Almohannad Albastaki, Marius Hoggenmüller, F. Robinson, L. Hespanhol
This paper presents insights from a pilot study in which we used a Virtual Experience Prototype (VEP) to gather qualitative feedback in an online evaluation context. For our study, we created a VEP consisting of a non-immersive virtual reality simulation of an urban robot to inform the design of robotic expressions. Through the means of video conferencing software, we were able to collect qualitative data through the think-aloud protocol while participants interacted with the VEP, followed by subsequent in-depth interviews. By comparing our data to findings from previous in-the-wild deployments, we report on aspects which were comparable to in-person evaluations. Reflecting on our approach, we present a preliminary list of lessons learnt and examine how VEPs can support researchers and practitioners to gain rich feedback from participants in synchronous remote user testing. While bearing in mind the limitations over physical prototypes, we argue that VEPs can be used as a lightweight tool to engage participants in remote interviews through interactive spatial experiences.
{"title":"Augmenting Remote Interviews through Virtual Experience Prototypes","authors":"Almohannad Albastaki, Marius Hoggenmüller, F. Robinson, L. Hespanhol","doi":"10.1145/3441000.3441057","DOIUrl":"https://doi.org/10.1145/3441000.3441057","url":null,"abstract":"This paper presents insights from a pilot study in which we used a Virtual Experience Prototype (VEP) to gather qualitative feedback in an online evaluation context. For our study, we created a VEP consisting of a non-immersive virtual reality simulation of an urban robot to inform the design of robotic expressions. Through the means of video conferencing software, we were able to collect qualitative data through the think-aloud protocol while participants interacted with the VEP, followed by subsequent in-depth interviews. By comparing our data to findings from previous in-the-wild deployments, we report on aspects which were comparable to in-person evaluations. Reflecting on our approach, we present a preliminary list of lessons learnt and examine how VEPs can support researchers and practitioners to gain rich feedback from participants in synchronous remote user testing. While bearing in mind the limitations over physical prototypes, we argue that VEPs can be used as a lightweight tool to engage participants in remote interviews through interactive spatial experiences.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130011743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Cochrane, L. Loke, Andrew J. Campbell, N. Ahmadpour
Mindfulness meditation is a beneficial approach to managing stress; however, establishing a practice can be difficult for novice meditators. Interactive soundscapes using brainwave data offer new avenues, yet how to design such novel interfaces is underexplored. We present Mediscape, an interactive ocean soundscape modulated by brainwave data to teach awareness of breathing to novices. Through an exploratory study with 20 participants, we collected interview and questionnaire data on their experience with Mediscape and impact on their stress and wellbeing. Findings revealed the complex nature of the meditation experience for novices, analysed as key themes of shifting state, attention, self-regulation strategy, and immersion. Preliminary design guidelines are proposed to assist designers in creating interactive soundscapes for breath-awareness meditation, through consideration of how sound can be used for rhythmic entrainment of breathing, information on the state of meditation, and the creation of immersive environments.
{"title":"Mediscape: Preliminary Design Guidelines for Interactive Rhythmic Soundscapes for Entraining Novice Mindfulness Meditators","authors":"K. Cochrane, L. Loke, Andrew J. Campbell, N. Ahmadpour","doi":"10.1145/3441000.3441052","DOIUrl":"https://doi.org/10.1145/3441000.3441052","url":null,"abstract":"Mindfulness meditation is a beneficial approach to managing stress; however, establishing a practice can be difficult for novice meditators. Interactive soundscapes using brainwave data offer new avenues, yet how to design such novel interfaces is underexplored. We present Mediscape, an interactive ocean soundscape modulated by brainwave data to teach awareness of breathing to novices. Through an exploratory study with 20 participants, we collected interview and questionnaire data on their experience with Mediscape and impact on their stress and wellbeing. Findings revealed the complex nature of the meditation experience for novices, analysed as key themes of shifting state, attention, self-regulation strategy, and immersion. Preliminary design guidelines are proposed to assist designers in creating interactive soundscapes for breath-awareness meditation, through consideration of how sound can be used for rhythmic entrainment of breathing, information on the state of meditation, and the creation of immersive environments.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132134934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Concerns over the impact of technologies on psychological health have led to a growing interest in ‘digital wellbeing’ and related research within HCI. In order for technologies to better respect psychological needs, designers will need to incorporate wellbeing-supportive design knowledge and methods into their practice in ways that are practical and scalable. To this end, we developed and evaluated a workshop and resources intended to equip technology-makers with the research-based knowledge and skills necessary to design in ways that better support psychological wellbeing. We report on findings from two iterations of the workshop conducted with HCI and technology professionals. Results from surveys of 56 participants demonstrate that the final workshop was considered valuable, well-structured, and successful in improving knowledge of wellbeing psychology in ways transferrable to practice. We also share lessons learned in the process that might generalise to workshop development in HCI more broadly.
