Using user centered design from a gender perspective. in3


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  • Modúlos de diagnóstico y de tratamiento.
  • constatamos que los alumnos han sentido un interés considerable por la actividad (78,6% de acuerdo o muy de acuerdo) y que este se ha mantenido durante el desarrollo de la misma (64,3 % de acuerdo o muy de acuerdo). Así mismo, la mayor parte de los alumnos manifiestan claramente que la actividad les fue divertida (humor, 85,7%) y satisfactoria (felicidad, 71,4%). Los sentimientos menos frecuentes fueron los de hostilidad, ya sea hacia sus compañeros de equipo o sus rivales. No obstante, confiesan haberse sentido ocasionalmente frustrados e incapaces de superar ciertos obstáculos.
  • Using user centered design from a gender perspective. in3

    1. 1. Carina S. González González [email_address] Universidad de La Laguna Using user-centered design from a gender perspective
    2. 2. Summary <ul><li>Introduction to Human Computer Interaction (HCI) </li></ul><ul><li>Gender HCI & UCD (User Centered Design) </li></ul><ul><ul><li>User center gender </li></ul></ul><ul><li>Examples of applications that could be adapted to attend gender differences </li></ul><ul><ul><ul><li>Intelligent and adaptive interfaces </li></ul></ul></ul><ul><ul><ul><li>Natural Interaction & Aumenteg Reality </li></ul></ul></ul><ul><ul><ul><li>Emotional and social factors on videogames in online courses. </li></ul></ul></ul>
    3. 3. Introduction HCI <ul><li>HCI a multidisciplinary subject from computer (techniques, graphics, languages, methodologies) and human (linguistics, social, cognitive psychology, human factors) areas </li></ul><ul><li>There is no a general unified theory. </li></ul><ul><li>HCI involves the design, implemention, testing and analysis of interactive systems in the context of the user’s task and works. </li></ul>
    4. 4. Introduction HCI <ul><li>Methodologies and processes for designing interfaces methods for implementing interfaces </li></ul><ul><li>Techniques for evaluating and comparing interfaces </li></ul><ul><li>Developing new interfaces and interaction techniques </li></ul><ul><li>Developing descriptive and predictive models and theories of interaction </li></ul>
    5. 5. Introduction HCI <ul><li>International standards for HCI and usability </li></ul><ul><ul><li>the use of the product: effectiveness, efficiency and satisfaction in a particular context of use </li></ul></ul><ul><ul><li>the user interface and interaction </li></ul></ul><ul><ul><li>the process used to develop the product </li></ul></ul><ul><ul><li>the capability of an organisation to apply user centred design </li></ul></ul>Can be categorised as primarily concerned with:
    6. 6. International Standards HCI & Usability Source: http:// / tools / r_international.htm <ul><li>International standards for HCI and usability </li></ul>
    7. 7. International Standards HCI & Usability Human-centred design ISO 13407: Human-centred design processes for interactive systems (1999) ISO DTR 16982: Usability methods supporting human centred design (2001) ISO/IEC 14598: Information Technology - Evaluation of Software Products (1998-2000)
    8. 8. Introduction HCI <ul><li>Design Interfaces </li></ul><ul><li>Methodologies&Methods </li></ul><ul><ul><li>affordance analysis </li></ul></ul><ul><ul><li>contextual design focus group </li></ul></ul><ul><ul><li>rapid prototyping </li></ul></ul><ul><ul><li>Scenario Based Design (SBD), </li></ul></ul><ul><ul><li>task analysis/task modeling </li></ul></ul><ul><ul><li>value-sensitive design </li></ul></ul><ul><ul><li>Wizard of Oz experiment </li></ul></ul><ul><ul><li>thinking aloud </li></ul></ul>User centered design (UCD)
    9. 9. Introduction HCI <ul><li>Design Interfaces </li></ul><ul><li>Human Factors </li></ul><ul><ul><li>Perceptual </li></ul></ul><ul><ul><li>Mental model </li></ul></ul><ul><ul><li>Attention </li></ul></ul><ul><ul><li>Memory </li></ul></ul>
