4:44 pm July 9th, 2010 by Tim Cederman-Haysom Posted in Design, Ubiquitous computing | No Comments »
For as long as I can remember, I’ve been fascinated by computers. One of my earliest memories is of playing with Excel and BASIC in DOS 2.0 – unlike other toys which had a limited range of functionality, I could program a computer to do endless new things. From early dabbling in BASIC, my interest continued to grow throughout high school, where, as a measure of my nerdiness, I became a member of a computer club and competed in programming competitions. I’m guessing this is similar to how a lot of computer engineers find their calling – a hobby and source of entertainment and enjoyment for themselves which then evolves into a career. However, while the software I was writing might have been useful to others, its functionality was only really obvious and usable to me.
In my experience, engineers often develop primarily for themselves. Until I began my design research, I never seriously considered how other people would perceive, utilise or interact with my programs. So long as they made sense to me, they were great. It was when I started developing ubiquitous computing systems that the concepts of usability and user-centred and participatory design were introduced to me by my advisor Margot Brereton and Danish user-centred designer Jacob Buur. When I was writing my dissertation on design it truly startled me to realise how sheltered I’d been from human-computer interaction best practices. According to much of the literature and commercial practice, user-centred design and usability are now thought to be a common and necessary practice, but it still isn’t a core component to engineering education.
My own experience was a fairly typical engineering education which was a computer systems engineering degree at The University of Queensland. During my studies, I interned at Compaq, I continued programming for fun and competition, and I completed an honours thesis designing a mobile payment system. The fact that someone immersed in software engineering hadn’t heard about user-centred design (or considered the user perspective in his own time) speaks volumes for traditional design education for engineers. This type of education, and the resulting world view, has ramifications for how user-centred and participatory design is approached within commercial design practice. It would seem (from my experience) that the way engineering is taught with a single-mindedly technical (or rather, problem solving) focus. This makes sense of course. Engineering is all about solving hard problems — engineers are given a requirement for solving a problem, and it is pretty darn satisfying finding the best way to solve it. This is seen in sites like StackOverflow and TopCoder. Engineers also tend to hold a strong personal interest in their field and in deriving optimal solutions for it. In adhering to the design specification given, whether it is then in turn usable to others, is not a primary consideration.
When supposing how people might use their software, many software engineers create a solution that works for them or an idealised version of the user. Otherwise, the responsibility is left to a design team – who again, often idealise how a user might interpret and interact with the design. Both react to later data on use and usually a few iterations are made. In the past, the engineer would be the first step, but a greater proportion of systems design now attempts to create the interface as the first step in the design process (which causes its own problems of essentially asking the engineers for a pony – you can ask for whatever you want, but it doesn’t mean you can have it). Either way, it is not until after several iterative cycles that a user-friendly and technically possible interface takes shape.
I first noticed the problems with these approaches when I started my PhD program. My initial role was of the computer engineer to implement technical solutions for “innovative means of multimodal interaction” (specifically, developing a standalone gesture recognition system that could be worn on a hand in an unobtrusive way), and I would be working closely a multi-disciplinary team of designers, with backgrounds in design, engineering and computer science, all with an interest in exploring different human-centred design approaches.
The project was described as requiring a researcher to
“investigate and design ways of interacting with the information infrastructure that maintain natural social interactions, take advantage of physical space and utilize our extensive human abilities and recognize and manipulate physical objects.”
and my main interest was the use of ubiquitous computing to provide alternative modalities for computer input in an as-yet-unspecified context. I wanted to develop embedded devices that afforded new interaction modalities for computing. I soon found that this required considerations of problems that went beyond recognition algorithms and new hardware. I became involved in methods and ideas completely foreign and new to me, such as ethnography and user participation. At first, I couldn’t see their benefit and felt we were “wasting our time” and should press on at the “true” problem at hand, of building a working system.
In other words, I was doing a pretty great job at fulfilling the stereotype that engineers “don’t play well with others” and tend to exclude non-technical designers. That said, there can also be difficulties in accommodating technical members to a team well-versed with qualitative design practices. On my research team, I tended to retain a deeper technical focus than others I collaborated with. New and unfamiliar concepts that I did not agree with meant there was occasional friction during design activities or when contributing to academic papers, and my technical inclination affected integration within the design team. Ultimately though, it was in understanding and accommodating these different perspectives on design that it became possible for me as a ‘classically’ trained engineer to rethink my contribution and involvement in the design process.
My initiation to both methodological and technical considerations was at one of Jacob Buur’s workshops. Previous to the workshop I thought of design as the implementation of a system to solve a specific problem. My view was that in creating such a system, the problem’s requirements would be defined both abstractly (i.e., as I came to realise, without a holistic consideration of the context of use) and subjectively by engineers, who then set about solving the problem. Buur’s workshop impressed upon me the importance of user engagement and expanding the design requirements based on a detailed consideration of the context of use. During the first workshop, when reviewing videos of design studies, I critiqued the products being presented. Buur critiqued the design process taking place.
