A I s c M a c A a f n tr A H A H G D I D a p o w u r F a f f m p th m f n w o P p n c o re C C ABSTRACT In this paper supports oppor context-sensitiv Multiple video ambiently on a collection of de After describin an experiment finding more negative impac raditional help Author Keywo Help, Learnabil ACM Classific H5.m. Informat General Terms Design, Human NTRODUCTIO Despite advan applications ea programs can s of commands o ways to comb unfamiliar area require assistan For most large an exhaustive features. These finding inform material on ho perform higher hese standard many people a found past help new version a working and at own [13]. 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Transcript
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ABSTRACT In this paper supports opporcontext-sensitivMultiple videoambiently on a collection of deAfter describinan experiment finding more negative impacraditional help
Author KeywoHelp, Learnabil
ACM ClassificH5.m. Informat
General TermsDesign, Human
NTRODUCTIODespite advanapplications eaprograms can sof commands oways to combunfamiliar arearequire assistan
For most large an exhaustive features. Thesefinding informmaterial on hoperform higherhese standard
many people afound past helpnew version a working and atown [13].
Permission to makpersonal or classronot made or districopies bear this nootherwise, or repuequires prior speci
CHI 2011, May 7–Copyright 2011 AC
J
we present Artunistic learnve learning reos and textual
secondary disesign considerang our implem
which showshelpful inform
ct on the user’s p condition.
rds lity, Understan
ation Keywordtion interfaces
s n Factors
ON ncements in asier to operatstill be a problor functions tobine them intoa of the prognce [21].
applications, set of docum
e references cmation about ow the commar level tasks arhelp systems hare reluctant tp systems inefchance, while
ttempt to figur
ke digital or hard com use is granted ibuted for profit otice and the full ublish, to post onific permission and12, 2011, Vancouv
CM 978-1-4503-0
Justin Mate
210 K{fir
Ambient Help,ning by proviesources while
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mentation details that Ambienmation, whileproductivity, a
nding, Ambient
ds and presentati
research mte, learning hoem. There are choose from,
o workflows. gram, even ex
many hours armentation for
can sometimesa particular
ands work togre often lackinhave improvedto use them [3ffective and ree others wouldre out what the
copies of all or pawithout fee providor commercial adcitation on the fi
n servers or to red/or a fee. ver, BC, Canada. 267-8/11/05....$10
Ambejka, Tovi G
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, a system thiding automatie a user workes are presentne and examinetype of interfacls, we report o
nt Help suppore not having as compared to
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aking complow to use theoften thousanand many moWhen using
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ite to the traitly asks for help has been exe help in situaeeded it, such nsitioning fromuch learning c
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mation of waime of writingfor the query hese videos
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present Ambientic learning barning resourcd textual help ndary display
ed during natu
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g there are ove“Adobe Tutorrun the risk
ot available wof their existenps [20] show only available ow higher leveers are still ring up the toolt
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These systems he user didn’t eof unknown fu
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ere a user ush” model potentially even know
unctionality more expert ntentional” ng without d to know. 6] and “Tip er input on have been
m. Main updating deos and
ystem that automatic, ser works.
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the user’s
CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
2751
workflow since the information is preloaded for convenient viewing. This design reduces the transaction cost traditionally associated with obtaining help information.
After reviewing related work, we discuss design considerations for an ambient help system, present our implementation, and report on a study that shows our system supports finding more useful information, while not having a negative impact on the user’s productivity, compared to a traditional help system.
RELATED WORK
Contextual and Video Based Help Since the outset of on-line help, there have been explorations into contextual [2,12,29] and video-based [5, 27,29] delivery, with less research exploring both [20,1]. Shneiderman [44] argues that graphical demonstrations can be the most direct way for novices to learn procedural knowledge. However, its implementation was expensive and time consuming when the ideas were first proposed in the early 90’s [27], and in general, on-line documentation was “crippled” by hardware and software limitations [15]. The evolution of CPU power and video hosting services has made video documentation a viable possibility [31].
In terms of publishing, it is often easier to record a 5 minute tutorial video than it is to take the necessary screenshots and write up an easy to follow and useful tutorial [39]. However, with text based help a quick glance might provide the needed assistance, where a video may require a longer viewing period to get the same information [16]. It has also been found that some users naturally prefer videos while other prefer text-based help [20].
Despite psychology research which exposes the benefits of contextual assistance [3], help systems are generally offered through completely separate components. This discontinuity can result in delayed, disruptive, inconsistent, and obtrusive help systems [2,30].
Previous research in animated assistance [23,38,1] has explored contextual demonstrations. One good example is Google Sketchup which has an “instructor” panel providing tool-based contextual animated assistance whose content changes as the user switches tools. While their assistance consists of very basic animations which only illustrate how the tools function, we use full motion videos which show how the tools can be used in a workflow.