{"title":"Digital wellbeing through design: Evaluation of a professional development workshop on wellbeing-supportive design","authors":"Dorian Peters, N. Ahmadpour","doi":"10.1145/3441000.3441008","DOIUrl":"https://doi.org/10.1145/3441000.3441008","url":null,"abstract":"Concerns over the impact of technologies on psychological health have led to a growing interest in ‘digital wellbeing’ and related research within HCI. In order for technologies to better respect psychological needs, designers will need to incorporate wellbeing-supportive design knowledge and methods into their practice in ways that are practical and scalable. To this end, we developed and evaluated a workshop and resources intended to equip technology-makers with the research-based knowledge and skills necessary to design in ways that better support psychological wellbeing. We report on findings from two iterations of the workshop conducted with HCI and technology professionals. Results from surveys of 56 participants demonstrate that the final workshop was considered valuable, well-structured, and successful in improving knowledge of wellbeing psychology in ways transferrable to practice. We also share lessons learned in the process that might generalise to workshop development in HCI more broadly.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125686782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marius Hoggenmüller, M. Tomitsch, Callum Parker, Trung-Thanh Nguyen, Dawei Zhou, Stewart Worrall, E. Nebot
The advent of cyber-physical systems, such as robots and autonomous vehicles (AVs), brings new opportunities and challenges for the domain of interaction design. Though there is consensus about the value of human-centred development, there is a lack of documented tailored methods and tools for involving multiple stakeholders in design exploration processes. In this paper we present a novel approach using a tangible multi-display toolkit. Orchestrating computer-generated imagery across multiple displays, the toolkit enables multiple viewing angles and perspectives to be captured simultaneously (e.g. top-view, first-person pedestrian view). Participants are able to directly interact with the simulated environment through tangible objects. At the same time, the objects physically simulate the interface’s behaviour (e.g. through an integrated LED display). We evaluated the toolkit in design sessions with experts to collect feedback and input on the design of an AV-pedestrian interface. The paper reports on how the combination of tangible objects and multiple displays supports collaborative design explorations.
