This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.

1. Engaging scenarios around interactive
public displays
Maximilian Müller
Department of Media Technology
Linnaeus University, 351 95, Växjö, Sweden
maximilian.muller@lnu.se

2. Max(imilian) Müller
¤ M.Sc. Media Informatics, Berlin
¤ PhD student in Computer and Information Science,
Dept. of Media Technology, Linnaeus University,
Sweden
¤ Supervisor: Dr. Nuno Otero, Prof. Marcelo Milrad
¤ Interests:
¤ Public displays and interactive installations
¤ Context around display installations and how to adapt to and influence it
¤ Interactive systems design including multi-touch surfaces, large screen
environments and mobile devices

3. Short about LNU
• Linnaeus University (34000
students, 30% distance
students) http://lnu.se/?l=en
• An attractive international
learning and research environ-
ment
• Place where Carl Linnaeus
grew up
• VXO: one of the greenest cities
of Europe
[Prof. Marcelo Milrad]

4. Department of Media Technology (MT)
Our educational programmes:
• BSc on “Interactive Digital Media”
• MSc “Social Media and Web Technologies”
• PhD Education “Computer and Information Science”
• Courses for Teachers on “ICT and Learning”
• Approximately 190 full time students/year
• MT is a department (30 staff members including 8 PhD
students) at the faculty of technology
[Prof. Marcelo Milrad]

5. CeLeKT: Current Research Focus
Our research activities are focused on:
• The design and development of mobile systems, social media
and web 2.0 applications and tools to support collaborative
learning and intellectual work.
• The design and development of innovative web and mobile
services within the fields of health care and environment.
• Interplay between people, services and interactive
technologies.
[Prof. Marcelo Milrad]

6. Our Research Focus
[Prof. Marcelo Milrad]

7. Interaction Lab
List of devices that are / can be used in the Interaction Lab:
§ 3D printer: Ultimaker 2
§ Interactive Tabletop: Samsung SUR40 for Microsoft Surface
§ Virtual Reality HMD: Oculus Rift DK 2
§ Vision-based motion controller: Leap Motion, Kinect 1+2
§ Mobile filming rig: Mr.Tappy
§ Screen recording: Black Magic Intensity Shuttle USB 3.0
§ Studio microphone: Rode NT-USB

8. Examples
Reski, Nico; Nordmark, Susanna and Milrad, Marcelo (2014). Exploring New Interaction
Mechanisms to Support Information Sharing and Collaboration Using Large Multi-
touch Displays in the Context of Digital Storytelling, in Proceedings of the 14th IEEE
International Conference on Advanced Learning Technologies - ICALT2014. July, 7-9,
2014, Athens, Greece, pp 176-180.

9. Examples
Exploring multi-touch and in-air gesture interaction in data
visualization in a learning environment
(Maximilian Müller, Bahtijar Vogel)
Müller, Maximilian (2012). Evaluation of the multi-touch and air gesture interaction paradigms in data visualization in
a learning environment (Unpublished master’s thesis). Beuth Hochschule für Technik Berlin, Master Thesis work in
conjunction with the LETS GO project.

10. Examples
Exploring multi-touch and in-air gesture interaction in data
visualization in a learning environment
(Maximilian Müller, Bahtijar Vogel)

11. Reski, Nico (2015). Change your Perspective: Exploration of a 3D Network
created with Open Data in an Immersive Virtual Reality Environment using a
Head-mounted Display and Vision-based Motion Controls, Student thesis in
Social Media and Web Technologies (M.Sc.) at Linnaeus University. October, 26,
2015, Växjö, Sweden, p 194.
Examples

12. Engaging scenarios around interactive
public displays
Maximilian Müller
Department of Media Technology
Linnaeus University, 351 95, Växjö, Sweden
maximilian.muller@lnu.se

13. Cases
¤ Evaluating usage patterns and adoption of an
interactive video installation
¤ Increasing the user engagement with a display
installation through the awareness of peer interactions
¤ Exploring the usage of a situated collaborative music
system

14. Digital public displays
§ Digital displays situated in public environments and common areas
§ Simple way for spreading digital information in the physical world
§ If interactive, they can be used to foster user-generated content that
may enrich the JuxtaLearn video performances
§ Great potential for generating curiosity leading to people interacting
with the display but also social interactions around the display