    10. 10. Introduction HCI <ul><li>Interaction styles and paradigms </li></ul><ul><ul><li>Styles: command line interface, graphical user interface (GUI), Copy and paste, Cut and paste, WIMP (computing), point-and-click, drag-and-drop, direct manipulation interface, desktop, desktop metaphor, desktop environment, (the paper paradigm), window managers, WYSIWYG (what you see is what you get), Zooming user interface (ZUI), brushing and linking, crossing-based interfaces. </li></ul></ul><ul><ul><li>Paradigms: hypertext, hypermedia and hyperlinks, speech recognition, speech synthesis, natural language processing, non-speech audio input, mouse gestures and handwriting recognition, haptics, telehaptics, Computer-mediated reality (Virtual reality (VR), Augmented reality (AR)), CSCW: Computer Supported Collaborative (or Cooperative) Work, collaborative software, Ubiquitous computing, Wearable computers, Wearable computing and cyborgs, brain-computer interfaces. </li></ul></ul>
    11. 11. Introduction HCI <ul><li>Some important names in the HCI’s Interface Design world </li></ul><ul><ul><li>B. Schneiderman . Desing User Interfaces. Graphic Interfaces </li></ul></ul><ul><ul><li>D. Norman. Design Everyday Things. Human centered design. ( Design and Emotions in TED) </li></ul></ul><ul><ul><li>J. Nielsen. Design Usable Web Interfaces. Usability. </li></ul></ul><ul><ul><li>C. Stephanidis . Design for All. Accesibility </li></ul></ul>
    12. 12. HCI & UCD What is a User-Centered Approach? a) using UCD as methodology
    13. 13. HCI & UCD Methodology in practice a) using UCD as methodology
    14. 14. HCI & UCD What is a User-Centered Approach? Core design UCD activities Source: Jack Scanlon & Lynn Percival . IBM Software Group. b) analysing and modeling user characteristics
    15. 15. HCI & UCD Intelligent and Adaptive Interfaces Source: Julio Abascal, Isabel Fernández de Castro, Alberto Lafuente, and Jesus Maria Cia. Adaptive Interfaces for Supportive Ambient Intelligence Environments. Laboratory of Human-Computer Interaction for Special Needs. ICCHP 2008, LNCS 5105, pp. 30–37, 2008. c) designing adaptive/usable/accesible interfaces <ul><ul><li>c) designing adaptive/usable/accesible interfaces </li></ul></ul>
    16. 16. Gender HCI & UCD <ul><li>Gender HCI (*) is a subfield of HCI that focuses on the design and evaluation of interactive systems for humans, with emphasis on differences in how males and females interact with computers. </li></ul><ul><li>The main areas of interest are: </li></ul><ul><ul><li>Effects of confidence and self-efficacy on interactions with software </li></ul></ul><ul><ul><li>Design of gender-specific software </li></ul></ul><ul><ul><li>Design of interfaces and to study its effect. </li></ul></ul><ul><ul><li>Design of gender-neutral problem-solving software. </li></ul></ul><ul><ul><li>(*) Beckwith, L. and Burnett, M. Gender: An important factor in end-user programming environments? , In Proc. Visual Languages and Human-Centric Computing Languages , IEEE (2004), 107-114. </li></ul></ul>
    17. 17. Gender HCI & UCD <ul><li>Researchers of Gender HCI had studied the field from different perspective: </li></ul><ul><ul><ul><li>Preferences and opinions of actors and cognitive differences between males and females has been studied (Arroyo, 2003, Arroyo et al, 2006; Bandura, 1977, Halpern, 2000). </li></ul></ul></ul><ul><ul><ul><li>Stimulus’ influence and attraction of technological tools has been analyzed (Beckwith 2005, Beckwith et al, 2004, 2006, Burnett et al, 2004, Beckwith et al, 2006). </li></ul></ul></ul><ul><ul><ul><li>Validators to analyze the semantic structure of web pages and videogames has been developed (Casell y Jenkins, 1998, Van Slyke et al, 2002). </li></ul></ul></ul><ul><ul><ul><li>There are several studies about effects of software interfaces on different user profiles (Dillon and Watson, 1996, Kucian et al, 2005, Nuñez, 2003). </li></ul></ul></ul>
    18. 18. <ul><li>Until recently, research has not considered whether the design of problem-solving software affect males and females differently. </li></ul><ul><li>Attention to gender differences is important in the design of software. </li></ul><ul><li>Evidence from other domains, such as psychology and marketing, strongly suggests that females process information and problem solve in very different ways that males do. </li></ul><ul><li>Some research has shown that software is unintentionally designed for males. </li></ul><ul><li>Needs of half the population for whom the software is intended are potentially being ignored. </li></ul>Gender HCI & UCD <ul><li>McDonough, J. P. (1999). Designer selves: Construction of technologically mediated identity within graphical, multiuser virtual environments. Journal of the American Society for Information Science, 50(10), 855-869. </li></ul><ul><li>Beckwith, Laura et al., &quot;Effectiveness of End-User Debugging Features: Are There Gender Issues?