2014
5.
Parsons, Paul; Sedig, Kamran
Adjustable properties of visual representations: Improving the quality of human-information interaction Journal Article
In: Journal of the Association for Information Science and Technology, vol. 65, no. 3, pp. 455–482, 2014, ISSN: 23301635, (arXiv: 0803.1716 ISBN: 978-0-88986-920-2).
Abstract | Links | BibTeX | Tags: design patterns, human-information interaction, interaction
@article{Parsons2012ab,
title = {Adjustable properties of visual representations: Improving the quality of human-information interaction},
author = {Paul Parsons and Kamran Sedig},
url = {http://doi.wiley.com/10.1002/asi.23002},
doi = {10.1002/asi.23002},
issn = {23301635},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-16},
journal = {Journal of the Association for Information Science and Technology},
volume = {65},
number = {3},
pages = {455--482},
abstract = {Complex cognitive activities, such as analytical reasoning, problem solving, and sense making, are often performed through the mediation of interactive computational tools. Examples include visual analytics, decision support, and educational tools. Through interaction with visual representations of information at the visual interface of these tools, a joint, coordinated cognitive system is formed. This partnership results in a number of relational properties—those depending on both humans and tools—that researchers and designers must be aware of if such tools are to effectively support the performance of complex cognitive activities. This article presents 10 properties of interactive visual representations that are essential and relational and whose values can be adjusted through interaction. By adjusting the values of these properties, better coordination between humans and tools can be effected, leading to higher quality performance of complex cognitive activities. This article examines how the values of these properties affect cognitive processing and visual reasoning and demonstrates the necessity of making their values adjustable—all of which is situated within a broader theoretical framework concerned with human-information interaction in complex cognitive activities. This framework can facilitate systematic research, design, and evaluation in numerous fields including information visualization, health informatics, visual analytics, and educational technology.},
note = {arXiv: 0803.1716
ISBN: 978-0-88986-920-2},
keywords = {design patterns, human-information interaction, interaction},
pubstate = {published},
tppubtype = {article}
}
Complex cognitive activities, such as analytical reasoning, problem solving, and sense making, are often performed through the mediation of interactive computational tools. Examples include visual analytics, decision support, and educational tools. Through interaction with visual representations of information at the visual interface of these tools, a joint, coordinated cognitive system is formed. This partnership results in a number of relational properties—those depending on both humans and tools—that researchers and designers must be aware of if such tools are to effectively support the performance of complex cognitive activities. This article presents 10 properties of interactive visual representations that are essential and relational and whose values can be adjusted through interaction. By adjusting the values of these properties, better coordination between humans and tools can be effected, leading to higher quality performance of complex cognitive activities. This article examines how the values of these properties affect cognitive processing and visual reasoning and demonstrates the necessity of making their values adjustable—all of which is situated within a broader theoretical framework concerned with human-information interaction in complex cognitive activities. This framework can facilitate systematic research, design, and evaluation in numerous fields including information visualization, health informatics, visual analytics, and educational technology.
2013
4.
Sedig, Kamran; Parsons, Paul
Interaction Design for Complex Cognitive Activities with Visual Representations: A Pattern-Based Approach Journal Article
In: AIS Transactions on Human-Computer Interaction, vol. 5, no. 2, pp. 84–133, 2013.
