Sayago Perspectives on Human-Computer Interaction Research with Older People

1. Auflage 2019
ISBN: 978-3-030-06076-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 262 Seiten

Reihe: Human-Computer Interaction Series

This book promotes a critical reflection about the research conducted so far in Human-Computer Interaction (HCI) with older people, whose predominant perspective focuses on decline, health, and help. It introduces a new (or different) perspective, which is grounded in interdisciplinary research on older people and digital technologies. Key elements are to (i) address topics that include, but also go beyond decline, health, and help, such as leisure, fun, creativity and culture, to delve more deeply into the role of digital technologies in multiple facets of older people's lives; (ii) focus on doing research and designing technologies with and for older adults, and their communities, to avoid and fight against negative social conceptions of ageing; and (iii) examine older people's life course, strengths, interests, and values, as well as their limitations and needs, to design technologies that not only help but also empower them, extending their abilities and acquiring new knowledge, beyond technology use. This perspective aims to help us better understand, design, and evaluate older people's interactions with digital technologies in the early 21st century.

Autoren/Hrsg.

Sayago, Sergio

Inhaltsverzeichnis

1;Foreword;6
2;Acknowledgements;8
3;Contents;9
4;Editor and Contributors;11
5;Introduction;14
6;1 Editorial Introduction—Perspectives on HCI Research with Older People;15
6.1;1.1 Overview;15
6.2;1.2 Background;17
6.2.1;1.2.1 Waves of HCI Research in a Nutshell;18
6.2.2;1.2.2 Evolution of Older-Adult HCI Research: A Guided Discussion;19
6.3;1.3 Overview of the Contents of the Book and Chapters;21
6.4;1.4 Perspective on HCI Research with Older People;24
6.5;References;26
7;Design;30
8;2 Creating Technologies with People Who have Dementia;31
8.1;2.1 Introduction;31
8.2;2.2 Current Context;32
8.3;2.3 Technology for Dementia;33
8.4;2.4 Reconceptualising Dementia;35
8.5;2.5 Creating Digital Solutions;38
8.5.1;2.5.1 Context;40
8.5.2;2.5.2 Accessibility;41
8.6;2.6 Conclusions;42
8.7;References;43
9;3 The Role of Designers in the Development and Communication of New Technology;47
9.1;3.1 Introduction;47
9.2;3.2 Digitalization and the Use of Technology;48
9.3;3.3 Perspectives on Design;50
9.4;3.4 Design as Communication—Communication as Design;52
9.5;3.5 Design and Communication—A Smartphone Example;53
9.6;3.6 Designing with the User;55
9.7;3.7 Conclusion;56
9.8;References;56
10;Technologies;59
11;4 Smartphone Usage Diversity among Older People;60
11.1;4.1 Introduction;60
11.2;4.2 Related Work;61
11.3;4.3 Methods;62
11.3.1;4.3.1 Tracked Use: Smartphone Logs;63
11.3.2;4.3.2 Reported Use: Survey;63
11.3.3;4.3.3 Reflection on Use: Focus Groups;64
11.4;4.4 Results;64
11.4.1;4.4.1 Tracked Use;64
11.4.2;4.4.2 Reported Use;65
11.4.3;4.4.3 Reflections on Use;69
11.5;4.5 Discussion;70
11.6;4.6 Conclusion;72
11.7;References;73
12;5 Seniors and Self-tracking Technology;76
12.1;5.1 Introduction;76
12.2;5.2 Self-tracking;77
12.3;5.3 Method;78
12.4;5.4 Seniors’ Use of Self-tracking;78
12.5;5.5 Barriers to Self-tracking Technology Adoption;79
12.6;5.6 Overcoming Barriers;82
12.7;5.7 Research Gaps and Future Directions;82
12.8;5.8 Pursuing Actionable Insights;84
12.9;References;84
13;6 Designing Mid-Air Gesture Interaction with Mobile Devices for Older Adults;89
13.1;6.1 From the Compensation Model to Engagement;89
13.2;6.2 Mid-Air Gesture Interaction and Design Challenges;90
13.3;6.3 The ECOMODE Project: A Series of Studies on Designing Mid-Air Gesture Interaction;92
13.3.1;6.3.1 Understanding the Design Space;93
13.3.2;6.3.2 Test with Commercial Tools;96
13.3.3;6.3.3 Design of a Gesture Set;97
13.3.4;6.3.4 The Wizard of Oz Approach;97
13.3.5;6.3.5 Satisfaction and Comfort;98
13.3.6;6.3.6 Mid-Air Gesture Interaction: Older Adults vs Middle-Aged and Younger Adults;98
