance object placement on digital tables”, GI 2006]

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[Baudisch et al., “Drag-and-Pop and Drag-and-Pick: techniques for accessing remote screen content on touch- and pen-operated systems”,Interact 2003]

off area disappears. Figure 1 shows a photo of push-and-pop in use on a wall-size display. In case users need to rearrange icons on the desktop, they can switch push-and-pop temporarily into a push-and-throw mode. Users invoke this functionality by moving the pointer back to the location of invocation, marked with a black circle in Figure 5.3.

Figure 5: Push-and-pop walkthrough

The grid-like arrangement of the tip icons in the take-off area is taken directly from the drag-and-pop’s layout algorithm [3]. It is created by placing icons on a small grid and by removing empty rows and columns. Unlike drag-and-pop which creates tip icons only for icons located in the drag direction, however, push-and-pop brings all target icons of matching type, independ-ent of where they are located on the screen. This elimi-nates the risk of users invoking the wrong set of targets and also assures a stable, reproducible layout, thereby overcoming the two main limitations of drag-and-pop. Invocation of push-and-pop over the same icon type always results in the same take-off area, allowing users to perform the actual acquisition task based on muscle memory. The resulting rectangular take-off area corresponds to the take-off area in push-and-throw. However, push-and-pop’s take-off area offers two major benefits. First, the take-off area shows tip icons. This offers good read-ability even if the represented target is too far away to be readable. But most importantly it allows users to acquire the desired tip icon without the need for further reorientation. Second, rather than being a geometrically reduced version of the display, the miniature in the

take-off is a semantically reduced version of the display in that only valid targets are contained. This allows push-and-pop to use full-size versions of the target icons allowing for an easier acquisition. However, to save space, we removed file names, instead revealing them as tool tips on hover.

6 First study: double wall-size screen We conducted a user study comparing six drag-and-drop techniques for wall-size displays. The study served two main purposes. First, we wanted to learn more about the relative performance of the different tech-niques. We had several hypotheses. For sufficiently long distances, we expected all techniques to outper-form traditional drag-and-drop. More specifically, we expected the techniques that required no or a one-time reorientation to outperform the techniques that required continuous tracking. Second, we wanted to validate the design of push-and-pop. Would it really outperform push-and-throw and drag-and-pop? In order to extend our findings to longer distances, we later replicated the study on a three-unit display wall, as we report in Section 7. We will hold off with our discussion until after the second study.

6.1 Task Participants’ task was to perform drag-and-drop opera-tions on a simulated Windows desktop. The task details corresponded largely to the original drag-and-pop user study reported in [3]. Figure 6 shows the icon layout used in the study. The icons to be filed appeared at the bottom right of the screen (the cluster of 10 icons at the bottom right of Figure 6). The target was successively displayed in one of 12 positions, which allowed us to obtain uniformly distributed indexes of difficulty. Unlike the original drag-and-pop study, we simplified the participants’ task by always using the recycle bin icon as the target.

Figure 6: The icon layouts used in the study.

p<0.001). As shown in Figure 7, completion time for Flick is approximately half the best time for Radar, and larger targets result in faster times than smaller targets.

However, there was also a significant interaction between technique and target size (F6,18=18.34, p<0.001). As can be seen in Figure 7, completion time for Flick is almost static across all target sizes, in keeping with the open-loop nature of the technique.

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small medium large infiniteTarget size

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RadarFlick

Figure 7. Mean completion time (pilot).

Accuracy. Accuracy was recorded as a simple ‘hit’ or ‘miss’ on each target. Overall mean accuracy was 88% (s.d. 19%), but there were again large differences between the conditions. There were significant main effects of both technique (F2,6=53.42, p<0.001) and target size (F3,9=33.02, p<0.001); and there was a significant interaction between the two factors (F6,18=27.45, p<0.001). In this case, however, it is the radar that is invariant across target sizes, whereas accuracy with Flick ranges from about 50% for small targets, to 95% for infinite targets (see Figure 8).

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small medium large infiniteTarget size

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RadarFlick

Figure 8. Mean accuracy for all target sizes (pilot).

4.4 Discussion of pilot study results The pilot study showed an extremely clear time-accuracy tradeoff between the two techniques: Flick is always fast, but accuracy drops with decreasing target size; Radar is always accurate, but completion time increases with decreasing target size.

The design implications of the pilot are also clear: Flick is an excellent technique for targets that touch the edge of the table, such as in the case of passing an object to another person around the table. These types of targets completely overcome the distance inaccuracy of Flick; and in these situations, the technique clearly has a place in the designer’s toolbox.

However, if targets are small and accuracy is important, then the Radar view is far superior. Because of this difference for small targets, we decided to redesign Flick to try and improve the technique’s accuracy.

5 THE DESIGN OF SUPERFLICK Superflick adds an optional closed-loop control step to basic Flick. We wanted to keep the speed and simplicity of regular Flick, but allow corrections when the original motion was inaccurate. We therefore enabled ‘remote drag-and-drop’ on the thrown object: if the user puts their pen back down on the table while the object is still moving, they can adjust the final position by dragging (see Figure 9). It is important to note that the user does not have to wait until the throw is finished: the system knows the final position of the object as soon as it is thrown (since the motion is deterministic), and displays the final position as soon as the flick gesture occurs (see video figure at hci.usask.ca). The ‘remote drag-and-drop’ acts on this final position, not the moving object; this means that the user can correct the position immediately after releasing the object, and that they do not have to guide the object as it moves (as in the ‘wire-guided-missile’ approach).