Ambient Information Systems and Displays Ambient and peripheral displays [8,35,40,46] support the monitoring of noncritical information with the intent of not distracting or burdening the user. One typical example of an ambient display is Portholes [10] which periodically takes a video snapshot of members of a community and presents them as a grid of images for each user to view and have an awareness of who is in and available for communication.
Pousman and Stasko [41] describe four dimensions of consideration when designing an ambient display:
information capacity, notification level, representational fidelity, and aesthetic emphasis. In our approach, we wish to present contextual learning resources in an ambient display where the information capacity and representational fidelity is high and always available to be absorbed by the user during breaks of work activity. Also, we do not interrupt the user, so the notification level is low.
Evaluation of the usefulness of ambient displays is often challenging [24,33,35,43]. The evaluation criteria typically centers around noticeability, comprehension, relevance, division of attention, and engagement. While these are all important, we are particularly interested in increasing the temptation to learn something new, perhaps serendipitously. This is similar to over the shoulder learning [45] where users can see how other users work.
One concern with an information rich ambient display is that it may induce information overload [28]. While this could be true, the very nature of our ambient display is that it contains optional information that can be ignored during intense work or during high levels of information processing in the main display.
Buxton describes a framework for modeling systems which factor in not only human-human and human-computer interaction but a second dimension of foreground and background activity [7]. Here, foreground activities are in the “fore of human consciousness – intentional activities” such as typing in a computer. Background activities take place “in the periphery ‘behind’ those in the foreground” such as being aware of someone in the next office typing. Our intent is that Ambient Help easily transitions between background and foreground activity.
Interruptability and Notification A great deal of research has studied technology-mediated interruptions and notification of system or application events [1,17,22,36]. The concern is that interruptions can be an annoyance, adversely affect a user’s task completion time, and make them vulnerable to mistakes. Thus, researchers have explored ways to mitigate the problems by deferring interruption until users are more open to the information during their work. Attentive user interfaces attempt to recognize some basic user states (presence, head position, mouse activity) and act differently according to user behavior [14]. Our goal is not to interrupt the user, particularly during their intense work.
Transaction cost A key goal for our system is to reduce the transaction cost of a user accessing help and learning resources while working. Research has explored the dynamics of switching between work and help [4] and shown that small interaction improvements can cause categorical behavior changes that far exceed the benefits of decreased task times [6,18].
The Cocoa Buzz system [11] runs on a user’s extra display, or a large shared display, and automatically cycles through different information sources (such as news sites)
CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
2752
customized by the user. About every minute it updates and generates a new information collage. Our system differs in that the learning resources are contextually retrieved.
Instead of a user explicitly entering in search terms, implicit and activity based web searching is being researched. Maekawa et al. [32] have explored query free web searching based on activity detected by sensors and internet-connected domestic appliances. For example, while washing a coffee maker, a web page is automatically retrieved on how to clean it using vinegar. Henzinger et al. [25] automatically select web pages that a user might want to see which are relevant to a TV program they are currently watching. This implicit style of searching system matches our approach but differs in that we focus on software learnability [21].
DESIGN CONSIDERATIONS In the following we look at a number of design goals we considered while creating the Ambient Help system to be as useful as possible, while not being disturbing or distracting.
Ambient Nature A primary consideration is for the help content to be displayed ambiently; that is, in an always-on display which does not require user input to function. In this way, the time-cost to access the help content is reduced since user interaction is not required to call up the information. Since the display is persistent, the user can look over for help information at any time, and it should be designed in a way so there is no cost associated with not using the display; i.e., it can be easily ignored. Similarly, to minimize distraction the system should never interrupt the user.
Relevance of Content For an ambient system to be useful, it must be able to find and display content which is relevant to the user. This is different from Tip of the Day where you have small pieces of help information, or standard help systems which give access to more content, neither of which use any knowledge of the user’s context. Besides attempting to show help content which is a good match for what the user is looking for, it is also useful to present generally useful or interesting content to enhance the variety of the system and provide the opportunity for exploration and serendipitous learning [34].
Transition Between Ambient and Interactive Ideally there should be no explicit switch required to move between ambient and interactive modes of operation. Users should be able to move between the main and help windows freely without concern for the state of the help system.
Multiple Forms of Information Traditionally, product support materials have been delivered in mostly text, with some diagrams mixed in. A limited number of help videos are now being published by the software manufacturers, but with the recent advancements in the ease of posting videos to the internet (YouTube, etc.) many individuals and small third-party companies have started posting their own tutorial videos.
