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Understanding “Just Enough” Computer Users:
Motivation Style and Proficiency
By Harriet King Masters Candidate in Computer Science
December 2012 Dr. Chuck Wallace (CS) , Dr. Karla Kitalong
(Humanities), Dr. Paul Ward (cognitive Psych), Dr. Robert Pastel (CS)
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Why do some proficient daily computer users, stumble over the
unfamiliar and others easily adapt?
The Question
Introduction Study Design Motivation Observations Future Work Conclusions
Unfamiliar Task in familiar software &
system AND routine task in unfamiliar software &
system
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What Is a Just Enough (JE) User?
• Daily computer user
• Competent
• Extrinsic Motivation
Introduction Study Design Motivation Observations Future Work Conclusions
Predominantly Externally regulated
(driven by ends, external
requirements or rules)
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The Hypothesis
We hypothesize that
extrinsically motivated
proficient daily computer users
have difficulty with unfamiliar computer tasks and skill transfer, whereas
intrinsically motivated daily users accomplish unfamiliar tasks readily.
Introduction Study Design Motivation Observations Future Work Conclusions
Intrinsic (internal, interest, choice) have no problem
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Who Cares?
• Software designers
• Human Computer Interactions (HCI)
• Software Users
• Stakeholders for computer literacy
“Lest we wish to change our field’s name to student-computer interaction we should make effort to find more representative participants” (Barkhuus and Rode 2012)
Introduction Study Design Motivation Observations Future Work Conclusions
HCI is the main computer science
field that my thesis falls under
Stakeholders include government,
education, industry who want productive
workforce
Instead of
“human”
6 of 27 Introduction Study Design Motivation Observations Future Work Conclusions
Study Design Overview
OUTPUT INVENTORY
scores & statistics group descriptors OBSERVATIONS
Coded & analyzed attitudes & actions
Find people to study by giving motivation
questionnaire
Unfamiliar task in home
system, routine task in
unknown system
Statistics! Write thesis!
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Adapting Questions
Precedent: (Shroff and Vogel 2009). Confirmed Inventory with two pilot studies.
Introduction Study Design Motivation Observations Future Work Conclusions
Change “this activity” to “using computers” Questions from two sets of psych
researchers, professionally validated
32 questions, randomized, six factors measured
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Who Took the Inventory? Everybody!
Community Classmates Faculty Internet
• Ages 13 to 87 from FIVE continents • 9 countries: USA, China, Turkey, Australia, Sweden, U.K.,
South Africa, India, and France • 130+ total completed questionnaire • Used 66 for total respondents • 16 participants observed (7 intrinsics, 9 extrinsics)
Introduction Study Design Motivation Observations Future Work Conclusions
And family, thank you!
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Inventory T Test Results
Factor Different
Age* NOT different
Digital Native* NOT different
Perceived Competence* NOT different
Amotivation* Different
External Regulation Different
Interest/Enjoyment Different
Perceived Choice Different
Significant Differences in Inventory
Scores, Age, & Digital Native * Asterisk indicates non parametric Mann-Whitney U test
All other are Independent Samples T-test
Introduction Study Design Motivation Observations Future Work Conclusions
Important that extrinsics not different from intrinsics for age, grew up
on computers, or competence
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Not Significantly Different Age and Perceived Competence
Mean Perceived Competence with error bars for standard deviation
Mean Age with error bars for standard deviation
Introduction Study Design Motivation Observations Future Work Conclusions
9 Extrinsics 7 Intrinsics0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
55.6746.57
Age
9 Extrinsics 7 Intrinsics1.00
2.00
3.00
4.00
5.00
6.00
7.00
3.70
5.38
Me
an
Pe
rce
ive
d C
om
pe
ten
ce
See how close the
means are?
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Participant Hesitation Wording “uhhhh”
“I’m looking for a way to
do...”
“maybe if I go here”
“what’s this?”
“I can’t...”
“ummm”
“let’s go back here”
[giggling]
“aaaaannnnnnnd”
“I could try like..”
