Animated Versus Static User Interfaces: A Study of Mathsigner™

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Interfaces: A Study of Mathsigner™</title> <meta name="description" content="Animated Versus Static User Interfaces: A Study of Mathsigner™"> <meta name="keywords" content="Animation, Animated interfaces, EducationalSoftware, Human Computer Interaction, Multimedia."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Animated Versus Static User Interfaces: A Study of Mathsigner™"> <meta name="citation_author" content="Scott Dyer"> <meta name="citation_author" content="Nicoletta Adamo-Villani"> <meta name="citation_publication_date" content="2008/02/21"> <meta name="citation_journal_title" content="International Journal of Computer and Information Engineering"> <meta name="citation_volume" content="2"> <meta name="citation_issue" content="2"> <meta name="citation_firstpage" content="399"> <meta name="citation_lastpage" content="404"> <meta 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class="card-text"><strong>Abstract:</strong></p> In this paper we report a study aimed at determining the effects of animation on usability and appeal of educational software user interfaces. Specifically, the study compares 3 interfaces developed for the Mathsigner™ program: a static interface, an interface with highlighting/sound feedback, and an interface that incorporates five Disney animation principles. The main objectives of the comparative study were to: (1) determine which interface is the most effective for the target users of Mathsigner™ (e.g., children ages 5-11), and (2) identify any Gender and Age differences in using the three interfaces. To accomplish these goals we have designed an experiment consisting of a cognitive walkthrough and a survey with rating questions. Sixteen children ages 7-11 participated in the study, ten males and six females. Results showed no significant interface effect on user task performance (e.g., task completion time and number of errors); however, interface differences were seen in rating of appeal, with the animated interface rated more 'likeable' than the other two. Task performance and rating of appeal were not affected significantly by Gender or Age of the subjects. <iframe src="https://publications.waset.org/9299.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Animation" title="Animation">Animation</a>, <a href="https://publications.waset.org/search?q=Animated%20interfaces" title=" Animated interfaces"> Animated interfaces</a>, <a href="https://publications.waset.org/search?q=EducationalSoftware" title=" EducationalSoftware"> EducationalSoftware</a>, <a href="https://publications.waset.org/search?q=Human%20Computer%20Interaction" title=" Human Computer Interaction"> Human Computer Interaction</a>, <a href="https://publications.waset.org/search?q=Multimedia." title=" Multimedia."> Multimedia.</a> </p> <p class="card-text"><strong>Digital Object Identifier (DOI):</strong> <a href="https://doi.org/10.5281/zenodo.1072501" target="_blank">doi.org/10.5281/zenodo.1072501</a> </p> <a href="https://publications.waset.org/9299/animated-versus-static-user-interfaces-a-study-of-mathsigner" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9299/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9299/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9299/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9299/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9299/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9299/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9299/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9299/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9299/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9299/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1631</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] N. Adamo-Villani, J. Doublestein, and Z. Martin, "The MathSigner: An interactive learning tool for American Sign Language K-3 mathematics," Proceedings of 8th International Conference on Information Visualization (IV04), London, July 14-16 2004, pp. 713- 716. <br>[2] J. Lasseter, "Principles of traditional animation applied to 3D computer animation," ACM SIGGGRAPH computer graphics, vol. 21, issue 4, 1987, pp. 35 - 44. <br>[3] F. Thomas, and O. Johnston, Disney animation: The illusion of life, Abbeville Press: New York, 1981. <br>[4] B. W. Chang, and D. Ungar, Animation: From cartoons to the user interface. Proceedings of the ACM SIGGRAPH Symposium on user interface software and technology, 1993, pp. 45-55. <br>[5] A. Agarawala and R. Balakrishnan, "Keepin- it real: Pushing the desktop metaphor with physics, piles, and the pen" Proceedings of the CHI 2006 interacting with large surfaces, 2006, pp. 1283-1292. <br>[6] R. Baecker, I. Small, and R. Mander, Bringing icons to life. Proceedings of ACM CHI -91 Conference on human factors in computing system, 1991, pp. 1-6. <br>[7] M. Donskoy, and V. Kaptelinin, Window navigation with and without animation: a comparison of scroll bars, zoom, and fisheye view. Proceedings of the ACM -97 conference on human factors in computing systems, 1997, pp. 279 - 280. <br>[8] B. Thomas, and V. Demczuk, Which animation effects improve indirect manipulation? Interacting with computers, vol. 2, 2002, pp. 211-229. <br>[9] B. Bederson and A. Boltman, Does animation help users build mental maps of spatial information? In Proceedings of the 1999 IEEE symposium on information visualization, 1998, pp. 28-35. <br>[10] B. H. Thomas and P. Calder, "Applying cartoon animation techniques to graphical user interfaces," ACM transitions on computer human interaction, vol. 8, issue 3, 2001, pp. 198 - 222. <br>[11] P. Baudisch, D. Tan, M. Collomb, D. Robbins, K. Hinckley, M. Agrawala, et al. Phosphor: Explaining transitions in the user interface using afterglow effects. Proceedings of the ACM SIGGRAPH symposium on user interface software and technology, 2006, pp.169 - 178. <br>[12] J. Rieman, M. Franzke, D. Redmiles, Usability evaluation with the cognitive walkthrough. CHI -95 Mosaic of creativity, 1995, pp. 387- 388. <br>[13] Adobe Flash, Adobe Systems Incorporated, 2005. </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>

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Animated Versus Static User Interfaces: A Study of Mathsigner™