Abstract | Links | BibTeX | Tags: design, human-information interaction, information visualization
@article{Sedig2013,
title = {Interaction Design for Complex Cognitive Activities with Visual Representations: A Pattern-Based Approach},
author = {Kamran Sedig and Paul Parsons},
url = {http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1057&context=thci},
year = {2013},
date = {2013-01-01},
journal = {AIS Transactions on Human-Computer Interaction},
volume = {5},
number = {2},
pages = {84--133},
abstract = {This paper is concerned with interaction design for visualization-based computational tools that support the performance of complex cognitive activities, such as analytical reasoning, sense making, decision making, problem solving, learning, planning, and knowledge discovery. In this paper, a number of foundational concepts related to interaction and complex cognitive activities are syncretized into a coherent theoretical framework. This framework is general, in the sense that it is applicable to all technologies, platforms, tools, users, activities, and visual representations. Included in the framework is a catalog of 32 fundamental epistemic action patterns, with each action pattern being characterized and examined in terms of its utility in supporting different complex cognitive activities. This catalog of action patterns is comprehensive, covering a broad range of interactions that are performed by a diverse group of users for all kinds of tasks and activities. The presented framework is also generative, in that it can stimulate creativity and innovation in research and design for a number of domains and disciplines, including data and information visualization, visual analytics, digital libraries, health informatics, learning sciences and technologies, personal information management, decision support, information systems, and knowledge management.},
keywords = {design, human-information interaction, information visualization},
pubstate = {published},
tppubtype = {article}
}
This paper is concerned with interaction design for visualization-based computational tools that support the performance of complex cognitive activities, such as analytical reasoning, sense making, decision making, problem solving, learning, planning, and knowledge discovery. In this paper, a number of foundational concepts related to interaction and complex cognitive activities are syncretized into a coherent theoretical framework. This framework is general, in the sense that it is applicable to all technologies, platforms, tools, users, activities, and visual representations. Included in the framework is a catalog of 32 fundamental epistemic action patterns, with each action pattern being characterized and examined in terms of its utility in supporting different complex cognitive activities. This catalog of action patterns is comprehensive, covering a broad range of interactions that are performed by a diverse group of users for all kinds of tasks and activities. The presented framework is also generative, in that it can stimulate creativity and innovation in research and design for a number of domains and disciplines, including data and information visualization, visual analytics, digital libraries, health informatics, learning sciences and technologies, personal information management, decision support, information systems, and knowledge management.
2012
3.
Sedig, Kamran; Parsons, Paul
Enhancing the epistemic utility of physical information spaces through digital information interfaces Inproceedings
In: IASTED Conference on Human-Computer Interaction, pp. 8, Baltimore, MD, 2012.
Abstract | Links | BibTeX | Tags: human-information interaction
@inproceedings{SedigParsons2012a,
title = {Enhancing the epistemic utility of physical information spaces through digital information interfaces},
author = {Kamran Sedig and Paul Parsons},
url = {http://www.actapress.com/Abstract.aspx?paperId=454080},
doi = {10.2316/P.2012.772-019},
year = {2012},
date = {2012-01-01},
booktitle = {IASTED Conference on Human-Computer Interaction},
pages = {8},
address = {Baltimore, MD},
abstract = {People perform many activities in physical spaces such as scientific museums, medical laboratories, and educational exhibits. Some activities performed in such spaces are for the purpose of making sense of the features of the space, learning about how elements within the space work, solving problems regarding relationships among items within the space, and so on. As all of these activities are fundamentally cognitive in nature, they may be labeled as cognitive activities (CAs). These activities involve and are related to knowledge of and/or knowing about physical spaces. Therefore, the degree to which physical spaces support such activities may be referred to as their epistemic utility. The epistemic utility of physical spaces has historically been limited due to the limited affordances that such spaces offer. Recent technological advances, however, provide opportunities for enhancing the epistemic utility of physical information spaces. Cognitive activity support tools (CASTs) are one such type of technology that can potentially enhance the epistemic utility of physical information spaces. The enhancement is in potential form as it depends upon the effective and proper design of CASTs. This paper draws upon research from the cognitive, information, and computer sciences to inform and motivate the conceptualization of CAST-augmented physical information spaces that have enhanced epistemic utility},
keywords = {human-information interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
People perform many activities in physical spaces such as scientific museums, medical laboratories, and educational exhibits. Some activities performed in such spaces are for the purpose of making sense of the features of the space, learning about how elements within the space work, solving problems regarding relationships among items within the space, and so on. As all of these activities are fundamentally cognitive in nature, they may be labeled as cognitive activities (CAs). These activities involve and are related to knowledge of and/or knowing about physical spaces. Therefore, the degree to which physical spaces support such activities may be referred to as their epistemic utility. The epistemic utility of physical spaces has historically been limited due to the limited affordances that such spaces offer. Recent technological advances, however, provide opportunities for enhancing the epistemic utility of physical information spaces. Cognitive activity support tools (CASTs) are one such type of technology that can potentially enhance the epistemic utility of physical information spaces. The enhancement is in potential form as it depends upon the effective and proper design of CASTs. This paper draws upon research from the cognitive, information, and computer sciences to inform and motivate the conceptualization of CAST-augmented physical information spaces that have enhanced epistemic utility
2.
Parsons, Paul; Sedig, Kamran
Toward a holistic framework for human-information interaction Inproceedings
In: Canadian Association for Information Science, pp. 3, Waterloo, ON, 2012.