“no I can’t drag that..”
“I’ll look in here, no I just
looked in there”
“I think I can just... click on
this here, and... that didn’t
work”
“ok, that didn’t work”
“I looked at the bottom but
there’s nothing there”
“I saw this click to ... but
that isn’t it”
“hmmm”
“contacts....contacts....
contacts”
“that doesn't look very
promising”
[sigh]
“no, that's not it”
“maybe this”
“so, we're not doing that”
“I wouldn't think it'd be
under that”
“I'm going to try right click
again”
“I forgot what you said to
do”
“this damn mouse”
Introduction Study Design Motivation Observations Future Work Conclusions
Fun example of “think aloud”
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For Prompting the Participant
“go ahead and tell me what you’re seeing”
“please tell me what you’re thinking”
“Are you trying to decide something, can you tell me about it?”
“did that work?”
“what seems odd about this?”
“what are you thinking?”
“you’re giggling, …you’re sighing…you sound angry, what are you feeling?”
Introduction Study Design Motivation Observations Future Work Conclusions
Example of how qualitative ethnographic
techniques enrich quantitative methods by getting more information
about the participants
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Rubric for Coding Observations
CODE RULE
Stumble [action] >= 20 seconds
Fall [action] >= 1 minute
Persist [action] >= 3 minutes
Quit attitude towards a task
Resist attitude towards a task
Introduction Study Design Motivation Observations Future Work Conclusions
Took 32 hours of recordings of 16 observed participants, turned it into 100 pages of
transcripts, coded it with this rule set, then statistically analyzed it
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Transcript Example
time OLIVIA [action] “quote” (time on video) analysis stu
mb
le
fall
qu
it
resis
t
pers
ist
b 7:58
e 9:08
[while looking for spam, stumbles across trash 7:58 and says I’ll empty the trash
instead, I say go ahead] Participant: “I have no idea how to do that. It’s already IN the
trash” me: “Look around. ...you can empty the trash.” (8:10) Participant: “It’s already IN
trash. Where do you empty trash to? I’m thinking that I never empty my trash because
there’s no way to empty trash because it’s already trash.” (8:25) me: “no, there is a way
to empty trash.” Participant: “There’s no trash emptying.”
[ask about her agitation] Participant: “I’m not agitated at all. You’re just wrong. There’s
no trash emptying.” [ask what she’s feeling] Participant: “I think it’s dumb that the trash
doesn’t have an empty.” (8:40) me: “It does actually”
Participant: “I don’t see it. If I click on something in my trash, all I can do is trash
something in my trash, which is silly because it’s already in my trash” (9:08) me: “Ok,
we’ll come back to this. Let’s look at your spam” [so resistant that I stop this task on
test. Never does trash]
1 1
1
b 9:10
e 9:45
Participant: “I don’t know if I have spam” (9:10) me: “You do have spam.” “No. Really!?
I’m looking at all my folders and I do not have one called “spam”” (9:20) me: “Did you
find “more” at the bottom?” “There’s a more. Oh look at that, there’s spam.” (9:45)
1
1
b 9:50
e 11:10
[directed to delete all spam at once, (9:50), giving her hints] me: “It’s not that tricky, it
has words and I can see them, I’m looking at it right now” (10:37) (11:10) found “delete
all messages now”
1 1
b 11:20
e 12:10
[11:20 Go to address book] Participant: “I’m not fully sure where my address book is, I
think I have to go to my calendar”, then found contacts 12:10
1
Introduction Study Design Motivation Observations Future Work Conclusions
Fun to see example
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Occurrences for Each Code
• Asterisk indicates statistically significant difference for this code
between extrinsic and intrinsic. Total occurrences with percent of
total in parentheses.
• There was no significant difference between Unfamiliar Task
compared to Near Skill Transfer for either intrinsics or extrinsics.
