By Ina Wechsung
This ebook offers (1) an exhaustive and empirically proven taxonomy of caliber points of multimodal interplay in addition to respective dimension equipment, (2) a tested questionnaire in particular adapted to the assessment of multimodal structures and masking many of the taxonomy‘s caliber elements, (3) insights on how the standard perceptions of multimodal structures relate to the standard perceptions of its person parts, (4) a suite of empirically confirmed elements which impression modality selection, and (5) versions concerning the courting of the perceived caliber of a modality and the particular utilization of a modality.
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Additional info for An Evaluation Framework for Multimodal Interaction: Determining Quality Aspects and Modality Choice
According to Laakkonen (2007), intuitiveness can be seen as an attribute of learnability, which is in line with the learnability definition cited above by Dix et al. (1993). Hence, learnability includes intuitiveness. Thus, intuitiveness is not considered as a separate aspect. The vast majority of standardized usability questionnaires cover these constructs. Examples are the QUIS (Shneiderman, 1998), the SUS (Brooke, 1996), the IsoMetrics (Gediga, Hamborg, & Düntsch, 1999), the AttrakDiff (Hassenzahl, Burmester, & Koller, 2003) and the SASSI (Hone & Graham, 2000).
The physical response effort, is the effort required to communicate with the system (Möller et al. 2009), such as the effort required for typing in an answer or pushing a button. This aspect refers to the response codes. A scale specifically designed to measure physical response effort, is to the authors knowledge, not available. 851 (ITU-T Rec. 851, 2003) contains items related to physical response effort. Also an adapted version of the RSME (Zijlstra, 1993) may be used. The degree of interference (and consequently the workload and the effort) increases with the degree to which different tasks or information refer to the same processing dimensions (see Sec.
Thus, auditory input refers to other perceptual resources than visual input, although both input types may use the same cognitive resources during later stages in processing (see next bullet point). Additionally the haptic modality is suggested here, which is not proposed by Wickens (2002). g. vibro-tactile feedback), which can neither described by the auditory nor the visual modality. Processing codes. The processing codes can be spatial (analog) or verbal (categorical-symbolic). Accordingly, spatial and verbal code can be processed in parallel (Wickens, 2002).
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