&quot; Proc. ACM Conf. Human Factors in Computing Systems, ACM Press, Apr. 2005, pp. 869-878. </li></ul><ul><li>Beckwith, Laura et al., &quot;Tinkering and Gender in End-User Programmers' Debugging,&quot; Proc. ACM Conf. Human Factors in Computing Systems, ACM Press, Apr. 2006, pp. 231-240 </li></ul><ul><li>Beckwith, Laura y Margaret Burnett, &quot;Gender: An Important Factor in Problem-Solving Software?&quot; Proc. IEEE Symp. Visual Languages and Human-Centric Computing Languages and Environments, IEEE Press, 2004, pp. 107-114. </li></ul>
    19. 19. <ul><li>Example: Videogames </li></ul><ul><li>Since the design programs of today focus on user-centered design, and users of video games are increasingly female, then perhaps the way things are done in video game design has changed over the past 10 years. But not. </li></ul><ul><li>The people designing the games are still mostly male. </li></ul><ul><ul><li>Sony Online Entertainment announced a scholarship program aimed at getting more girls into video game design because there still aren’t very many women game designers. </li></ul></ul><ul><li>The content of many video games are still male-oriented. </li></ul><ul><ul><li>The list of best- selling video games are all mostly masculine themes. </li></ul></ul><ul><li>So, it appears that the video game design industry hasn’t really changed that much at all over the past 10 years, even though their users have. </li></ul>Gender HCI & UCD
    20. 20. <ul><li>We need more empirical evidences about how males and females interact with computers </li></ul><ul><ul><li>Human factors (cognitive, phisical, ergonomic, etc.) </li></ul></ul><ul><ul><li>Categorization of information (gender differences in the labeling and structuring of information); </li></ul></ul><ul><ul><li>How women think the task on the web ; </li></ul></ul><ul><ul><li>How women think on design and style’s guide ; and </li></ul></ul><ul><ul><li>How women cooperate, collaborate or interact on the net. </li></ul></ul><ul><li>Another important need is to elaborate a recomendations guide about gender differences to software designers. </li></ul>Gender HCI & UCD
    21. 21. Gender HCI & UCD <ul><li>Some findings on gender differences research : </li></ul><ul><ul><li>Differences on information processing, comunication and problem solving applied to software design. </li></ul></ul><ul><ul><li>Females has specif skills and use preferences on software in mathematics, programming, videogames, etc. </li></ul></ul><ul><ul><li>Related with user interface design or usability (*) </li></ul></ul>(*) Yu-chang Hsu (2007). Better educational website interface design: the implications from gender-specific preferences in graduate students. British Journal of Educational Technology Pearson, J. & A. Pearson (2008). &quot;An Exploratory Study into Determining the Relative Importance of Key Criteria in Web Usability: A Multi-Criteria Approach.&quot;
    22. 22. Gender HCI & UCD <ul><li>In problem-solving tasks: </li></ul><ul><ul><li>(1) female end users had significantly lower self-efficacy than males and </li></ul></ul><ul><ul><li>(2) females with low self-efficacy were significantly less likely to work effectively with problem-solving features available in the software </li></ul></ul><ul><li>Beckwith, L. Burnett, M., Wiedenbeck, S., Cook, C., Sorte, S., and Hastings, M. Effectiveness of end-user debugging software features: Are there gender issues? ACM Conference on Human Factors in Computing Systems (2005), 869-878. </li></ul><ul><li>Busch, T. Gender differences in self efficacy and attitudes towards computer , Journal of Educational Computing Research 12 ,(1995)147-158. </li></ul>
    23. 23. Gender HCI & UCD <ul><li>In spreadsheet problem-solving tasks , female end users were significantly slower to try out unfamiliar features . </li></ul>Beckwith, L. and Burnett, M. Gender: An important factor in end-user programming environments? , In Proc. Visual Languages and Human-Centric Computing Languages , IEEE (2004), 107-114. Beckwith, L. Burnett, M., Wiedenbeck, S., Cook, C., Sorte, S., and Hastings, M. Effectiveness of end-user debugging software features: Are there gender issues? ACM Conference on Human Factors in Computing Systems (2005), 869-878.