Introduction Study Design Motivation Observations Future Work Conclusions
Stumble* Fall* Persist* Quit* Resist
JE Users 91 (81%)
56 (84%)
15 (88%)
9 (90%)
13 (87%)
Intrinsics 21 (19%)
11 (16%)
2 (12%)
1 (10%)
2 (13%)
Most of the stumbles etc are
extrinsics, statistics say the two groups
are different
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All Occurrences of Stumble & Fall
Introduction Study Design Motivation Observations Future Work Conclusions
More
0
5
10
15
20
stumble fall
Intrinsics on left and Extrinsics on right
Intr
insi
cs
Extr
insi
cs
Left intrinsics had little trouble, right extrinsics
stumbled
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JE User vs. Intrinsic: Marsha & Rebecca
Similar: 1. both Amotivation = 1.0 2. Both digital non-native 3. similar experience level 4. similar self rate and perceived competence 5. similar age 6. Appeared to cruise through unfamiliar tasks 7. Responsible community leaders 8. Professional women
Different: 1. Performance 2. Different motivation styles
Introduction Study Design Motivation Observations Future Work Conclusions
Exter: 4.5 Int/En 2.57
Exter: 4.0 Int/En 5.57
2 completely similar people with different motivation style have different
performance
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Resist • Only 5 out of 16 resisted • 4 extrinsic & intrinsic Mike • Olivia had 7 resists
1. Can’t empty trash 2. there is no spam 3. doesn’t “add” to group but
insists she did 4. says “check mail” button is
broken 5. won’t remove attachment, 6. says used wrong address but
was sent folder issue 7. says did not spell a word
correctly when did spell correctly
0
1
2
3
4
5
6
7
8
Lucy Mike* Miranda Marsha OliviaTo
tal O
ccu
rren
ces
of
Re
sist
Introduction Study Design Motivation Observations Future Work Conclusions
Resist was the most entertaining
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Another Type of Resist
Marsha shares, “I never use the google calendar. I’m not telling them what I’m doing every day. Forget that!”
“Passionate?...I am. I’m not MAD at them [MS Word], I’m frustrated with them. … they’re leaving out the average person. And maybe that’s what open office is for. I don’t know.”
Introduction Study Design Motivation Observations Future Work Conclusions
Instead of resist to a task, this is resist against
“The Man”
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Just Enough User Alice (1/9)
“I don’t do ANYTHING that I’m not taught. And that is a big
drawback in my learning.”
“I know enough to get what I want, most of the time. And it
definitely is not a pleasure for me to try to figure out things on
my own. N-O-T AT A-L-L… Maybe everyone thinks they are a “Just
Enough” user.”
Introduction Study Design Motivation Observations Future Work Conclusions
Cool example
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Just Enough User Lucy (3/9)
“Why would I Google it? I wouldn’t, because it’s a bunch of
teenagers who can’t spell right, who don’t use punctuation, all
lower case.”
“I am fine using the computer only for what I need. I think they
are ruining the world quite frankly, and am slightly proud I find
them somewhat repulsive machines.”
Introduction Study Design Motivation Observations Future Work Conclusions
Cool example
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Just Enough User Walter (8/9)
“You are … confronting an unbelievably unfamiliar system, with all the
scariness of being surrounded by REAL fully paid, fully trained, card
carrying life member geeks … I got spooked by the surroundings. I got
intimidated by my high level of geekitude surroundings.”
“People do get on without a computer at all, so perhaps ‘No
Computer’ (or ‘The Computer They Make You Use At Work’) is the true
‘Just Enough Computer’.”
Introduction Study Design Motivation Observations Future Work Conclusions
Cool example
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Future Work
• So much data!
• Bigger sample
• “Just Enough” term?
• Gender, socioeconomic status, years of experience, aversion to change?
• Separating work and play in motivation study
• Less frequent users?
• What if a “consequence” element?
• Hand held computers?
Introduction Study Design Motivation Observations Future Work Conclusions
Re-analyze for digital literacy, misunderstanding of novice, aging, and more
Find out percent of population that is this or that
External motivation more common with infrequent computer users?
Probably unethical, oh well.
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CONCLUSIONS Guess which one
is intrinsic?