Superflick’s correction step is optional. If the user hits the target with the initial Flick, no further actions are necessary. When they miss the target (and they can see this as soon as they release the object), they can immediately manipulate the final position using the correction step. In order to allow larger corrections, we use a 1:4 control-to-display ratio in the correction step. The addition of the correction step gives users of Superflick the ability to achieve 100% accuracy.

Figure 9. Stages of Superflick technique

6 COMPARISON STUDY: RADAR, FLICK, AND SUPERFLICK We carried out an experiment that compared Flick and Superflick with a radar view for a variety of placement tasks. Again, our goal was to determine whether flick-based techniques could approach the efficiency of existing approaches like the radar: flicking has advantages in simplicity and ease of learning, and we wanted to see whether those advantages came at an efficiency cost.

6.1 Apparatus and Participants The apparatus used in the comparison study was the same as that used in the initial pilot study. Twelve participants (6 men and 6 women) were recruited from a local university. Participants ranged in age from 19 to 26 years (mean 22.1). All were familiar with mouse-based applications (>8 hours/week).

[Collomb et al., “Improving drag-and-drop on wall-size displays”, GI 2005]

Discovering User Similarity in Social Media

Applications & Goals

User Acceptance

Other Ideas?

Related Work:1. Schifanella, R., Barrat, A. and Cattuto, C. Folks in Folksonomies: social link prediction from shared metadata. In Proc. of WSDM’10. ACM Press(2010), 271–280.

2. Roth, M., Ben-David, A., Deutscher, D., Flysher, G. Horn, I, Leichtbert, A., Leiser, N., Matias, Y. and Merom, R. Suggesting friends using the implicit social graph. In Proc. of KDD’10. ACM Press(2010), 233-242.

Implicit and Explicit Information

Data Mining Techniques

facebook

youtube

google+

last.fm

twitter

Task Distance in Multitasking

Foto: http://www.flickr.com/photos/ryantron/4453018910/

Measurement? Optimization?

Tac$le  TangiblesHendrik  Richter

Tac$le  Tangibles  are  physical  objects  that  allow  for  the  maniplua0on  of  digital  elements  and  communicate  tac3le  informa3on.

Your  Tasks:a)Find  (many)  examples  for  Tac0le  Tangibles.b)Tell  us  how  they  work  and  what  they  do.c)Discuss  poten0als  and  drawbacks.

StoneHap3c  Feedback2000

Stone,  R.  (2000).  Hap$c  feedback:  A  po@ed  history,  from  telepresence  to  virtual  reality.  The  First  Interna$onal  Workshop  on  Hap$c  Human-­‐,  1-­‐7.Marquardt,  N.,  Nacenta,  M.,  Young,  J.,  Carpendale,  S.,  Greenberg,  S.,  &  Sharlin,  E.  (2009).  The  Hap$c  Tabletop  Puck:  Tac$le  Feedback  for  Interac$ve  Tabletops.    ITS’09.  93-­‐100.  Ishii,  H.  (2008).  The  tangible  user  interface  and  its  evolu$on.  Communica$ons  of  the  ACM,  51(6),  32.  ACM.

Virtual  Environment  InterfacesHendrik  RichterTac$le  and  force  feedback  provide  important  sensory  modali$es  that  are  prerequisites  for  many  types  of  prac$cal  VE  applica$ons.  Without  these  modali$es,  applica$ons  that  require  complex  or  precise  interac$ons  with  the  environment,  or  between  users  who  are  not  physically  present  in  the  same  loca$on,  are  not  possible.  As  yet,  however,  hap$c  interface  technology  can  support  only  very  limited  types  of  tac$le  and  force  feedback.

Your  Tasks:a)Find  (many)  examples  for  VE  Interfaces  with  hap0c  feedback.b)Tell  us  how  they  work  and  what  they  do.c)Discuss  poten0als  and  drawbacks.  Do  VE  s0ll  maDer?Benali-­‐Khoudja,  M.,  Hafez,  M.,  Alexandre,  J.  M.,  &  Kheddar,  A.  (2004).  Tac$le  interfaces:  a  state-­‐of-­‐the-­‐art  survey.  Interna$onal  Symposium  on  Robo$cs  (pp.  721-­‐726).Stone,  R.  (2000).  Hap$c  feedback:  A  po@ed  history,  from  telepresence  to  virtual  reality.  The  First  Interna$onal  Workshop  on  Hap$c  Human-­‐,  1-­‐7.Youngblut,  C.,  Nash,  S.  H.,  Will,  C.  A.,  Johnston,  R.  E.,  &  Wienclaw,  R.  A.  (1996).  Review  of  virtual  environment  interface  technology.  Interfaces.  INSTITUTE  FOR  DEFENSE  ANALYSES  ALEXANDRIA  VA.Visell,  Y.  (2009).  Tac$le  sensory  subs$tu$on:  Models  for  enac$on  in  HCI.  Interac$ng  with  Computers,  21(1-­‐2),  38-­‐53.

Pics  taken  from  below  papers.

Hauptseminar Medieninformatik © 2011/2012

Themenvergabe

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# Thema Betreuer Student

1 Collaboration Over Distance Fabian Hennecke Tim KoeckLukas Höfer

2 Interaction Over Distance Fabian Hennecke Christine WagnerBertram Schmitt

3 Discovering User Similarity in Social Media Alina Hang Sylvia Kempe

4 Task Distance in Multitasking Doris Hausen x

5 Tactile Tangibles Hendrik Richter Horst BruckerSimon Gurn

6 Virtual Environment Interfaces Hendrik Richter Lars AichelburgJulia Polleti