Abstract | BibTeX | Tags: human-information interaction
@inproceedings{Parsons2012b,
title = {Toward a holistic framework for human-information interaction},
author = {Paul Parsons and Kamran Sedig},
year = {2012},
date = {2012-01-01},
booktitle = {Canadian Association for Information Science},
pages = {3},
address = {Waterloo, ON},
abstract = {In recent years many researchers have identified and emphasized the need for a deeper and more comprehensive understanding of how we use, think with, and interact with information (e.g., Fast and Sedig, 2005; Albers, 2008; Liang, 2009; Blandford and Attfield, 2010; Marchionini, 2008; Jones et al., 2006). One of the essential features of conducting research to this end is a systematic investigation of the cognitive issues involved in the performance of high level information-based activities (Albers, 2008). Such activities include sense making, problem solving, decision making, analyzing, forecasting, learning, and planning. In recent years, interactive tools have become deeply embedded in the performance of many of these activities. Examples include social network visualization tools, knowledge mapping tools, personal information management tools, and information visualization tools...},
keywords = {human-information interaction},
pubstate = {published},
tppubtype = {inproceedings}
}
In recent years many researchers have identified and emphasized the need for a deeper and more comprehensive understanding of how we use, think with, and interact with information (e.g., Fast and Sedig, 2005; Albers, 2008; Liang, 2009; Blandford and Attfield, 2010; Marchionini, 2008; Jones et al., 2006). One of the essential features of conducting research to this end is a systematic investigation of the cognitive issues involved in the performance of high level information-based activities (Albers, 2008). Such activities include sense making, problem solving, decision making, analyzing, forecasting, learning, and planning. In recent years, interactive tools have become deeply embedded in the performance of many of these activities. Examples include social network visualization tools, knowledge mapping tools, personal information management tools, and information visualization tools…
2011
1.
Parsons, Paul; Sedig, Kamran
Human-information interaction: An emerging focus for educational cognitive tools Incollection
In: Mendez-Villa, A (Ed.): Education in a technological world: Communicating current and emerging research and technological efforts, pp. 245–251, Formatex, Badajoz, Spain, 2011.
Abstract | BibTeX | Tags: cognitive tool, distributed cognition, human-information interaction, interactivity, learning
@incollection{Parsons2011,
title = {Human-information interaction: An emerging focus for educational cognitive tools},
author = {Paul Parsons and Kamran Sedig},
editor = {A Mendez-Villa},
year = {2011},
date = {2011-01-01},
booktitle = {Education in a technological world: Communicating current and emerging research and technological efforts},
pages = {245--251},
publisher = {Formatex},
address = {Badajoz, Spain},
abstract = {Educational cognitive tools are interactive, computer-based tools that augment one’s mind to facilitate learning. Examples of these include interactive mathematical software, interactive physics simulations, and interactive biology visualizations. While using these tools a learner’s mind becomes coupled with the tool, forming a cognitive system, such that cognitive processes are distributed across this system. The coupling of this system is strong, as the cognitive tool actively contributes to information-processing tasks by serving a representational function. By representing information at their interface, cognitive tools provide learners with access to information. Additionally, as cognitive tools are interactive, learners can perform actions upon the represented information. These actions serve an epistemic function and can be considered part of thought itself. Epistemic actions are basic actions that a learner may perform on any interactive cognitive tool and thus are technology-independent. Therefore, there is a need for designers and educators to focus on the ways in which learners use, interact with, and think with information, independent of the technology that is mediating the interaction. This chapter examines the dynamics of human-information interaction as an emerging area of interest, the implications for educational cognitive tools, and some of its emerging research efforts.},
keywords = {cognitive tool, distributed cognition, human-information interaction, interactivity, learning},
pubstate = {published},
tppubtype = {incollection}
}
Educational cognitive tools are interactive, computer-based tools that augment one’s mind to facilitate learning. Examples of these include interactive mathematical software, interactive physics simulations, and interactive biology visualizations. While using these tools a learner’s mind becomes coupled with the tool, forming a cognitive system, such that cognitive processes are distributed across this system. The coupling of this system is strong, as the cognitive tool actively contributes to information-processing tasks by serving a representational function. By representing information at their interface, cognitive tools provide learners with access to information. Additionally, as cognitive tools are interactive, learners can perform actions upon the represented information. These actions serve an epistemic function and can be considered part of thought itself. Epistemic actions are basic actions that a learner may perform on any interactive cognitive tool and thus are technology-independent. Therefore, there is a need for designers and educators to focus on the ways in which learners use, interact with, and think with information, independent of the technology that is mediating the interaction. This chapter examines the dynamics of human-information interaction as an emerging area of interest, the implications for educational cognitive tools, and some of its emerging research efforts.