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Statistical Results
• Confirmed competency of JE users
• Extrinsic proficient daily users stumble, fall, persist and quit significantly more than intrinsics
• AND it is not explained by age, perceived competence, or being digital native
• JE users account for over 80% of performance difficulties in our study
• Just Enough users exist in all age groups and experience levels (18% in our sample)
Introduction Study Design Motivation Observations Future Work Conclusions
They are competent, they do fail, they do exist, they are not
an insignificant number, it’s not
their age or growing up on computers.
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Observed Phenomena
• Impossible to differentiate JE user from any other competent user, until faced with the unfamiliar
• Just Enough users shed competencies as they become unnecessary
• Wide range of attitudes and experience related to exploring and performance
• Sense of “not belonging”
Introduction Study Design Motivation Observations Future Work Conclusions
They look like anyone else, there are “Just
Enough” in all experience levels. Are you one?
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Thank you!
A Haiku Just Enough is cool till unfamiliar and new safe routine un-do.
Intrinsic novice, 87 years old
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Just Enough User Lilly (2/9)
When asked during the test about her feelings, Lilly shares, “ohhh, why am I so stupid? How can I not know how to do this? I dread asking one of my kids because they have no patience.”
“I really want computers to be as unobtrusive in my daily life as can be. Just Enough term sounds a bit lazy.”
Introduction Study Design Motivation Observations Future Work Conclusions
A few more examples because they’re interesting
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Just Enough User Marsha (4/9)
Marsha says, “I like to sign out, because then they, THEORETICALLY, aren’t watching me, but you know they are because advertisements for something I just looked at turn up on the *weirdest* pages.”
“My feelings are that I would like to be more than that [JE user]. I would consider a "just enough" user to be one who uses only email, or only cruises the web for news, or only uses one application.”
Introduction Study Design Motivation Observations Future Work Conclusions
A few more examples because they’re interesting
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Just Enough User Mary Ann (5/9)
“When I’m at work, I’m so busy, that I don’t have time to play around... I always have to do things in the fastest way possible, which doesn’t allow exploration.”
“My feelings are that I would like to be more than that. I do not want to be a "dinosaur. I sometimes can do a little more than just enough if I get up my courage to try."
Introduction Study Design Motivation Observations Future Work Conclusions
A few more examples because they’re interesting
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Just Enough User Miranda (6/9)
“It seems stupid and why should I waste my time staring at the computer.”
“My feelings are, why would I spend any more time at the computer? I'd rather read a book or take a walk. Just enough is a perfect name.”
Introduction Study Design Motivation Observations Future Work Conclusions
A few more examples because they’re interesting
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Just Enough User Molly (7/9)
“This all is stupid. This is ridiculous. I don’t know why anyone uses computers. … I don’t really care. I can basically do anything I need to do and I have [IT worker] and if I can’t do anything I just call [IT worker] and cry.”
“The term "Just Enough" is kind. I don't feel judged or "less than" (stupid).”
Introduction Study Design Motivation Observations Future Work Conclusions
A few more examples because they’re interesting
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Just Enough User Olivia (8/9)
“[it] is really annoying not to be able to find these things that you’re CLAIMING it’s on here. And it’s like, how are you supposed to know where it is.....[I’m] irritated.”
“Very proud that I can do it enuf [sic]. People should make more things easy for us.”
Introduction Study Design Motivation Observations Future Work Conclusions
A few more examples because they’re interesting
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“Just Enough Users”, a poem
Just enough is satisficing, works out fine till new and strange. Computer changes make life messy, then it’s struggle stumble quit. Those interest people cruise along, probably nothing ever wrong. Curse you easy flexing user. Why can’t I just find my cursor? Just Enough left me so helpless, when the web changed all my favorites. I just want to stay so lazy, stay low interest, stay low effort. OK sometimes then I stumble. Just Enough was not effective. Who to blame and who to curse? Designers! They must be the worst.
Conclusion
Would not be a Harriet project
without a poem. Enjoy!