13.3.7;6.3.7 Data Collection of a Mid-Air Gestures Dataset;99
13.3.8;6.3.8 Fatigue and Mid-Air Gesture Interaction;101
13.3.9;6.3.9 Unfolding the Values of Mid-Air Gesture Interaction;102
13.4;6.4 Recommendations for the Design of Mid-Air Gesture Interaction for Older Adults;102
13.5;6.5 Conclusion;105
13.6;References;106
14;7 The Social Interaction Experiences of Older People in a 3D Virtual Environment;109
14.1;7.1 Introduction;109
14.2;7.2 Older People and 3D Virtual Worlds;110
14.2.1;7.2.1 The Digital Lives of Older People in Virtual Worlds;110
14.2.2;7.2.2 Factors Affecting 3D Social Interaction Experience;111
14.3;7.3 Method;112
14.3.1;7.3.1 Virtual World System;113
14.3.2;7.3.2 Study Procedure;114
14.3.3;7.3.3 Data Collection and Analysis;114
14.4;7.4 Results;115
14.4.1;7.4.1 Avatars;116
14.4.2;7.4.2 Differences Between the 3D and Non-3D Store;117
14.4.3;7.4.3 Factors Linked to the Quality of Social Interaction;117
14.4.4;7.4.4 Analysis of the Interview Data;119
14.5;7.5 Discussion and Conclusion;122
14.6;References;124
15;8 Web-Based Embodied Conversational Agents and Older People;126
15.1;8.1 Introduction;126
15.2;8.2 Creation and Design of 3D Virtual Characters;127
15.2.1;8.2.1 Tools to Create 3D Virtual Characters;128
15.2.2;8.2.2 Web Requirements;130
15.2.3;8.2.3 Scene Editors and Renderers;131
15.2.4;8.2.4 Virtual Character Integration and Control;132
15.3;8.3 Our Pipeline in More Detail;132
15.3.1;8.3.1 Overall Process;133
15.3.2;8.3.2 Behavior Scripting and Control;134
15.3.3;8.3.3 Look at;135
15.3.4;8.3.4 Lip-Syncing;135
15.3.5;8.3.5 Facial Expressions;136
15.3.6;8.3.6 Gestures;137
15.3.7;8.3.7 An Example of a Fully Web-Based ECA;138
15.4;8.4 ECAs and Older People;138
15.5;8.5 Conclusion;139
15.6;References;140
16;Technology Use;143
17;9 Online Leisure and Wellbeing in Later Life;144
17.1;9.1 Introduction;144
17.2;9.2 Three Pathways Towards Better Understanding;146
17.3;9.3 Applying the Three Paths;147
17.3.1;9.3.1 Data Collection and Sample;147
17.3.2;9.3.2 Measurements;148
17.3.3;9.3.3 Data Analysis;148
17.4;9.4 Results;149
17.4.1;9.4.1 Online and Offline Media-Based Leisure Activities;149
17.4.2;9.4.2 The Structure of Online and Offline Activities;150
17.4.3;9.4.3 Clusters of Older Internet Users;152
17.4.4;9.4.4 Background Characteristics of Older Internet User Clusters;153
17.4.5;9.4.5 Life Satisfaction Differences;154
17.5;9.5 Discussion;156
17.6;References;158
18;10 Designing for the Informatics Lifecourse and Ageing in Place;160
18.1;10.1 Introduction;160
18.2;10.2 Background;161
18.2.1;10.2.1 Lifecourse Theories and ICTs;161
18.2.2;10.2.2 Designing Technology Support in Communities;162
18.2.3;10.2.3 Designing Community-Based Technology with Older Adults;163
18.3;10.3 Methods;164
18.3.1;10.3.1 Limitations;166
18.4;10.4 Findings;166
18.4.1;10.4.1 How Ageing in Place Affects Technology Help Seeking Patterns;167
18.4.2;10.4.2 How Technology Support Affects Technology Usage;168
18.4.3;10.4.3 How Transitions to Retirement and Ageism Affect Technology Usage;169
18.5;10.5 Conclusions and Implications for Design;171
18.6;References;172
19;11 Older Adults as Internet Content Producers: Motivations for Blogging in Later Life;174
19.1;11.1 Introduction;174
19.2;11.2 Body of the Chapter;174
19.2.1;11.2.1 Adoption of Blogging;175
19.2.2;11.2.2 Older Adults as Bloggers;177
19.3;11.3 Method;177
19.3.1;11.3.1 Participants;177
19.3.2;11.3.2 Data Collection;178
19.3.3;11.3.3 Data Analysis;179
19.4;11.4 Results;179
19.4.1;11.4.1 Blogging as Self-expression;179
19.4.2;11.4.2 Others as Blogging Prompters;182
19.5;11.5 Discussion;183
19.6;11.6 Conclusion;185
19.7;References;185
20;12 Older People Positive, Active and Creative ICT Use: A Study in Three Countries;188
20.1;12.1 Introduction;188
20.2;12.2 Related Work;191
20.3;12.3 Methodology;191
20.4;12.4 Results and Discussion;193
20.4.1;12.4.1 Their ICTs Use Is not so Heterogeneous as One Might Think;193
20.4.2;12.4.2 An Alternative View of ICT Use: Creative, Active and Positive Relationship with ICTs;195
