Delivering instructions for inherently-3D construction tasks: lessons and questions for universal accessibility

ABSTRACT

The notion that usability follows from the three dimensions, user, system and task, is not new. Clearly any model of effective user-centered design includes some focus on task; our work is an attempt to refine this notion. In this paper, I discuss a class of problems that we have dubbed inherently-3D construction tasks. These tasks should lend themselves to dual presentations, particularly those that include user-controlled 3D models or realistic videos. The results of several studies are described; the results indicate that dual presentations are effective at presenting instructions for inherently-3D construction tasks. When embedded in dual presentations, 3D models may be effective in presenting instructions for these types of tasks as well, so long as users make use of the models. A number of discussion questions are posited as to how this work would transfer to a wider population of users than was included in the studies that are reported.

REFERENCES

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INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.4 COMPUTERS AND SOCIETY
      K.4.2 Social Issues
          Subjects: Assistive technologies for persons with disabilities

Additional Classification:
  H. Information Systems
  H.1 MODELS AND PRINCIPLES
      H.1.2 User/Machine Systems
  H.5 INFORMATION INTERFACES AND PRESENTATION (I.7)
      H.5.2 User Interfaces (D.2.2, H.1.2, I.3.6)

  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education
          Subjects: Computer-assisted instruction (CAI)

General Terms:
Design, Experimentation, Human Factors, Performance

Keywords:
dual presentations, inherently-3D construction tasks, multiple representations, user-centered design, user-controlled 3D models, virtual reality