15. Digital public displays

16. ¤ Exploring ways to interact with shared large screens
¤ Exploring how to generate curiosity and engagement
¤ Exploring how the display system reacts/adapts in specific situations
¤ Exploring how the display and its content influence the environment,
especially social context
¤ Applications for interactive scenarios in schools
¤ Ambient video app
¤ Video quiz app
¤ Applications for situated shared music experiences
What we are working on

17. JuxtaLearn (EU project)
• Aims at exploring the recent trends in educational video platforms to
foster learners understanding of STEM topics (Science, Technology,
Engineering, Mathematics)
• Main idea: Provoke students’ curiosity in STEM topics through creative film
making, editing and sharing activities around tricky topics

18. JuxtaLearn

19. JuxtaLearn – public displays
§ Using digital interactive public displays to show JuxtaLearn creations,
stimulate curiosity and facilitate further explorations
§ Make students learn in a less formal way
§ Make students engage with educational content casually outside the
classroom
§ Sharing and distributing content
§ Interactive video installations

20. JxL - Participatory design workshops
[Otero et al., 2013]

21. Video: Digital public displays within JuxtaLearn
https://vimeo.com/79209331

22. Deployment studies:
the prototype applications I

23. Deployment studies: the settings
¤ Kronoberg Skola, Växjö, Sweden
¤ Grades 4-9; 10-16 years old
¤ At display location: Grades 7-9, 13-16 years
¤ 240 students
¤ Display situated in a common area (chairs,
tables, benches)
¤ Teknikum, Växjö, Sweden
¤ Grades 10-12; 17-19 years old
¤ 800 students
¤ Display situated in the hallway
(entrance of cafeteria)
• 3 weeks long test-deployment in March/April 2014
[Müller et al., 2014]

24. Methodology – Data Collection
¤ In-situ observations
¤ Observational grid
¤ 7 sessions in total
¤ Interviews, questionnaires
¤ Individual semi-structured interviews
¤ Prepare a framework to start conversations
¤ Focus on specific topics based on observations or happenings
¤ System logs (usage data)
¤ Registrations
¤ Check-ins, visits (page views on mobile apps)
¤ Interactions (ratings, answers)

25. Deployment studies:
results
• Observations showed: Only few students paid attention to the
displays
• Data revealed that students liked visualisations of results, but
wished them to be more salient and personalised
¤ All the students asked for more interactive/dynamic/interesting
content
¤ Displayed videos engaged students to watch and discuss
(without interacting) à application did not convince them to take the
hurdle and interact

26. Deployment studies:
main conclusions
¤ Lack of dynamic and interesting content (interviews)
¤ Immediate commitment (without testing) lowered adoption
¤ Interactive features were not conveyed successfully
¤ Need to explore
¤ Early adoption, easy entry point: students need to be enticed to
become regular users
¤ Organizational constraints at schools (privacy, content) will guide
explorations of more dynamic behaviour of the display installations
¤ Design better teaching activities that incorporate displays

27. Future work
¤ What are the interactive features that lead to a first
interaction?
¤ What are the challenging issues that influence the
transition to a more enriching/engaging
contribution?

28. [Müller et al., 2015]

29. Features conveying peer interactions
Dynamic feedback to user interactions in form of
pop-up notifications

31. Video: Features conveying peer interactions
https://youtu.be/tAhItZ6qUWY

32. Deployment settings
• 6 days long test-deployment in February 2015
– 3 days without pop-ups
– 3 days with pop-ups
• Corridor of the department

33. Methodology and data collection
¤ Diary study (incl. designed report forms)
¤ 8 participants
¤ Capture participants experience
¤ Learning about user needs towards designing more
appropriate technologies
¤ collecting longitudinal and temporal information; reporting
events and experiences in context;
¤ Focus group
¤ 6 participants
¤ Deceit study
¤ Students were told that the system is also deployed at
several other schools in Europe
¤ Script simulated interactions at other spots
¤ Students were informed at the end of the study