20.5;12.5 Conclusions;199
20.6;References;199
21;13 Designing Computer-Supported Technology to Mediate Intergenerational Social Interaction: A Cultural Perspective;203
21.1;13.1 Introduction;203
21.2;13.2 Design and Evolution of Social Interaction Technology;204
21.3;13.3 Designing of Intergenerational Social Interactive Systems;205
21.3.1;13.3.1 Modeling Interaction Systems for Older Adults;206
21.3.2;13.3.2 Challenges on Mediating Intergenerational Communication;207
21.4;13.4 On the Influence of Culture in Mediating Intergenerational Communication;209
21.4.1;13.4.1 Intergenerational Family Communication in Western and Latin American Countries;209
21.4.2;13.4.2 Comparison of Both Scenarios;212
21.5;13.5 Conclusions;214
21.6;References;215
22;Research Methods and Programming Acceptance;219
23;14 Why and How Think-Alouds with Older Adults Fail: Recommendations from a Study and Expert Interviews;220
23.1;14.1 Introduction;220
23.2;14.2 Deployment with Frail Older Adults;222
23.2.1;14.2.1 Participants;222
23.2.2;14.2.2 Apparatus;222
23.2.3;14.2.3 Study Design;223
23.2.4;14.2.4 Usability Testing Procedure;224
23.2.5;14.2.5 Analysis;225
23.3;14.3 Study 1: Results and Discussion;225
23.3.1;14.3.1 Comparing the Thinking-Aloud Variants;225
23.3.2;14.3.2 Usability Tests: Thematic Analysis;227
23.3.3;14.3.3 Summary;229
23.4;14.4 Study 2: Interviews with Experts;229
23.4.1;14.4.1 Participants;229
23.4.2;14.4.2 Interview Procedure;230
23.4.3;14.4.3 Analysis;230
23.5;14.5 Study 2: Results and Discussion;230
23.5.1;14.5.1 Experts’ Current Practice;231
23.5.2;14.5.2 Adapting to Participant Characteristics;231
23.5.3;14.5.3 Ethics;233
23.5.4;14.5.4 The Researcher’s Role;233
23.5.5;14.5.5 Summary;234
23.6;14.6 Recommendations;234
23.6.1;14.6.1 Takeaway 1: Recruit and Plan for Co-discovery;234
23.6.2;14.6.2 Takeaway 2: Discover and Enhance Participant Motivation to Use Technology;235
23.6.3;14.6.3 Takeaway 3: The Researcher’s Role Includes Enhancing Participants’ Sense of Autonomy and Self-confidence;235
23.6.4;14.6.4 Takeaway 4: Low Self-efficacy and High Impression Management Can Have a Greater Impact on the Usability Test Than Frailty;236
23.7;14.7 Conclusion;237
23.8;References;237
24;15 Working Towards Fostering Programming Acceptance in the Everyday Lives of Older and Adult People with Low Levels of Formal Education: A Qualitative Case Study;239
24.1;15.1 Introduction;239
24.2;15.2 Overview of Related Works;241
24.2.1;15.2.1 Technology Acceptance;241
24.2.2;15.2.2 Computer Programming;242
24.3;15.3 The Case Study;243
24.3.1;15.3.1 Context;243
24.3.2;15.3.2 Objective, Implementation and Profile of the Participants;244
24.3.3;15.3.3 Courses and Setting;245
24.3.4;15.3.4 Data Gathering and Analysis;246
24.4;15.4 Relevant Findings;246
24.4.1;15.4.1 PU is More Important than PEOU;246
24.4.2;15.4.2 Social Technology Acceptance: The Group and the Course Instructor;247
24.4.3;15.4.3 POE (Perception of Exclusion);248
24.4.4;15.4.4 ‘I Consider I Have the Knowledge Necessary’;248
24.5;15.5 Discussion;249
24.5.1;15.5.1 An Intergenerational Case Study of Fostering Programming Acceptance;249
24.5.2;15.5.2 Relative Relevance of Technology Acceptance Constructs;250
24.5.3;15.5.3 New (or Different) Elements of and Constructs in Technology Acceptance;250
24.5.4;15.5.4 Some Implications;251
24.5.5;15.5.5 Main Limitations;251
24.6;15.6 Conclusion;252
24.7;References;253
25;Conclusion and Future Perspectives;255
26;16 Editorial Conclusion—Where Do We Go from Here?;256
26.1;16.1 Main Objectives and Summary of Key Findings;256
26.2;16.2 A Few ‘Final’ Words About the New (Different) Perspective;257
26.3;16.3 Future Research Opportunities;258
26.3.1;16.3.1 Towards Strengthening the Theoretical and Interdisciplinary Aspect;258
26.3.2;16.3.2 To Know Our Research Methods Better;259
26.3.3;16.3.3 The Next Generation of Older People;259
26.3.4;16.3.4 More Digital Empowerment and Democratization of Technologies;260
26.3.5;16.3.5 Age as a Property of Individuals and Society Too;260
26.4;References;261