Video analysis for Human- Computer Interaction Anders Kluge, The Research Council of Norway

Practical issues: shooting the ’film’ Be as clear as possible on your research questions: What are you after? Prepare and test  What do you want to get? On micro-level: H-C-Interactions, talk, body movement, gestures, The larger picture: Group dynamics, people positions  Prepare technically Sound! Light Your own role (camera operator, participative observation Have a small technical test Consider how intrusive you are  Move camera?  Take own initiatives or only answer questions?

Type of event to be observed Sanderson and Fisher (1994) : Exploratory Sequential Data Analyses: Foundations. Human-Computer Interaction : Vol. 9. pp

Issues investigated How does productive operations (the computer as tool) and expressive operations (the computer as medium) blend in interaction with rich media. Interaction design – Interaction experience  Calls for real life studies on a micro level The general goal was to arrive at principles for multimedia interaction design

Material Interview Interviews: groups/1 to 1 Questionares General interference during students project work Products / Writings Presentations The software Plans for the field trials General project documents Observations Video: 2-3 schools every field trial approx. 80 hours, not equally distributed Field notes - my own, master students' other researchers'

Material - development Interview Interview: only one group Questionares Became almost irrelevant General interference: more specific and towards exceptions Products / Writings Presentations: Filmed as video Software: Mainly studied through video Other documents used sporadically as background material Observations Video: Framing: from a larger picture (group) to screen and gestures. Sound important Field notes – More clearly towards being support for the video

Video Make a log (flexible in style) Video analyses Select key sequences Make categories Make tentative statements Problem statements and theory

Sanderson and Fisher (1994) : Exploratory Sequential Data Analyses: Foundations. Human-Computer Interaction : Vol. 9. pp

Analyses of a sequence Experience of the presentation in context: The user: "He is in there too long [on the canvas]" Then she closes the box for timing and moves up to play the scene through from the beginning. When the picture of the man disappears according to the new timing the user says: "But.. he... he has to be there for a long time... he has to be there the whole time [the whole scene]" The co-user: "Yes"...and play through the scene another time. Timing elements as a numerical operation: She then selects the picture and opens the box for timing, and see the current timing: "He has to be... Begins at 0 and ends at 20 [seconds]. What about 10?" The co-user: "Yes or less" The user: "7, then" Changes the duration to 7 seconds. She then go back and change the numbering again

Video Analyses: Some warnings  Easier to collect than to analyse  'Sequence time' vs. 'analysis time’-- between 1:5 and 1:100, or more (!)  An extensive material tend to be contradictory  Considerable 'display challenges'

Video analyses: What's good A firm ground to base research on "What we call our data are really our own contructions of other people's construtions of what they and their compatriots are up to" Geertz(1973) Local Knowledge: Further essays in interpretative anthropology. Basic Books New York A sourch of data to return to, with minimal ’interpretative layer’ New interpretations of existing material is easier with video Recommended: Sanderson and Fisher: Exploratory Sequential Data Analyses. Human-Computer Interaction Vol 9. Coffey and Atkinson: Making Sense of Qualitative data. SAGE