    24. 24. Gender HCI & UCD <ul><li>“ Tinkering” (playfully experimenting) with features was adopted by males more often than females. </li></ul><ul><li>Their approach to computers was &quot;soft;&quot; tactile, artistic, and communicative </li></ul><ul><li>Turkle, S. Computational reticence: Why women fear the intimate machine. In Technology and Women's Voices , Cheris Kramerae (ed.), (1988), 41-61. </li></ul>
    25. 25. Gender HCI & UCD <ul><li>Larger displays helped reduce the gender gap in navigating virtual environments. </li></ul><ul><li>With smaller displays, males’ performance was better than females’ </li></ul><ul><li>Czerwinski, M., Tan, D., and Robertson, G., Women take a wider view , In Proc. CHI 2002 , ACM Press (2002), 195-202. </li></ul><ul><li>Tan, S., Czerwinski, M., and Robertson, G., Women go with the (optical) flow, In Proc. of CHI 2003 , Human Factors in Computing Systems , (2003), 209-215. </li></ul>
    26. 26. Gender HCI & UCD <ul><li>Several researchers explored what girls seek in videogames, and implications for video game designers. </li></ul><ul><li>Among the implications were collaboration vs. competition preferences , and use of non-violent rewards versus death and destruction as rewards </li></ul><ul><li>Gorriz, C. and Medina, C. Engaging girls with computers through software games . Communications of the ACM , (2000), 42-49. </li></ul><ul><li>Cassell, J. Genderizing HCI , MIT Media Lab , (1998). </li></ul><ul><li>Cassell, J. and Jenkins, H. (Eds.), From Barbie to Mortal Kombat : Gender and Computer Games , Cambridge, MA: MIT Press, (1998). </li></ul>
    27. 27. Gender HCI & UCD <ul><li>In the home , where many appliances are programmable to some extent, different categories of appliance were found to be more likely to be programmed by men (e.g. entertainment devices) and by women (e.g. kitchen appliances). </li></ul><ul><li>Rode, J.A., Toye, E.F. and Blackwell, A.F., The Fuzzy Felt Ethnography - understanding the programming patterns of domestic appliances . Personal and Ubiquitous Computing 8 , (2004), 161-176. </li></ul>
    28. 28. Gender HCI & UCD <ul><li>Males and females had different perceptions for whether a web page would be appropriate. Females preferred more information on all web pages . </li></ul><ul><li>Simon, S., The impact of culture and gender on web sites: An empirical study , The Data Base for Advances in Information Systems , 32(1), (2001), 18-37. </li></ul>
    29. 29. Gender HCI & UCD <ul><li>Women who entered mathematics, science, and technology careers had high academic and social self-efficacy. </li></ul><ul><li>Zeldin, A. and Pajares, F., Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers . American Educational Research Journal , 37, (2000), 215-246. </li></ul><ul><li>Margolis, J., and Fisher, A. Unlocking the Clubhouse: Women and Computing . Cambridge, MA, MIT Press, (2001). </li></ul>
    30. 30. Gender HCI & UCD <ul><li>“ The researchers found that after ease of use, men preferred higher download speeds just over easy navigation, while women preferred easy navigation and accessibility. The researchers theorize that these preferences are because women use the Internet to build relationships while men use the Internet to find information”. </li></ul>Pearson, J. & A. Pearson. Journal of Computer Information Systems 4 (2008): 115-127. (also available as full text )
