Lorna Lines

Multimodal and ubiquitous computing systems: supporting independent-living older users

We document the rationale and design of a multimodal interface to a pervasive/ubiquitous computing system that supports independent living by older people in their own homes. The Millennium Home system involves fitting a residents home with sensors-these sensors can be used to trigger sequences of interaction with the resident to warn them about dangerous events, or to check if they need external help. We draw lessons from the design process and conclude the paper with implications for the design of multimodal interfaces to ubiquitous systems developed for the elderly and in healthcare, as well as for more general ubiquitous computing applications.

Eliciting user requirements with older adults: lessons from the design of an interactive domestic alarm system

This paper documents how methodological challenges were addressed when identifying user requirements for an Interactive Domestic Alarm System (IDAS) designed to enable older adults to live independently in their own homes for longer. A novel approach to determine possible IDAS functionality is described, and the results of focus groups conducted with older adults and care workers are reported. The paper identifies some difficulties encountered when using the focus group method with an ageing sample, and highlights the importance of careful preparatory work if this method is to be used successfully in such a context.

e-Government online forms: design guidelines for older adults in Europe

This paper reports on the findings of Delivering Inclusive Access to Disabled and Elderly Members of the community (DIADEM), a 3-year project, funded by the European Commission’s Sixth Framework Programme, to assist older adults when accessing, completing, and submitting online forms, by developing web-based assistive technologies that adapt the online form according to users’ needs. A user-centred approach is adopted to gain insights into the challenges faced by 80 older adults in three European countries as they interact with a representative sample of public service-based online forms. A thematic analysis is then carried out on the data, which revealed five over-arching themes that relate to the challenges faced by users: assistance, trust, layout, the technology paradigm, and language. From these themes, 23 online form design guidelines are derived, which provide valuable guidance for the development of the DIADEM application and for e-Government online form design for an ageing population in general.

Two spatial memories are not better than one: evidence of exclusivity in memory for object location

This paper studies the dynamics of attempting to access two spatial memories simultaneously and its implications for the accuracy of recall. Experiment 1 demonstrates in a range of conditions that two cues pointing to different experiences of the same object location produce little or no higher recall than that observed with a single cue. Experiment 2 confirms this finding in a within-subject design where both cues have previously elicited recall. Experiment 3 shows that these findings are only consistent with a model in which two representations of the same object location are mutually exclusive at both encoding and retrieval, and inconsistent with models that assume information from both representations is available. We propose that these representations quantify directionally specific judgments of location relative to specific anchor points in the stimulus; a format that precludes the parallel processing of like representations. Finally, we consider the apparent paradox of how such representations might contribute to the acquisition of spatial knowledge from multiple experiences of the same stimuli.

The role of web-based learning environments in fostering collaboration

Web-based learning environments are increasingly used to support lecture and seminar activities in blended learning courses and there is growing evidence to suggest a positive relationship between peer-to-peer learning activities and academic attainment. The role of web-based learning environments that are used as a learning-support tool is considered where the blended learning system goals of social interaction and personal agency within the context of web-based discussion boards are of particular interest. Using web-based learning community discussions as a case study we illustrate the role of personal agency and social interaction and how personalisation of the learning experience may be supported by the teachers. Our results are intended to inform teachers and the design of automated instructional agents, that will need to support personal agency and social interaction, to facilitate online student collaboration within the blended learning system context. Keywords: Blended learning, collaborative learning, online discussion, discussion group development.

Designing computer systems for and with older users

The ageing population in the developed world, and the centrality of computer systems in many aspects of daily life, are factors commonly cited as necessitating the provision of computer technologies appropriate for older users. Much of the research on older people and computer systems is undertaken and presented with a crusading zeal, based on the assumption that computer systems are, of themselves, a positive influence on the lives of older people (Selwyn et al. 2003). We have argued elsewhere that insufficient data exist to determine whether or not computer systems, as they are currently constituted, improve wellbeing among older users (Dickinson and Gregor 2006). In this special issue, we have focused on approaches, techniques and methodologies that support a fuller and more sophisticated analysis of the relationship – or potential relationship – between older adults and computer systems. The seven selected papers published here offer a variety of perspectives on this area, and add both empirical data and theoretical richness to the field. The paper by Convertino and colleagues explores theoretical issues of intergenerational collaborations using computer supported collaborative work (CSCW) in a work environment. The authors persuasively argue the vital point that older workers bring different – not fewer – talents and qualities to intergenerational work relationships. Comparative lack of technical knowledge is offset by valuable and extensive domain expertise and problem-solving skills. To maximize usefulness to industry, where such skills are highly valued, designers of such systems should aim to support these talents and qualities as well as those of younger workers. Another paper which benefits from a strongly theoretical approach is the work by Turner et al. who use ‘learned helplessness’ theory to explore the qualitative and discursive outcomes of a nine month study of older adults learning to use interactive systems. Their analysis of the experiences of the learners, and the ways in which these are described in conversation, provides us with important and rich information on the barriers that older adults perceive to their own computer use. An important theory which informs the paper by Sokoler and Svensson is that of non-stigmatizing technologies and the ways in which these might be developed. The work, based on qualitative field work in residential homes, focuses on the difficulties of inducing people explicitly to recognize and express feelings that might be regarded as stigmatizing, such as loneliness and isolation. Arguing that older adults themselves have various strategies for dealing with such problems in indirect, non-stigmatizing ways, the authors seek to develop technology that enables such strategies, rather than technology that stigmatizes the recipient through defining them as having a problem such as, for example, being ‘lonely’. These theoretical approaches and, in the case of Sokoler and Svensson, the production of a prototype system, are thought-provoking and useful, offering new insights into the issues surrounding older adults’ use – or non-use – of computer systems. Renaud and Ramsay report on the development of an identification and authentication procedure to increase the accessibility of web content to older users, through focusing on strengths which do not change with age, such as recognition of one’s own handwriting, rather than current approaches that demand perfect recall. The system developed provides a number of insights into ways in which designs can be made more widely accessible and in which the seriousness of user errors can be reduced without compromising security. The special issue concludes with three papers focused on methodological strategies for working with older adults. Rice et al. look at the use of requirements gathering techniques adapted from Forum Theatre in working with older adults. These techniques, the authors argue, allow the social and attitudinal implications of potential technologies to be explored with people who may have little technical knowledge, thus overcoming significant communication barriers between older users and designers. They report on sessions carried out with older participants on the topic of interactive television to illustrate the richness of the data gathered with these techniques. In his paper, Hawthorn explores adaptations to user centred design techniques using the example of the development and evaluation of a tutorial program, FileTutor, which teaches older people about file management. Behaviour & Information Technology, Vol. 26, No. 4, July –August 2007, 273 – 274

Supporting the development of effective e-learning resources: a student-centred approach

This paper reports preliminary findings from an assessment of student learning styles and the potential impact on course support materials delivered using the WebCT e-learning application. The aim of the assessment was to identify whether the course materials supported the learning styles presented by the course group. Employing an established learning style survey tool, this investigation is reported and main findings discussed. Future research will consider the development of support materials and will further investigate learning style and the use of WebCT in alternative courses and disciplines.