Movements in gesture interfaces

There is a mismatch between the kinds of movements used in gesture interfaces and our existing theoretical understandings of gesture. We need to re-examine the assumptions of gesture research and develop theory more suited to gesture interface design. In addition to improved theory, we need to develop ways for participants in the process of design to adapt, extend and develop theory for their own design contexts. Gesture interface designers should approach theory as a contingent resource for design actions that is responsive to the needs of the design process.

Cipher cities

Cipher Cities was a practice-led research project developed in 3 stages between 2005 and 2007 resulting in the creation of a unique online community, ‘Cipher Cities’, that provides simple authoring tools and processes for individuals and groups to create their own mobile events and event journals, build community profile and participate in other online community activities. Cipher Cities was created to revitalise peoples relationship to everyday places by giving them the opportunity and motivation to create and share complex digital stories in simple and engaging ways. To do so we developed new design processes and methods for both the research team and the end user to appropriate web and mobile technologies. To do so we collaborated with ethnographers, designers and ICT researchers and developers. In teams we ran a series of workshops in a wide variety of cities in Australia to refine an engagement process and to test a series of iteratively developed prototypes to refine the systems that supported community motivation and collaboration. The result of the research is 2 fold: 1. a sophisticated prototype for researchers and designers to further experiment with community engagement methodologies using existing and emerging communications technologies. 2. A ‘human dimensions matrix’. This matrix assists in the identification and modification of place based interventions in the social, technical, spatial, cultural, pedagogical conditions of any given community. This matrix has now become an essential part of a number of subsequent projects and assists design collaborators to successfully conceptualise, generate and evaluate interactive experiences. the research team employed practice-led action research methodologies that involved a collaborative effort across the fields of interaction design and social science, in particular ethnography, in order to: 1. seek, contest, refine a design methodology that would maximise the successful application of a dynamic system to create new kinds of interactions between people, places and artefacts’. 2. To design and deploy an application that intervenes in place-based and mobile technologies and offers people simple interfaces to create and share digital stories. Cipher Cities was awarded 3 separate CRC competitive grants (over $270,000 in total) to assist 3 stages of research covering the development of the Ethnographic Design Methodologies, the development of the tools, and the testing and refinement of both the engagement models and technologies. The resulting methodologies and tools are in the process of being commercialised by the Australasian CRC for Interaction Design.

A pilot test on the differences between domestic and international students' perceptions towards online learning in a Malaysian institution (part II)

Teaching to an international audience online can be significantly different as compared to a traditional classroom setting. In a traditional classroom setting, the students are usually removed from their own cultural context and required to operate in the lecturer’s context. International students coming to Malaysia to study are implicitly expected to, and often do, become familiar with the Malaysian culture and style of education. The use of educational technologies as a blended strategy in higher education programs offers challenges and opportunities for all students but this may be different for international students who come from varied backgrounds. With an increasingly competitive global demand for higher education, Malaysian institutions strive to be the hub of educational excellence and a preferred option for international students in coping with the challenges of studying abroad in a different culture. This research will evaluate how undergraduate students perceive their online learning experiences in a Malaysian institute. The OLES (Online Learning Environment Survey) will be used to explore the international and domestic students’ perception on e-learning and the findings of the last six OLES scales varying from (Equity, Enjoyment, Asychronocity, Evaluation & Assessments, Online Learning Tools, and Interface Design) will be reported in this research. An in-depth study will be conducted to compare and contrast the challenges of international students with domestic students. Major difficulties encountered and how these students actually cope with e-learning, as well as the strategies and tools used to overcome the challenges will be investigated.

A Conceptualisation of Courseware Development Process in Malaysian Educational Context

Multimedia-based learning has been accepted as an effective learning tool and has broadly prevailed in various types of education around the world. The Malaysian ministry of education has also adopted this information communication technology (ICT) as the means of an education reformation project called, ‘Smart School’ since 1998, aiming to improve all Malaysian Primary and Secondary students’ learning ability, attitudes, achievement, and further enhance teachers’ teaching performance. As a result, Malaysian Ministry of Education has distributed a number of interactive courseware of the key learning domains such as Mathematics, Science, Bahasa Melayu (Malay language), and English. According to recent reports by Malaysian Ministry of Education (MOE), however, the courseware has not been effectively used in schools, and many researchers point out there are vital issues concerning the interface and interaction design. Within this context, this paper presumes that one of the main reasons could derive from a structural aspect of the course development process that is devaluing or ignoring the importance of interface and interaction design. Therefore, it is imperative to conceptualise the courseware development process in terms of creating interactive and quality learning experiences through defining the stakeholders’ needs in terms of better learning and teaching. Within this context, this paper reviews the current development process and proposes a new concept called the interactive communication component which enables courseware developers to embed interactive and quality learning experiences into their courseware development process. The key objective is to provide opportunities to discuss the courseware development process from the different stakeholders’ perspectives of the educational courseware in a Malaysian context.