    31. 31. Gender HCI & UCD <ul><li>Some studies about Web and Gender 2.0. </li></ul><ul><li>Blogs & gender: http:// /2007/03/31/blogs-y-genero/ </li></ul><ul><li>Twitter & gender: Investigación sobre género en Twitter : los hombres siguen a los hombres y pocos twittean . Harvard Business School. </li></ul>
    32. 32. Gender HCI & UCD <ul><li>Then, ¿How HCI can help to design software more suitable/adaptive to the gender characteristics? </li></ul><ul><ul><li>a) using UCD as methodology </li></ul></ul><ul><ul><li>b) analysing and modeling user characteristics </li></ul></ul><ul><ul><li>c) designing adaptive/usable/accesible interfaces </li></ul></ul>
    33. 33. HCI & UCD Examples of Interfaces
    34. 34. Gender HCI & UCD Examples of Gender HCI Web Content Contenido sexista en la web “ T-incluye es un analizador automático de páginas web, basado en técnicas de Inteligencia Artificial, cuyo objetivo es la extracción de los textos contenidos en una web para su posterior análisis con el fin de detectar usos del español que se desvíen de la norma del lenguaje no sexista.“
    35. 35. <ul><li>Intelligent and Adaptive Multimedia Interfaces in Education </li></ul><ul><ul><li>Special Educational Needs and Users </li></ul></ul><ul><ul><ul><li>Dyslexia </li></ul></ul></ul><ul><ul><ul><ul><li>Assesment and Treatment assisted by computers with voice recognition, adaptable interface and inference engine for support desicions. </li></ul></ul></ul></ul><ul><ul><ul><li>Down´s Syndrome </li></ul></ul></ul><ul><ul><ul><ul><li>A ITS for Teaching Elementary Mathematics </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Inference Engine with Fuzzy Logic and Interface with XML templates . </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>Basic Concepts </li></ul></ul></ul></ul><ul><ul><li>Engineering Courses </li></ul></ul><ul><ul><ul><li>Developing of new tools (HEVAH, SIMDE, SIJEM, MNEME, SCOMAX, SCOMIN, SIENA) using adaptive tests, simulation and conceptual maps. </li></ul></ul></ul><ul><li>Natural Interfaces and Augmented Reality (AR) </li></ul><ul><ul><li>Computer Vision Techniques </li></ul></ul><ul><ul><ul><li>Detection of attention and motivation through eye tracking </li></ul></ul></ul><ul><ul><ul><li>Control of mouse’s point </li></ul></ul></ul><ul><ul><ul><li>Detection if shapes and movements and proyection of images in movement (real time) </li></ul></ul></ul><ul><li>Emotional and social factors on videogames in online courses. </li></ul><ul><ul><ul><li>Integrating of Neverwinter Nights with Moodle </li></ul></ul></ul><ul><ul><ul><li>Ananilys of videogames motivational factors </li></ul></ul></ul>HCI & UCD Other development that could be adapted to support gender differences:
    36. 36. Some examples on Intelligent and Adaptive Multimedia Interfaces in Education <ul><li>Special Educational Needs: </li></ul><ul><ul><li>Dyslexia: SICOLE </li></ul></ul><ul><ul><li>Down syndrome: DIVERMATES </li></ul></ul>(*) Proyecto SICOLE: Un sistema basado en el conocimiento para el diagnóstico y tratamiento de las dificultades de aprendizaje de lectura”.PLAN NACIONAL DE I+D, PROYECTO FINANCIADO CON FONDOS FEDER. REGIONES OBJETIVO 1 Y 2. 2000-2002. (**) Proyecto DiverMates: Aprendizaje socio-constructivista a través de interfaces accesibles y el análisis de errores en operaciones aritméticas básicas para alumnado con síndrome de Down. Ministerio de Trabajo y Asuntos Sociales. 2006-2007
