Evaluating Peripheral Interaction Design

Bakker, S; van den Hoven, E; Eggen, B

Evaluating Peripheral Interaction Design

Bakker, S van den Hoven, E

Eggen, B

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Publisher:: Taylor & Francis
Publication Type:: Journal Article
Citation:: Human-Computer Interaction, 2015, 30, (6), pp. 473-506
Issue Date:: 2015-07-01

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Field	Value	Language
dc.contributor.author	Bakker, S
dc.contributor.author	van den Hoven, E https://orcid.org/0000-0002-0888-1426
dc.contributor.author	Eggen, B
dc.date.accessioned	2024-02-17T04:24:47Z
dc.date.available	2024-02-17T04:24:47Z
dc.date.issued	2015-07-01
dc.identifier.citation	Human-Computer Interaction, 2015, 30, (6), pp. 473-506
dc.identifier.issn	0737-0024
dc.identifier.issn	1532-7051
dc.identifier.uri	http://hdl.handle.net/10453/175726
dc.description.abstract	Many actions in the physical world take place in the background or periphery of peoples attention. However interactions with computing technologies usually require focused attention. This paper explores the concept of peripheral interaction: physical interaction with technology that takes place outside the focus of attention. A peripheral interaction design (called FireFlies), which supports primary school teachers in their everyday routine through open-ended light-objects on the childrens desks, was deployed in four classrooms for six weeks. Results of interviews and video analysis indicate that the six participating teachers were able to physically interact with the FireFlies interactive artefact quickly and frequently without disturbing ongoing tasks. In the final weeks of the study, the teachers seemed able to easily shift their focus of attention between their main task and the interactive system. We therefore conclude that, even though it is difficult to measure peoples attention, a longitudinal approach seemed effective to find indicators for peripheral interaction.
dc.language	English
dc.publisher	Taylor & Francis
dc.relation.ispartof	Human-Computer Interaction
dc.relation.isbasedon	10.1080/07370024.2014.921531
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	08 Information and Computing Sciences, 12 Built Environment and Design, 17 Psychology and Cognitive Sciences
dc.subject.classification	Human Factors
dc.subject.classification	33 Built environment and design
dc.subject.classification	46 Information and computing sciences
dc.subject.classification	52 Psychology
dc.title	Evaluating Peripheral Interaction Design
dc.type	Journal Article
utslib.citation.volume	30
utslib.for	1203 Design Practice and Management
utslib.for	080602 Computer-Human Interaction
utslib.for	08 Information and Computing Sciences
utslib.for	12 Built Environment and Design
utslib.for	17 Psychology and Cognitive Sciences
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	University of Technology Sydney/Strength - VI - Visualisation Institute
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2024-02-17T04:24:46Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	30
utslib.citation.issue	6

Abstract:

Many actions in the physical world take place in the background or periphery of peoples attention. However interactions with computing technologies usually require focused attention. This paper explores the concept of peripheral interaction: physical interaction with technology that takes place outside the focus of attention. A peripheral interaction design (called FireFlies), which supports primary school teachers in their everyday routine through open-ended light-objects on the childrens desks, was deployed in four classrooms for six weeks. Results of interviews and video analysis indicate that the six participating teachers were able to physically interact with the FireFlies interactive artefact quickly and frequently without disturbing ongoing tasks. In the final weeks of the study, the teachers seemed able to easily shift their focus of attention between their main task and the interactive system. We therefore conclude that, even though it is difficult to measure peoples attention, a longitudinal approach seemed effective to find indicators for peripheral interaction.

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http://hdl.handle.net/10453/175726