Matching Items (5)
Filtering by
- All Subjects: User Experience
- Genre: Masters Thesis
- Creators: Branaghan, Russell
Description
Modern day driving continues to burgeon with attention detractors found inside and outside drivers' vehicles (e.g. cell phones, other road users, etc.). This study explores a regularly disregarded attention detractor experienced by drivers: self-regulation. Results suggest self-regulation and WMC has the potential to affect attentional control, producing maladaptive changes in driving performance in maximum speed, acceleration, and time headway.
ContributorsSinocruz, Jerome Q (Author) / Sanchez, Christopher A (Thesis advisor) / Branaghan, Russel J (Committee member) / Becker, David V (Committee member) / Arizona State University (Publisher)
Created2012
Description
Providing the user with good user experience is complex and involves multiple factors. One of the factors that can impact the user experience is animation. Animation can be tricky to get right and needs to be understood by designers. Animations that are too fast might not accomplish anything and having them too slow could slow the user down causing them to get frustrated.
This study explores the subject of animation and its speed by trying to answer the following questions – 1) Do people notice whether an animation is present 2) Does animation affect the enjoyment of a transition? and 3) If animation does affect enjoyment, what is the effect of different animation speeds?
The study was conducted using 3 prototypes of an application to order bottled water in which the transitions between different brands of bottled water were animated at 0ms, 300ms and 650ms. A survey was conducted to see if the participants were able to spot any difference between the prototypes and if they did, which one they preferred.
It was found that most people did not recognize any difference between the prototypes. Even people who recognized a difference between the prototypes did not have any preference of speed.
This study explores the subject of animation and its speed by trying to answer the following questions – 1) Do people notice whether an animation is present 2) Does animation affect the enjoyment of a transition? and 3) If animation does affect enjoyment, what is the effect of different animation speeds?
The study was conducted using 3 prototypes of an application to order bottled water in which the transitions between different brands of bottled water were animated at 0ms, 300ms and 650ms. A survey was conducted to see if the participants were able to spot any difference between the prototypes and if they did, which one they preferred.
It was found that most people did not recognize any difference between the prototypes. Even people who recognized a difference between the prototypes did not have any preference of speed.
ContributorsIjari, Kusum (Author) / Branaghan, Russell (Thesis advisor) / Chiou, Erin (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2019
Description
Previous literature was reviewed in an effort to further investigate the link between notification levels of a cell phone and their effects on driver distraction. Mind-wandering has been suggested as an explanation for distraction and has been previously operationalized with oculomotor movement. Mind-wandering’s definition is debated, but in this research it was defined as off task thoughts that occur due to the task not requiring full cognitive capacity. Drivers were asked to operate a driving simulator and follow audio turn by turn directions while experiencing each of three cell phone notification levels: Control (no texts), Airplane (texts with no notifications), and Ringer (audio notifications). Measures of Brake Reaction Time, Headway Variability, and Average Speed were used to operationalize driver distraction. Drivers experienced higher Brake Reaction Time and Headway Variability with a lower Average Speed in both experimental conditions when compared to the Control Condition. This is consistent with previous research in the field of implying a distracted state. Oculomotor movement was measured as the percent time the participant was looking at the road. There was no significant difference between the conditions in this measure. The results of this research indicate that not, while not interacting with a cell phone, no audio notification is required to induce a state of distraction. This phenomenon was unable to be linked to mind-wandering.
ContributorsRadina, Earl (Author) / Gray, Robert (Thesis advisor) / Chiou, Erin (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2019
Description
The International Standards Organization (ISO) documentation utilizes Fitts’ law to determine the usability of traditional input devices like mouse and touchscreens for one- or two-dimensional operations. To test the hypothesis that Fitts’ Law can be applied to hand/air gesture based computing inputs, Fitts’ multi-directional target acquisition task is applied to three gesture based input devices that utilize different technologies and two baseline devices, mouse and touchscreen. Three target distances and three target sizes were tested six times in a randomized order with a randomized order of the five input technologies. A total of 81 participants’ data were collected for the within subjects design study. Participants were instructed to perform the task as quickly and accurately as possible according to traditional Fitts’ testing procedures. Movement time, error rate, and throughput for each input technology were calculated.
Additionally, no standards exist for equating user experience with Fitts’ measures such as movement time, throughput, and error count. To test the hypothesis that a user’s experience can be predicted using Fitts’ measures of movement time, throughput and error count, an ease of use rating using a 5-point scale for each input type was collected from each participant. The calculated Mean Opinion Scores (MOS) were regressed on Fitts’ measures of movement time, throughput, and error count to understand the extent to which they can predict a user’s subjective rating.
Additionally, no standards exist for equating user experience with Fitts’ measures such as movement time, throughput, and error count. To test the hypothesis that a user’s experience can be predicted using Fitts’ measures of movement time, throughput and error count, an ease of use rating using a 5-point scale for each input type was collected from each participant. The calculated Mean Opinion Scores (MOS) were regressed on Fitts’ measures of movement time, throughput, and error count to understand the extent to which they can predict a user’s subjective rating.
ContributorsBurno, Rachael A (Author) / Wu, Bing (Thesis advisor) / Cooke, Nancy J. (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2015
Description
Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if higher agency roles of a designer or teacher enhances cognitive engagement and improves learning when compared to the conventional role of a learner. Improved learning outcomes were observed from the pretest to posttest for the learner, designer, and teacher role. Participants engaged with higher agency roles did not demonstrate more growth from pretest to posttest when compared to the control group, but participants in the teacher role outperformed those in the designer role. Additionally, reading ability did not impact learning gains across groups. While students who engaged with higher agency roles did not achieve greater learning outcomes than students in the control group, results indicate a learning effect across groups. Results of this study suggest that it was underpowered. Further research is needed to determine the extent of the impact that higher agency roles have on learning outcomes.
ContributorsNovak, Kyrsten (Author) / Roscoe, Rod (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2018