34. Elements positively affecting the
user engagement - 1
¤ 6 out of the 8 participants mentioned the pop-up notifications
and their positive effect on their attention and engagement
¤ “happy to see my own interactions represented”;
¤ “engaging especially if you see others’ interactions”;
¤ “really like the notifications”;
¤ “refreshing seeing interactions at other spots”.
¤ No participant mentioned a negative effect of the pop-ups
¤ Only 1 participant assumed the interactions being
manipulated (mentioned during the focus group), but without
negative effect
[Müller et al., 2015]

35. Elements positively affecting
the user engagement - 2
¤ Playful and competitive nature of the quiz application and
comparative visualizations motivated students
¤ “exciting to feel a sense of competition between the spots”
à Group belonging
à Representing a team for their spot

36. Influence on social context
and passive viewers
¤ 4 out of the 8 participants mentioned discussions with others
around the display – related to the apps’ content and the
features
¤ “nice looking at the display and starting conversations with other
people”;
¤ “interactions encouraged me to talk with others about the displayed
content”

37. Main conclusions
¤ RQ: How does the awareness of peer interactions on the display
system affect user engagement?
à Positive effect on the user engagement
à This increased engagement affected not only the users’ interactions with
the display system, but also the social context around the display
¤ Local and remote honey-pot effect
¤ Feedback to local and remote user interactions seems a promising
approach to increase user engagement
¤ High awareness of peer interactions led to higher social awareness
à Points attention to display and could thus lead to more interactions

38. Future work
¤ Further investigate, also quantitatively, the presented
feedback mechanisms
¤ Further investigate the particular methodology of the
deceit study and simulations

39. Festify - www.getfestify.com

40. situated shared music experiences
¤ democratic voting on situated music playlist
→ crowdsource the music experience (playlist) through the audience
¤ what does the system offer for the users:
¤ have an impact on the physical space (personalize it)
¤ express yourself/oneself -- share preferences
¤ the physical space influences you in a way that you want to interact
with the system to again influence the physical space
¤ the system can represent and influence the physical space it is located in

41. Kafé Deluxe – pub/club
Context:
¤ noisy, dark, crowded
¤ users “socialise”, dance, drink
¤ music system is ambient, but
aims to engage a specific mood
Methodology:
¤ Observations
¤ In-situ interviews
¤ System logs

42. WUD afterparty event
Methodology:
¤ Observations
¤ In-situ interviews
¤ System logs

43. Outlook: Engaging/motivating factors
¤ Awareness of others (social context)
¤ Local and remote
¤ Connecting people
¤ Self-expression: Identification and ownership
¤ With content
¤ With the space
¤ Having an impact on the space

44. Future work
¤ Bridging the gap from being engaged to actually
interact
¤ How much time do we have?
¤ What are the hurdles?
¤ Technology
¤ Environment
¤ Social constellations
¤ Informs system design of interactive systems (public displays)

45. Future work
¤ Explore further scenarios
¤ Music creation and painting/drawing
¤ Group interactions
¤ Strengthen understanding of social context that is
tied to location of the display/system
¤ Quantify increased engagement
¤ Validate identified factors

46. References
¤ Müller, M., Otero, N., Alissandrakis, A. and Milrad, M. 2014. Evaluating usage patterns and
adoption of an interactive video installation on public displays in school contexts.
Proceedings of the 13th International Conference on Mobile and Ubiquitous Multimedia -
MUM ’14 (New York, NY, USA, 2014), 160–169.
¤ Müller, M., Otero, N., Alissandrakis, A. and Milrad, M. 2015. Increasing user engagement with
distributed public displays through the awareness of peer interactions. Proceedings of the
4th ACM International Symposium on Pervasive Displays - PerDis 2015 (2015), 23–29.
¤ Müller, M., Otero, N., Alissandrakis, A. and Milrad, M. 2015. Application features to convey
peers’ interactions to engage users in a display network. Proceedings of the 4th ACM
International Symposium on Pervasive Displays - PerDis 2015 (2015), 267–268.
¤ Otero, N., Alissandrakis, A., Müller, M., Milrad, M., Lencastre, J.A., Casal, J. and José, R. 2013.
Promoting secondary school learners’ curiosity towards science through digital public
displays. AcademicMindTrek ’13 Proceedings of the International Conference on Making
Sense of Converging Media (2013), 204–210.

47. Questions and discussion
Maximilian Müller
Department of Media Technology
Linnaeus University, 351 95, Växjö, Sweden
maximilian.muller@lnu.se