{"title":"A Tangible Multi-Display Toolkit to Support the Collaborative Design Exploration of AV-Pedestrian Interfaces","authors":"Marius Hoggenmüller, M. Tomitsch, Callum Parker, Trung-Thanh Nguyen, Dawei Zhou, Stewart Worrall, E. Nebot","doi":"10.1145/3441000.3441031","DOIUrl":"https://doi.org/10.1145/3441000.3441031","url":null,"abstract":"The advent of cyber-physical systems, such as robots and autonomous vehicles (AVs), brings new opportunities and challenges for the domain of interaction design. Though there is consensus about the value of human-centred development, there is a lack of documented tailored methods and tools for involving multiple stakeholders in design exploration processes. In this paper we present a novel approach using a tangible multi-display toolkit. Orchestrating computer-generated imagery across multiple displays, the toolkit enables multiple viewing angles and perspectives to be captured simultaneously (e.g. top-view, first-person pedestrian view). Participants are able to directly interact with the simulated environment through tangible objects. At the same time, the objects physically simulate the interface’s behaviour (e.g. through an integrated LED display). We evaluated the toolkit in design sessions with experts to collect feedback and input on the design of an AV-pedestrian interface. The paper reports on how the combination of tangible objects and multiple displays supports collaborative design explorations.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114000372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Music is an important way for humans to express themselves, unite, relate, and gain enjoyment. While many people desire for themselves, or their loved ones, to achieve some form of musical prowess, the discipline remains encumbered by low motivation and high dropout rates. This is despite long established trends between exposure to learning playing an instrument and enhanced cognitive development. Previous research suggests that one factor associated with motivation loss might be the lack of perceived progress during the early stages of music instruction. In this paper we develop a novel Augmented Reality piano tutor with the primary goal of increasing the effectiveness of self-practice for beginners. Our solution is based on the principle of constant feedback and reducing the level of indirection between instrument, instructions, and feedback, and enables users to learn to read and understand piano sheet music quickly without requiring a private instructor, while maintaining compatibility with the traditional learning process. An evaluation of our solution with a user study containing 22 participants showed that our tool significantly improved motivation and the ability to read piano sheet music.
{"title":"piARno - An Augmented Reality Piano Tutor","authors":"Liam Rigby, B. Wünsche, Alex Shaw","doi":"10.1145/3441000.3441039","DOIUrl":"https://doi.org/10.1145/3441000.3441039","url":null,"abstract":"Music is an important way for humans to express themselves, unite, relate, and gain enjoyment. While many people desire for themselves, or their loved ones, to achieve some form of musical prowess, the discipline remains encumbered by low motivation and high dropout rates. This is despite long established trends between exposure to learning playing an instrument and enhanced cognitive development. Previous research suggests that one factor associated with motivation loss might be the lack of perceived progress during the early stages of music instruction. In this paper we develop a novel Augmented Reality piano tutor with the primary goal of increasing the effectiveness of self-practice for beginners. Our solution is based on the principle of constant feedback and reducing the level of indirection between instrument, instructions, and feedback, and enables users to learn to read and understand piano sheet music quickly without requiring a private instructor, while maintaining compatibility with the traditional learning process. An evaluation of our solution with a user study containing 22 participants showed that our tool significantly improved motivation and the ability to read piano sheet music.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122083597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pamela Andrade, E. Law, Juan Carlos Farah, D. Gillet
Gamification aims to enhance the educational experience by enabling students to have fun with technology. Although research in the field has previously looked into the effectiveness of gamification, reviews of existing studies show that in the context of education, gamification has been largely applied at the university level, with diverse pedagogical approaches and outcomes. Furthermore, reports often refer to interactions with gamification elements in contexts outside STEM education. To bridge these research gaps, this paper reports on an empirical study involving 199 students from two secondary schools. Students had the opportunity to receive a digital reward (in the form of points, badges, or rankings) for their participation in an online physics lesson. Although no significant differences were found regarding student motivation, results confirm an impact—depending on the gamification element being introduced in the software—on three other important aspects: (i) perceived usability, (ii) student engagement, and (iii) learning performance.