    37. 37. Intelligent and Adaptive Multimedia Interfaces in Education <ul><li>Problem: how to generate automatically presentations of educational material in order to assess dyslexia </li></ul><ul><ul><li>We have a lot of information (images/sounds/ text) without classification </li></ul></ul><ul><ul><li>We have a lot of activities </li></ul></ul><ul><ul><li>For each type of task there are needed mix the right media for a type of task and type of dyslexia. </li></ul></ul><ul><li>Solution: create an inference engine to decide and select the media for each task and level, connected with a database, and use templates for the final presentation, filling at the moment. </li></ul>DYSLEXIA
    38. 39. SICOLE’s Architecture Draws Words Phrases Backgrounds Audio Feedbacks Explanations… Module and Type of task (Genere, Number, Auditiva, Double Sylabe, etc..) Presentations are different exersices of a tyoe of task (defclass EVAL_ESTRUCTURA_A (is-a EVAL) (role concrete) (pattern-match reactive) (slot idn(create-accessor read-write) (type INTEGER) (default 6)) (slot picture1 (create-accessor read-write) (type INTEGER)) (slot word (create-accessor read-write) (type INTEGER)) (slot id_exp (create-accessor read-write) (type INTEGER) (default 0))))
    39. 40. Intelligent and Adaptive Multimedia Interfaces in Education <ul><li>Problem: to detect errors in operation and problem solving automatically and give feedback and help adapted to the student. </li></ul><ul><li>Solution: to create an inference engine for the automatic detection error module (Datamining), cognitive model user to problem-solving (Knowledge Based System), to make accesible interfaces trough hardware and software (using DCU methodology &Computer Vision techniques). </li></ul>DOWN SYNDROME DIVERMATES
    40. 41. DIVERMATES DATAMINING MULTIMEDIA HCI SEN EDUCATION (MATHEMATICS) Detección y Clasificación de Errores Reconoci-miento de Patrones Película Guión Guión Técnico Guión Literario Story Board Software Hardware Usabili-dad Accesibi- lidad DCU Interfaz Adaptada Det. Mot Emul P.T Síndrome De Down Perfíl Físico Cognitivo Resol. Prob. Algorit-mos Méto- dos Categ. Error Dominio de la Lógica y los Números a Nivel de Educ. Infantil y Primaria Technology Education Agentes Virtuales MULTIDISCIPLINARY SEN  Teachers EDUCATION  Matematicians IPO and DATAMINING  Computer Science Engineers Multimedia  Graphic desingners
    41. 42. DIVERMATES <ul><li>Down’ syndrome characteristics: </li></ul><ul><li>Phisical deficits </li></ul><ul><ul><li>Psicomotricity </li></ul></ul><ul><ul><li>Visual and auditive </li></ul></ul><ul><li>Cognitive problems. </li></ul><ul><ul><li>Need more time to recognition </li></ul></ul><ul><ul><li>Tendency to distraction </li></ul></ul><ul><ul><li>Difficultis to control the look </li></ul></ul><ul><ul><li>Poor ability to concentrate </li></ul></ul>
    42. 43. DIVERMATES <ul><li>Problem solving and Down’ syndrome </li></ul><ul><li>Difficulties </li></ul><ul><ul><li>Understanding the statement. </li></ul></ul><ul><ul><li>Implementation of the algorithms. </li></ul></ul><ul><ul><li>With to transfer to other situations </li></ul></ul><ul><ul><li>They require no abstract knowledge, but applied to everyday life situations </li></ul></ul><ul><ul><li>Most significant sources of error: </li></ul></ul><ul><ul><li>Graph, motricity and perceptual problems. </li></ul></ul><ul><ul><li>Assembly errors </li></ul></ul><ul><ul><li>Puts numbers in the correct columns of and lack of knowledge of the orders of units </li></ul></ul><ul><ul><li>Confuse the role of zero. </li></ul></ul><ul><ul><li>Ignorance of the algorithm. </li></ul></ul>