(Actually, I should also point out, that although it seems like I’m saying in a fairly self-loathing way “Ugh, engineers never think about the user and that’s a huge mistake,” I am not advocating against pure engineering research. Such research provides technical advancement that plays an invaluable part of design — it is the actual implementation/deployment of new technology that is problematic.)
My initial efforts during my PhD were to appropriate and improve gesture technology (the initial prototype I worked on was designed and built by two friends of mine, Michael Day and Sarah Alexander who did an amazing job cobbling together a portable system using accelerometers for sensors and neural networks for rapid recognition). However my advisor in the meantime was encouraging me to explore different domains for potential new use cases. Even at this point I still had a strong disconnect between the technology and its application. I saw ethnographic studies as something I merely “had to do as part of the research”. I initially did not consider ethnography as part of the design process. So instead, the first eighteen months of my research were spent learning about neural networks, methods of pattern recognition, and how to interface sensors to learning networks. It became clear to me during this time that the scope of developing a more accurate system would require me to focus on technical breakthroughs and exploring the field of artificial intelligence. However, from my earlier undergraduate studies with handwriting and speech recognition on personal digital assistants, I knew embedded pattern recognition was already a mature field. I had seen firsthand what was possible with existing technology, and observed recognition systems which worked with a high rate of recognition in the laboratory which had not been implemented for a variety of reasons. Knowing this, I changed tack and focussed instead on why these existing systems were not being used and to investigate means of integrating them into a system in a manner that made them both usable and useful. Instead of technical development, I began to focus on what the user required and how their needs could be met with adapting off-the-shelf technology.
In terms of technical maturity, gesture recognition, 8 years after I started my PhD, is still a developing field (with the exception being touch-screen, or two-dimensional gestures, for example the Apple iPhone and iPad), while in comparison, handwriting and speech recognition are both fairly mature in their content and application. While handwriting recognition was not directly useful for the work I was studying, I hoped to incorporate the technical lessons learned for two-dimensional space to three-dimensional space. Speech is almost always used in tandem with gesture by people while communicating, offering a further avenue of recognition for enhancing new systems. Speech recognition can also be deployed to support interaction in an ambient fashion, and is a well studied and technically advanced field of research. Based on its possibilities, I planned to augment the gesture recognition systems I was working on with off-the-shelf speech recognition. The focus of my research switched to creating a ubiquitous computing system to support work practice, while focussing on usability and limiting the time required for technical development.
Through my exposure to and understanding of participatory and user-centred design, I also wanted to develop a system that satisfied the user from a personal and social perspective. The system prototyped needed to be integrated with the practitioner’s work context, while supporting ready appropriation by an individual user (for example, supporting accent, word choice and functional expectations of such a system). I needed to consider localisation of the system, the context it was to be deployed to (to accommodate both the unique challenges of the environment it was used in and the expected interaction paradigm) in addition to the technical challenges faced. I began to realise that while engineers and designers may restrict themselves to a particular field, there was potential for overlap between the two.
Engineering can be seen as the devising and analysis of systems of technical systems to solve problems, while design is the speculative and synthetic process to develop new products and services. Where these meet is in human-centred and participatory approaches which focus on human-experience and acknowledge human agency in human-computer systems. Having to consider such a comprehensive range of constraints affected the design process. I realised it was not merely enough to provide a more technically advanced method of pattern recognition that afforded new interaction paradigms, I also needed to adapt and configure such a system for its context of use. The outcomes of my prototyping and design methodology are discussed in my dissertation. The culmination of these concerns led to my ultimate research question:
How may engineers, designers and practitioners be better involved in and served by a design process for complex information systems that adequately addresses the needs of the practitioner?
(n.b. ‘practitioner’ is participatory design parlance for the end-user)
The answer, in a nutshell was what became a design-manifesto of sorts for me:
“In order to create both usable and useful design it is necessary to respect the tacit knowledge of the user, while using user-focussed design techniques to tailor a system to be its most effective for a particular work context.”
This led to a thesis which ended up exploring the gap between engineering design and human use, and identifying principles for allowing engineers to connect this gap.
I like to think that these principles allow for improving the integration of engineers in a design process which emphasises usability and participant empowerment, and to prove it, I built a prototype system for performing periodontal charting with a group of dentists in Australia and New Zealand. In the process I discovered a new sense for what was possible with design and the actors within and newfound sense of how important usable design is for people to support what their actions.
I’ll further discuss these methods and how the design proceeded in another essay…