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E-grāmata: Emotional Feedback for Mobile Devices

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Emotional Feedback for Mobile DevicesPalielināt
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This book investigates the functional adequacy as well as the affective impression made by feedback messages on mobile devices. It presents an easily adoptable experimental setup to examine context effects on various feedback messages, and applies it to auditory, tactile and auditory-tactile feedback messages. This approach provides insights into the relationship between the affective impression and functional applicability of these messages as well as an understanding of the influence of unimodal components on the perception of multimodal feedback messages. The developed paradigm can also be extended to investigate other aspects of context and used to investigate feedback messages in modalities other than those presented. The book uses questionnaires implemented on a Smartphone, which can easily be adopted for field studies to broaden the scope even wider. Finally, the book offers guidelines for the design of system feedback.

1 Introduction and Motivation 1(4)
1.1 Research Questions
3(1)
1.2 Thesis Structure
4(1)
2 Assessing the Quality and Usability of Multimodal Systems 5(14)
2.1 Taxonomy of Quality Aspects of Multimodal Interfaces
6(5)
2.1.1 Emotions and Affect in the Context of Multimodal Interaction
9(1)
2.1.2 Locating the Quality Aspects in Focus of this Work
10(1)
2.2 Evaluation Methods
11(8)
2.2.1 Interaction Parameters
12(2)
2.2.2 Evaluation Methods Involving Participants
14(4)
2.2.3 Measuring Affect and Emotions
18(1)
3 System Feedback on Mobile Devices 19(10)
3.1 Visual Feedback
21(1)
3.2 Auditory Feedback
22(2)
3.2.1 Auditory Icons
23(1)
3.2.2 Earcons
23(1)
3.2.3 Effectiveness of Auditory Feedback
24(1)
3.3 Tactile Feedback
24(2)
3.4 Audio-Tactile Feedback
26(3)
4 Experimental Paradigm to Examine the Affective Quality and Functional Connotation of Feedback in Different Contexts 29(8)
4.1 Self-assessment Manikin
29(1)
4.2 Functional Applicability
30(1)
4.3 Context
31(3)
4.4 Setup and General Procedure
34(3)
5 Affective Quality and Functional Connotation of Auditory Feedback 37(14)
5.1 Focus Groups and Association Study with Auditory Feedback
37(5)
5.1.1 Focus Groups
37(2)
5.1.2 Association Study
39(3)
5.2 Influence of Context on the Perception of Auditory Icons and Earcons
42(9)
5.2.1 Participants and Material
42(1)
5.2.2 Procedure
43(1)
5.2.3 Results
44(5)
5.2.4 Discussion
49(2)
6 Affective Quality and Functional Connotation of Tactile Feedback 51(14)
6.1 Pilot Study to Investigate a Selection of Vibrotactile Feedback
51(4)
6.1.1 Participants and Material
51(2)
6.1.2 Procedure
53(1)
6.1.3 Results
54(1)
6.1.4 Discussion
54(1)
6.2 Influence of Context on the Perception of Tactons
55(10)
6.2.1 Participants and Material
55(1)
6.2.2 Procedure
56(1)
6.2.3 Results
56(6)
6.2.4 Discussion
62(3)
7 Affective Quality and Functional Connotation of Auditory-Tactile Feedback 65(14)
7.1 Participants and Material
65(1)
7.2 Procedure
66(1)
7.3 Results
67(8)
7.3.1 Affective Impression
67(1)
7.3.2 Functional Connotation
68(2)
7.3.3 Message Clustering
70(3)
7.3.4 Linear Regression
73(1)
7.3.5 General Results
73(2)
7.4 Discussion
75(4)
8 Investigating Different Types of Feedback in a Mobile Interaction Paradigm 79(20)
8.1 Methodology
79(7)
8.1.1 Feedback Types
80(1)
8.1.2 Hypotheses and Research Questions
80(2)
8.1.3 Material and Participants
82(2)
8.1.4 Procedure
84(2)
8.2 Results
86(10)
8.2.1 Affective and General Feedback Impression
86(2)
8.2.2 Modality Ratings
88(3)
8.2.3 Course Performance
91(1)
8.2.4 Errors and Corrections
91(1)
8.2.5 Durations
91(1)
8.2.6 General Results
92(4)
8.3 Discussion
96(3)
8.3.1 Is Bimodal and Trimodal Feedback Rated Better Than Unimodal Feedback?
96(3)
9 Conclusion and Future Work 99(8)
9.1 Thesis Summary
99(3)
9.2 Guidelines
102(1)
9.3 Shortcomings
103(1)
9.4 Future Work
104(3)
Appendix A: Description of Feedback Messages Used in the Context Studies 107(8)
Appendix B: Description of Feedback Messages in the PIN Interaction Study 115(4)
Appendix C: Additional Data to the Results of the PIN Interaction Study 119(4)
References 123
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