    43. 44. DIVERMATES
    44. 45. Intelligent and Adaptive Multimedia Interfaces in Education Engineering Courses 3D Agent controled by Bayesian Nets & Test Manager System HEVAH & PORTAD
    45. 46. HEVAH & PORTAD <ul><li>Problem : Generate tests automatically adapted to the level of user independently of domain </li></ul><ul><li>Solution: Use the Bayesian approach </li></ul><ul><ul><ul><li>Check and update the student’ s knowledge state about a particular domain during the interaction </li></ul></ul></ul>
    46. 47. Natural Interfaces & AR <ul><li>DIVERMATES </li></ul><ul><li>Goals: </li></ul><ul><ul><li>a) to detect the level of attention or motivation, </li></ul></ul><ul><ul><li>b) to support users with motricity problems. </li></ul></ul><ul><li>Computer Vision Techniques Used: </li></ul><ul><ul><li>a) Gaze tracking </li></ul></ul><ul><ul><li>b) Mouse tracking </li></ul></ul><ul><li>ACTIMEL MIRROR EFFECT </li></ul><ul><li>Goal: </li></ul><ul><ul><li>To detect user gesture and movement </li></ul></ul><ul><ul><li>To apply special effects on the user in real time </li></ul></ul><ul><li>Computer Vision Techniques Used: </li></ul><ul><ul><li>Motion tracking </li></ul></ul><ul><ul><li>Objects and body tracking </li></ul></ul><ul><ul><li>Appling of special effects on real time </li></ul></ul>
    47. 48. Natural Interfaces Gaze tracking <ul><li>Con la ayuda de un sistema de visión por computador es posible detectar donde fija la mirada una persona. </li></ul><ul><li>Los niños con síndrome de Down tienden a despistarse fácilmente y a perder interés por lo que se les presenta en la pantalla del ordenador. </li></ul><ul><li>Con el sistema propuesto podemos, de forma automática, saber si el alumno está o no prestando atención y qué es lo que más le interesa de todo aquello que se le muestra. </li></ul>
    48. 49. Natural Interfaces Gaze Tracking <ul><li>En una primera fase, intentamos detectar si el alumno al menos mira hacia la pantalla. </li></ul><ul><li>Existen diversas formas de afrontar este problema. </li></ul><ul><li>Una posible estrategia consiste en determinar la orientación de una elipse que se ajuste a la zona de la piel de la cara y cuello del sujeto. Según la orientación de la misma podemos hacernos una idea aproximada de hacia donde está mirando. </li></ul>
    49. 50. Natural Interfaces Gaze Tracking <ul><li>En una segunda fase, se intenta detectar con más precisión incluso a qué parte de la pantalla está mirando el sujeto. </li></ul><ul><li>Con la ayuda del zoom de nuestra cámara podemos detectar el movimiento de las pupilas y hacer un seguimiento de las mismas. </li></ul><ul><li>Es necesario establecer algún tipo de “mapping” entre las posiciones relativas de las pupilas y diferentes puntos de la pantalla. </li></ul>
    50. 51. Natural Interaction and AR Motion& Body Tracking and Special Effects ULL Patent Pending ES200901210 Proyecto de Investigación Actimel Mirror Effect. DANONE. 2008-2009 Different user profiles Different interaction-user experience
    51. 52. Emotional and social factors on videogames in online courses. NeverWinter Nights & Moodle <ul><li>Goal: </li></ul><ul><ul><li>to study the social and emotional factors of the interactions in the learning community of online courses using videogames. </li></ul></ul><ul><li>Tecniques: </li></ul><ul><ul><li>Integrating of 3D Game Engine NeverWinter Nights with Moodle </li></ul></ul><ul><ul><li>Use of DCU and Scenario Based Model to the design and the evaluation </li></ul></ul>