Investigating users’ intuitive interaction with complex artefacts

This paper examines the role of intuition in the way that people operate unfamiliar devices. Intuition is a type of cognitive processing that is often non-conscious and utilises stored experiential knowledge. Intuitive interaction involves the use of knowledge gained from other products and/or experiences. Two initial experimental studies revealed that prior exposure to products employing similar features helped participants to complete set tasks more quickly and intuitively, and that familiar features were intuitively used more often than unfamiliar ones. A third experiment confirmed that performance is affected by a person's level of familiarity with similar technologies, and also revealed that appearance (shape, size and labelling of features) seems to be the variable that most affects time spent on a task and intuitive uses during that time. Age also seems to have an effect. These results and their implications are discussed.

Connecting people and resource consumption in real time

The authors currently engage in two projects to improve human-computer interaction (HCI) designs that can help conserve resources. The projects explore motivation and persuasion strategies relevant to ubiquitous computing systems that bring real-time consumption data into the homes and hands of residents in Brisbane, Australia. The first project seeks to increase understanding among university staff of the tangible and negative effects that excessive printing has on the workplace and local environment. The second project seeks to shift attitudes toward domestic energy conservation through software and hardware that monitor real-time, in situ electricity consumption in homes across Queensland. The insights drawn from these projects will help develop resource consumption user archetypes, providing a framework linking people to differing interface design requirements.

Challenges of Malaysian developers in creating good interfaces for interactive courseware

There are many reasons why interface design for interactive courseware fails to support quality of learning experiences. The causes such as the level of interactivity, the availability of the interfaces to interact with the end users and a lack of deep knowledge about the role of interface design by the designers in the development process are most acknowledged. Related to this, as a creator for the interactive courseware, generally the developers expect the resources that they produced are effective, accurate and robust. However, rarely do the developers have the opportunity to create good interfaces with the emphasis on time consuming, money and skill. Thus, some challenges faces by them in the interface design development can’t be underestimated as well. Therefore, their perspective of the interactive courseware is important to ensure the material and also the features of the interactive courseware can facilitate teaching and learning activity. Within this context in mind, this paper highlights the challenges that faces by the Malaysian developer from the ten face to face interviewed data gathered. It discusses from the Malaysian developer perspectives that involved in the development of interface design for interactive courseware for the Smart School Project. Particularly, in creating such a great interfaces, the highlights challenges will present within the constraints of time, curriculum demand, and competencies of the development team.

Computing in performing arts education and practice

The performing arts have traditionally made limited use of and showed limited acceptance of computing technology. There are cognitive, physical, environmental, and social influences on the use of computers in performing arts. This paper will examine those influences on the practice of computers in the performing arts and their implications for education in those areas. These implications for the learning environment include infrastructure, interface design, industrial design, and software functionality. Although many of the issues raised in this paper are common to all visual and performing arts, there are significant differences between them which require abstraction of the concepts presented in this paper beyond the more practical focus intended. In particular there are differences in the ways humans are involved in the presentation of a work, and the transitory verses static nature of time in art products.

Beyond the controller

Performance / presentation given at Freeplay 2010, Melbourne, Victoria as an invited guest for a session entitled "Beyond the controller" This performance intended to review the follies of tangible interface design for games since the appearance of games specific control peripherals in the 1980s. In this work I examine: Technology as prosthesis – designed artefacts that enable interaction in a virtual world; Technology as the dream of virtuality – mind-ware. IN each instance the controller DICTATES the form of interaction

Perceptions of online learning in an Australian university : Malaysian students' perspectives

