By Ina Wechsung
This publication provides (1) an exhaustive and empirically tested taxonomy of caliber points of multimodal interplay in addition to respective size equipment, (2) a established questionnaire in particular adapted to the evaluate of multimodal structures and protecting lots of the taxonomy‘s caliber points, (3) insights on how the standard perceptions of multimodal platforms relate to the standard perceptions of its person elements, (4) a suite of empirically proven components which impression modality selection, and (5) types 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
Model-Based Evaluation For Model-Based Evaluation, on a very general level, two different approaches can be distinguished. The first approach has its origin in cognitive psychology and focuses on the cognitive process while interacting with an interface; the other approach is rooted in the engineering domains and is focusing on the prediction of user behaviour patterns. Within both approaches, user models are employed for the predictions. Methods of the first approach are usually addressing low-level parameters like task execution time, memory processes or cognitive load (cf.
1993) Möller (2010) suggests to quantify this in terms of the concept accuracy, where a concept is a semantic unit of the input, defined as attribute value pairs (AVP) (see also, Simpson & Fraser, 1993; Boros et al. 1996; Billi, Castagneri, & Danieli, 1997). To calculate the concept accuracy, a reference transcription of the actual user action is compared to the understanding result for this action. Correctly understood, inserted, substituted, and deleted AVPs are counted, and divided by the total number of AVPs in the utterance, resulting in the concept error rate (CER).
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). It has to be noted that the questionnaires’ sub-scales are not necessarily named efficiency, effectiveness, and learnability. The SASSI sub-scale Speed is strongly related to efficiency, the scale Pragmatic Qualities on the AttrakDiff refers to both, efficiency and effectiveness. , 1994) and modelling approaches like GOMS (Card, Newell & Moran, 1983) are regularly used for the evaluation of ease-of-use.