    52. 53. Emotional and social factors on videogames in online courses. NeverWinter Nights & Moodle
    53. 54. Emotional and social factors on videogames in online courses. NeverWinter Nights & Moodle
    54. 55. Emotional and social factors on videogames in online courses. NeverWinter Nights & Moodle
    55. 56. Some references <ul><li>Carina Gonzalez, D. Guerra, H. Sanabria, L. Moreno (2009). Automatic system for the detection and analysis of errors to support the personalized feedback . Expert Systems with Applications. doi :10.1016/ j.eswa .2009.05.027      </li></ul><ul><li>Carina González y Francisco Blanco. “Emociones con Videojuegos: incrementando la motivación para el aprendizaje”. Revista: Teoría de la Educación. Monográfico 2008 - 9 (3): &quot;Videojuegos&quot;. Editorial: Ediciones Universidad de Salamanca. Noviembre 2008. </li></ul><ul><li>Carina González y Francisco Blanco. “Integrating educational 3D games in Moodle as affective interface”. Revista: Simulation & Gaming. Editorial: SAGE. Vol. 39. Nº3. 399-413. September 2008. </li></ul><ul><li>Carina S. González, D. Guerra, M. Noda, A. Bruno, H. Sanabria, L. Moreno. “Diagnóstico automático de errores aritméticos y ayudas adaptadas para niños con síndrome de Down”. Revista: Revista da Sociedad Brasilera de Educación Matemática: SBEM RS. Nº 8. 77-88. Noviembre 2007. </li></ul><ul><li>L. Moreno, C.S. González, I. Castilla, E.J. González, J.F. Sigut. &quot;Applying a Constructivism and Collaborative Methodological Approach in Engineering Education&quot;. Computers and Education Journal, Volumen 47 (3). 891-915 Fecha: 2007. </li></ul><ul><li>L. Moreno, C.S. González, I. Castilla, E.J. González, J.F. Sigut. “SIMDE: An Educational Simulator of ILP Architectures with Dynamic and Static Scheduling&quot;. COMPUTER APPLICATIONS IN ENGINEERING EDUCATION. Fecha: 2007. </li></ul><ul><li>A. Bruno, M.A. Noda, R.M. Aguilar, C.S. González, L. Moreno, V. Muñoz. Título: &quot;Analisis de un tutorial inteligente sobre conceptos lógicos-matemáticos en alumnos con Síndrome de Down&quot;. Revista: Relime, Volumen: 9 (2). 211-226, Año: 2006. </li></ul><ul><li>González C.S., Estevez J., Muñoz V., Moreno L., Alayon, S. SICOLE : Diagnóstico y tratamiento computarizado de la Dislexia en español. . Revista: PIXEL-BIT. REVISTA DE MEDIOS Y EDUCACIÓN. Nº 24. Fecha: Junio de 2004. http:// / pixelbit /marcoabj24.htm A. Bruno, C. González, L. Moreno, M. Noda, R. Aguilar, V. Muñoz. Teaching Mathematics to Children with Down´s Syndrome. AIED'2003 (Arificial Intelligent in Education). Workshop &quot;Advanced Technologies for Mathematics Education&quot; . Sydney Australia.. July, 2003. </li></ul><ul><li>Moreno L., González C. , Muñoz V., Estévez J., Aguilar R., Sánchez J, Sigut .J., Piñeiro J. “Integrating Multimedia Technology, Knowledge Based System and Speech Processing for the Diagnostic and Treatment of Developmental Dyslexia”. Intelligent Tutoria l Systems.Lecture Notes in Computer Science 2363 Springer Verlag (Eds.). ISBN 3-540-43750-9. Fecha: 2002. </li></ul><ul><li>Autores: Moreno L., González C.S., Aguilar R.M., Estévez J.I., Sánchez J.L., Barroso C. “Adaptive Multimedia Interface for Users with Intellectual and Cognitive Handicaps”. Intelligent Tutorial Systems. Lecture Notes in Computer Science 1839. Springer Verlag. ISBN 3-54067655-4. 2000. </li></ul>
    56. 57. Thank you! Carina S. González González [email_address] Universidad de La Laguna