Videos have the benefit of being able to demonstrate the concept being described. Textual resources on the other hand have the benefit of being more easily skimmed or consumed quickly. Besides official product documentation, there are also significant web-based textual resources such as discussion boards and tutorial web pages which many users turn to for information.
With their being benefits to both video and textual help information, we recommend supporting both.
Channels of Information Ambient display systems can range from displaying a single stream of information up to a great number simultaneously. By displaying only one channel, that single item takes up the entire information bandwidth of the display, and as such, when the user looks over they are assured to see it. With many channels on the same display, each individual channel must be of smaller size and possibly lower fidelity. With more channels the chances are greater that useful content will be displayed. However, if too many things are going on, that useful content might be missed. In the end, designers should ensure a balance between the extremes of too little and too much information.
Location An ambient help system could be implemented on a secondary monitor or within the primary monitor. In our experience we have found that users are quicker to dismiss items which take space away from their primary application. Instead of using a secondary display on the same computer, the system could also run on a secondary system, such as an Apple iPad or similar device.
Content Variance If the content of the ambient display never changes, users will stop looking over because they have already seen the information. On the other hand, if the content changes too often it could be a distraction, or relevant information could be swapped out while the user is trying to view it. As such, there should be a balance between updating too slowly leaving the information stagnant, and updating so frequently that the content doesn’t have time to be used.
SYSTEM DESCRIPTION
Overview Given these design considerations we now present our exploration into offering ambient help. The Ambient Help system is displayed on a secondary monitor placed beside the main monitor [Figure 1]. The user sits directly in front of the main application monitor with the secondary monitor angled off to the side, keeping the application in the center of focus while the ambient display is visible in the periphery. The system automatically presents help content relevant to the commands the user is working with.
Ambient and Interactive Modes On the left side of the screen are relevant help videos, and on the right side is a web page [Figure 2]. We display closed captioning information as an overlay for videos with
CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
2753
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CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
2756
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CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
2757
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CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
2758
designs, it would be interesting to see in what scenarios users would choose to keep the ambient display open.
We measured the number of useful or interesting items that the participants found with the system. It would be valuable to explore the relationship between information that is interesting to the user now and the potential it has to become useful in the future.
A potential concern with such an active help system is that it may be distracting to users. We found that after their second 15-minute exposure to our system most users did not find it distracting. However, we believe the system could be even less distracting if we choose not to animate the position changes of the videos from the bottom to the primary position while in the ambient mode. There may be other ideas such as pausing the videos completely while over the main application, or updating less frequently in general which would be interesting to explore.
We chose to show five videos and one web-based help page but a study to examine how many channels of information supports the best mix of providing information without the user becoming overloaded would be valuable. We suspect this might come to the finding that different users would like to see different volumes of information and would lead to the question of how to design the interface to support varying amounts of channels.
While we only used two sources of videos and one source of text-based help for this prototype, future work could explore using more sources and how to best integrate them into a single system. Along with more sources a more sophisticated algorithm could be developed for finding relevant content. Additional pieces of context which could be used to improve context matching include: which Ribbon tab is active, which dialogs are open, and the actual content of the document. Although not accessible through the public API, YouTube has the ability to automatically generate closed captioning data for their videos. This text might be a valuable resource for trying to automatically determine what is going on in each of the clips.
By virtue of being an always-on display, the transaction cost to access the help information is already very low. We could decrease the cost of interacting with the content by introducing keyboard shortcuts to perform some of the more common actions such as listening to a video. It would also be nice to reduce the amount of time required for a user to scan a video for useful content. We have thought of introducing some graphic overlays to the videos to more obviously show which commands are being used, and a longer selection of the closed captioning text to serve as a “glanceable summary” so they can be more quickly scanned for useful information.
CONCLUSION Design considerations for an ambient system that provides help content using a push rather than pull delivery model were discussed. The resulting Ambient Help system offers
the potential to increase the user’s learning in multiple ways: both “intentional” learning, where the user knew they needed help, and perhaps as importantly, “unintentional” learning, where the push model presents information the user wouldn’t even know to look for. In the casual task, which simulates what we envision to be the primary environment for using this type of system, Ambient Help led to 2.6 times as many useful insights as the control. Besides being helpful during casual tasks, users generally agreed that the system did not negatively impact their productivity during intense work and this result was supported by the quantitative data. Although implemented in AutoCAD, we believe Ambient Help is a general solution which could be made to work with almost any software application where learning is an important issue.
ACKNOWLEDGEMENTS We thank Ramtin Attar for designing the AutoCAD tasks.
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CHI 2011 • Session: Shortcuts Commands & Expertise May 7–12, 2011 • Vancouver, BC, Canada
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