{"title":"Evaluating the Effects of Introducing Three Gamification Elements in STEM Educational Software for Secondary Schools","authors":"Pamela Andrade, E. Law, Juan Carlos Farah, D. Gillet","doi":"10.1145/3441000.3441073","DOIUrl":"https://doi.org/10.1145/3441000.3441073","url":null,"abstract":"Gamification aims to enhance the educational experience by enabling students to have fun with technology. Although research in the field has previously looked into the effectiveness of gamification, reviews of existing studies show that in the context of education, gamification has been largely applied at the university level, with diverse pedagogical approaches and outcomes. Furthermore, reports often refer to interactions with gamification elements in contexts outside STEM education. To bridge these research gaps, this paper reports on an empirical study involving 199 students from two secondary schools. Students had the opportunity to receive a digital reward (in the form of points, badges, or rankings) for their participation in an online physics lesson. Although no significant differences were found regarding student motivation, results confirm an impact—depending on the gamification element being introduced in the software—on three other important aspects: (i) perceived usability, (ii) student engagement, and (iii) learning performance.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122587008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Agents are becoming increasingly ubiquitous in people’s lives. There is potential for agents to aid scalability of digital learning and training. Research has noted the reduction in personal interactions as such applications reach a broader population. There is a gap in literature with regards to virtual agents as relatable learning companions. This paper presents the findings from three ideation workshops with different expert groups centered around designing playful interactions with a digital agent in Virtual Reality (VR), in the context of cybersecurity training. The workshop discussions were subjected to thematic analysis to extract design insights. The design insights fall into three broad categories: thematic (e.g., different metaphors to translate cybersecurity concepts), stylistic (e.g., less realistic art), and mechanical (e.g., VR gestures). This work contributes to HCI by producing a set of design insights to inform design of agent based VR learning environments.
{"title":"Near and Dear: Designing Relatable VR Agents for Training Games","authors":"Sonam Adinolf, Peta Wyeth, R. Brown, L. Simpson","doi":"10.1145/3441000.3441007","DOIUrl":"https://doi.org/10.1145/3441000.3441007","url":null,"abstract":"Agents are becoming increasingly ubiquitous in people’s lives. There is potential for agents to aid scalability of digital learning and training. Research has noted the reduction in personal interactions as such applications reach a broader population. There is a gap in literature with regards to virtual agents as relatable learning companions. This paper presents the findings from three ideation workshops with different expert groups centered around designing playful interactions with a digital agent in Virtual Reality (VR), in the context of cybersecurity training. The workshop discussions were subjected to thematic analysis to extract design insights. The design insights fall into three broad categories: thematic (e.g., different metaphors to translate cybersecurity concepts), stylistic (e.g., less realistic art), and mechanical (e.g., VR gestures). This work contributes to HCI by producing a set of design insights to inform design of agent based VR learning environments.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122924436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tilman Dingler, Siran Li, N. V. Berkel, V. Kostakos
Virtual Reality (VR) environments offer new ways and formats to consume and process information. Despite multimedia offerings, most information remains to be presented via text. VR has the potential to deliver immersive reading experiences while compensating for some of the drawbacks of rather static e-books. To allow readers to step into virtual books, we developed a 3D reading environment with three page-turning techniques for VR. Readers either move the camera position from page to page or control the page flow as positioned in a sequential or radial arrangement. Results from a user study with 18 participants show that moving pages is perceived as more comfortable than moving the camera position while allowing for higher fluency and reading speeds. Linear page movements support readers’ focus on a single page whereas the radial arrangement enables readers to jump between pages quickly. Our findings inform the design of immersive reading experiences in VR.
{"title":"Page-Turning Techniques for Reading Interfaces in Virtual Environments","authors":"Tilman Dingler, Siran Li, N. V. Berkel, V. Kostakos","doi":"10.1145/3441000.3441024","DOIUrl":"https://doi.org/10.1145/3441000.3441024","url":null,"abstract":"Virtual Reality (VR) environments offer new ways and formats to consume and process information. Despite multimedia offerings, most information remains to be presented via text. VR has the potential to deliver immersive reading experiences while compensating for some of the drawbacks of rather static e-books. To allow readers to step into virtual books, we developed a 3D reading environment with three page-turning techniques for VR. Readers either move the camera position from page to page or control the page flow as positioned in a sequential or radial arrangement. Results from a user study with 18 participants show that moving pages is perceived as more comfortable than moving the camera position while allowing for higher fluency and reading speeds. Linear page movements support readers’ focus on a single page whereas the radial arrangement enables readers to jump between pages quickly. Our findings inform the design of immersive reading experiences in VR.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127575199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Harrison She, Jared Young, Ofek Wittenberg, P. Poole, Alexander Mercer, Alex Shaw, B. Wünsche
High-intensity interval training (HIIT) is an effective way to improve cardiovascular health and fitness. However, it can be difficult to sustain for novices as it is difficult to find the right training intensity level, it requires a high motivation, and has an increased risk of overexertion and injury. We investigate whether a rowing-machine based VR-exergame can successfully induce a HIIT workout, reduce overexertion, and increase performance, enjoyment and motivation when compared to a standard instruction-based HIIT workout. The resulting game HIITCopter utilises adaptive personalisation of game mechanics to suit a user’s fitness level and provides immersive gameplay to disguise the inherent discomfort associated with HIIT. Our user study demonstrates that the game was able to induce a HIIT workout. We did not find significant difference in overexertion and performance compared to a standard instruction-based HIIT workout, but we did find higher motivation and enjoyment.