Several researchers have reported that cultural and language differences can affect online interactions and communications between students from different cultural backgrounds. Other researchers have asserted that online learning is a tool that can improve teaching and learning skills, but, its effectiveness depends on how the tool is used. Therefore, this study aims to investigate the kinds of challenges encountered by the international students and how they actually cope with online learning. To date little research exists on the perceptions of online learning environments by international Asian students, in particular Malaysian students who study in Australian Universities; hence this study aims to fill this gap. A mixed-method approach was used to collect quantitative and qualitative data using a modified Online Learning Environment Survey (OLES) instrument and focus group interviews. The sample comprised 76 international students from a university in Brisbane. Thirty-five domestic Australian students were included for comparison. Contrary to assumptions from previous research, the findings revealed that there were few differences between the international Asian students from Malaysia and Australian students with regard to their perceptions of online learning. Another cogent finding that emerged was that online learning was most effective when included within blended learning environments. The students clearly indicated that when learning in a blended environment, it was imperative that appropriate features are blended in and customised to suit the particular needs of international students. The study results indicated that the university could improve the quality of the blended online learning environment by: 1) establishing and maintaining a sense of learning community; 2) enhancing the self motivation of students; and 3) professional development of lecturers/tutors, unit coordinators and learning support personnel. Feedback from focus group interviews, highlighted the students‘ frustration with a lack of cooperative learning, strategies and skills which were expected of them by their lecturers/tutors in order to work productively in groups. They indicated a strong desire for lecturers/tutors to provide them prior training in these strategies and skills. The students identified four ways to optimise learning opportunities in cross-cultural spaces. These were: 1) providing preparatory and ongoing workshops focusing on the dispositions and roles of students within student-centred online learning environments; 2) providing preparatory and ongoing workshops on collaborative group learning strategies and skills; 3) providing workshops familiarising students with Australian culture and language; and 4) providing workshops on strategies for addressing technical problems. Students also indicated a strong desire for professional development of lecturers/tutors focused on: 1) teacher attributes, 2) ways to culturally sensitive curricula, and 3) collaborative learning and cooperative working strategies and skills, and 4) designing flexible program structures. Recommendations from this study will be useful to Australian universities where Asian international students from Malaysia study in blended learning environments. An induction program (online skills, collaborative and teamwork skills, study expectations plus familiarisation with Australian culture) for overseas students at the commencement of their studies; a cultural awareness program for lecturers (cultural sensitivity, ways to communicate and a better understanding of Asian educational systems), upskilling of lecturers‘ ability to structure their teaching online and to apply strong theoretical underpinnings when designing learning activities such as discussion forums, and consistency with regards to how content is located and displayed in a learning management system like Blackboard. Through addressing the research questions in this study, the researcher hopes to contribute to and advance the domain of knowledge related to online learning, and to better understand how international Malaysian students‘ perceive online learning environments. These findings have theoretical and pragmatic significance.

Ageing and use of complex product interfaces

This paper presents an experiment designed to investigate if redundancy in an interface has any impact on the use of complex interfaces by older people and people with low prior-experience with technology. The important findings of this study were that older people (65+ years) completed the tasks on the Words only based interface faster than on Redundant (text and symbols) interface. The rest of the participants completed tasks significantly faster on the Redundant interface. From a cognitive processing perspective, sustained attention (one of the functions of Central Executive) has emerged as one of the important factors in completing tasks on complex interfaces faster and with fewer of errors.

Practices of interactive courseware at Malaysia primary smart school : usage standing and causes attributing

Malaysian teachers are now using interactive courseware in their teaching practices as part of teaching activity in classroom, to teach some subjects such as languages, mathematics, and science. Towards this, there is some debate going on the effectiveness of interactive courseware used in classroom. This paper reports data from interviews conducted with school principals and teachers from six selected primary Smart Schools across Malaysia.The interview conducted is looked on their current school practices and challenges in the implementation of interactive courseware in the classroom. The interview covers several aspects of their school facilities, the causes attributed and their concerns. However, the findings revealed that these six schools generally need more supports in the physical and technical form, in order to utilize the interactive courseware. Initially, the current support from the Malaysian Ministry of Education in physical form has proved that not very helpful. Thus, the respondents suggested that supports should be both: physical and technical. Therefore, this preliminary findings could be used as a pointer to the Malaysian government and other stakeholders to the improvement of interface design for future interactive courseware.

Exploration and reflection in interactive art : glass pond

Glass Pond is an interactive artwork designed to engender exploration and reflection through an intuitive, tangible interface and a simulation agent. It is being developed using iterative methods. A study has been conducted with the aim of illuminating user experience, interface, design, and performance issues.The paper describes the study methodology and process of data analysis including coding schemes for cognitive states and movements. Analysis reveals that exploration and reflection occurred as well as composing behaviours (unexpected). Results also show that participants interacted to varying degrees. Design discussion includes the artwork's (novel) interface and configuration.