{"title":"HIITCopter: Analysis of the Suitability of VR Exergaming for High-Intensity Interval Training","authors":"Harrison She, Jared Young, Ofek Wittenberg, P. Poole, Alexander Mercer, Alex Shaw, B. Wünsche","doi":"10.1145/3441000.3441009","DOIUrl":"https://doi.org/10.1145/3441000.3441009","url":null,"abstract":"High-intensity interval training (HIIT) is an effective way to improve cardiovascular health and fitness. However, it can be difficult to sustain for novices as it is difficult to find the right training intensity level, it requires a high motivation, and has an increased risk of overexertion and injury. We investigate whether a rowing-machine based VR-exergame can successfully induce a HIIT workout, reduce overexertion, and increase performance, enjoyment and motivation when compared to a standard instruction-based HIIT workout. The resulting game HIITCopter utilises adaptive personalisation of game mechanics to suit a user’s fitness level and provides immersive gameplay to disguise the inherent discomfort associated with HIIT. Our user study demonstrates that the game was able to induce a HIIT workout. We did not find significant difference in overexertion and performance compared to a standard instruction-based HIIT workout, but we did find higher motivation and enjoyment.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126289762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increased interest in chatbots accentuates the importance of conversational design. A key conversational design challenge concerns how to communicate available service offers to users. We present an exploratory study, conducted in the context of financial service provision. Here, we first detailed four alternative approaches to communicate available service offers, reflecting different levels of proactivity. We then gathered feedback on user preference through interviews with 17 users following their interactions with prototypes representing the four approaches. Proactivity in the communication of service offers was found to be potentially valuable, provided that the offer is relevant to the conversation, do not compromise conversational efficiency, and is easy to discard. However, proactive communication of service offers may also entail challenges concerning perceptions of privacy and invasiveness, and, hence, needs to be designed with great care. Based on our findings, we summarize implications for theory and practice and propose directions for future research.
{"title":"Communicating Service Offers in a Conversational User Interface: An Exploratory Study of User Preferences in Chatbot Interaction","authors":"Asbjørn Følstad, R. Halvorsrud","doi":"10.1145/3441000.3441046","DOIUrl":"https://doi.org/10.1145/3441000.3441046","url":null,"abstract":"The increased interest in chatbots accentuates the importance of conversational design. A key conversational design challenge concerns how to communicate available service offers to users. We present an exploratory study, conducted in the context of financial service provision. Here, we first detailed four alternative approaches to communicate available service offers, reflecting different levels of proactivity. We then gathered feedback on user preference through interviews with 17 users following their interactions with prototypes representing the four approaches. Proactivity in the communication of service offers was found to be potentially valuable, provided that the offer is relevant to the conversation, do not compromise conversational efficiency, and is easy to discard. However, proactive communication of service offers may also entail challenges concerning perceptions of privacy and invasiveness, and, hence, needs to be designed with great care. Based on our findings, we summarize implications for theory and practice and propose directions for future research.","PeriodicalId":265398,"journal":{"name":"Proceedings of the 32nd Australian Conference on Human-Computer Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125922194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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