=Paper=
{{Paper
|id=None
|storemode=property
|title=User-Centred Design to Support Exploration and Path Creation in Cultural Heritage Collections
|pdfUrl=https://ceur-ws.org/Vol-909/poster11.pdf
|volume=Vol-909
|dblpUrl=https://dblp.org/rec/conf/eurohcir/GoodaleCFHSFAFAP12
}}
==User-Centred Design to Support Exploration and Path Creation in Cultural Heritage Collections==
https://ceur-ws.org/Vol-909/poster11.pdf
User-Centred Design to Support Exploration and Path
Creation in Cultural Heritage Collections
1
Paula Goodale, 1Paul Clough, 1Nigel Ford, 1Mark Hall, 1Mark Stevenson, 1Samuel Fernando,
1
Nikolaos Aletras, 2Kate Fernie, 3Phil Archer, 4Andrea de Polo
1
University of Sheffield, Sheffield, United Kingdom
1
p.goodale│p.d.clough│n.ford│m.mhall│m.stevenson│s.fernando│naletras1@sheffield.ac.uk
2 3 4
MDR Partners, United Kingdom; iSieve Technologies, Greece; Alinari 24 ORE Florence, Italy
2
kate.fernie@mdrpartners.com, 3phil@philarcher.org, 4andrea@alinari.it
ABSTRACT range of opportunities for immersive and more highly engaged
In this paper, we present the results of the user requirements and visitor experiences [4], often utilising technological solutions, and
interface design phase for a prototype system, designed to even extending to the latest mobile devices [15]. They are though
enhance interaction with cultural heritage collections online much less in evidence online, despite the fact that the idea of
through means of a pathway metaphor. We present a single user documents or other items linked together in the form of hypertext
interaction model that supports various work and information trails is considerably older than the web itself [3].
seeking tasks undertaken by both expert and non-expert users Online paths and trails are seen as a means of aiding navigation,
within the context of collection exploration and path creation. The exploration and learning [10] in general and educational online
user interaction model is shown to enable seamless movement environments, and there are many examples of research [11] [12]
between interaction modes, with the potential over time to [13] and commercial activity in offering tools to develop paths
encourage deeper engagement and learning. from web pages (e.g. www.trailmeme.com) and social media
content (e.g. www.storify.com). However, very few examples are
Categories and Subject Descriptors domain-specific and/or pertain to digital library collections, and in
consequence, it is rare for all of the associated exploration,
H.5.m [Miscellaneous]: Interaction framework
authoring and use activities to be integrated within the same
General Terms space. Through our current research we therefore aim to exploit
Design, Human Factors, Theory. opportunities to utilize paths to support diverse groups of users in
the complete cycle of information seeking, exploration, path
creation and interaction within CH digital collections, opening up
Keywords their use to more widespread educational and leisure audiences.
Cultural Heritage, Paths, Information Access, User Requirements,
Interaction Model, Exploration. 2. RELATED WORK
Research on information user behavior in CH digital collections is
1. INTRODUCTION scarce, especially when considering the needs on non-expert
Large-scale projects for the digitisation of cultural heritage (CH) users, i.e. those without detailed subject and domain knowledge.
have become commonplace in recent years, and yet complex Expert users regularly engage in both simple fact-finding and
issues arise with regard to information access. Specialist metadata more complex information gathering tasks, amongst others, with
and the often variable quantity and quality of object descriptions the latter having multiple variations and components such as topic
make it difficult for users to navigate vast, structured and often searches, exploration, collecting/combining [1], all of which are
very scholarly collections. It is therefore difficult to locate relevant to our current study. Similarly, non-expert users [14] also
resources of interest, especially for those without advanced levels engage in known-item searching and exploration. Visual
of subject and domain knowledge [6]. User experience online is representations of artefacts are highly important in this context,
thus far removed from that of visiting a museum or gallery in and the process of meaning-making through contextual
person, where guidance through a much smaller selection of information and the derivation of personal inferences and
carefully curated objects is the norm, for example, via the medium connections is also strongly evidenced [14].
of visitor-friendly object labels, guide books, audio tours and
For known-item or fact-finding searches, some knowledge of the
activity trails. Exhibit information is designed for general rather
metadata and collection structure is imperative, but such
than academic audiences, with additional materials tailored for
knowledge is much less likely to be used effectively, if at all by
family groups and learners, amongst others.
non-expert users than expert users [7]. In addition, information
Guided tours and activity trails are commonplace offerings to aid retrieval tools in CH collections, and the web more generally, are
visitor orientation at physical cultural heritage sites, and offer a much less likely to effectively support the needs of users more in
more open-ended exploratory tasks.
Presented at EuroHCIR2012. Copyright © 2012 for the individual Exploratory search extends the idea of basic lookup into the areas
papers by the papers' authors. Copying permitted only for private and of learning and investigation, which in turn incorporate extended
academic purposes. This volume is published and copyrighted by its information processing, evaluation and annotation [9]. Aligned
editors. with these variations of exploratory search are the concepts of
serendipity [5], where the user encounters information that they 4.1 Existing Path Forms
were not actively looking for, and berry-picking [2], which is an Analysis of existing paths and trails found that online and offline
extended, iterative and adaptive search process that also paths both have similar characteristics. Nodes are the essential
incorporates the idea of collecting information objects as the building blocks of all paths, representing collection objects. Each
search progresses over time. Solutions for these more complex node has associated metadata and primary content (e.g.
user needs are yet to fully exploited, with greatest potential in descriptions, images) relating to the object. Connections between
adaptive systems that take account of patterns of user behaviour nodes enable navigation through the path and often represent
[8] [9], and the use of paths or trails as a means of capturing items meaningful relationships between objects. In the online
of interest [11]. environment, additional features of paths included navigation
tools (e.g. path overviews and back/forward arrows), annotations
3. METHODS added by the path creator to give context and guidance for use,
In the absence of an existing system, extensive requirements and occasionally links to other related content, both within the
gathering [6] was conducted with potential users, as the first stage same collection, and/or in external web sites. These findings
in a user-centered design process. The goals of this research were largely support the initial vision for PATHS and can all be seen in
to: the first prototype design.
Develop a detailed understanding of the characteristics In addition, it was found that most existing online paths are static
and needs of potential users across four primary and pre-published by an author, linear in form, rather than a more
domains: heritage, education, professional/commercial, complex map or network structure, and standalone, without inter-
and general/leisure. connections with other paths. These findings fall somewhat short
of the PATHS vision, limiting the possibilities for exploration and
Explore the meanings and potential applications of the discovery, although for pragmatic reasons, they form the core
path metaphor in the context of digital CH. functionality of the first prototype, with more advanced variations
Gain an understanding of the path-creation process and of paths coming later.
the types of paths that might be created.
4.2 The Path Metaphor in Cultural Heritage
Determine the current availability and functionality of Interviews with potential expert users in the heritage, education
path-creation tools in CH collections. and professional domains found a strong affinity with the path
In order to achieve these goals, mixed methods were employed, metaphor, revealing a range of different interpretations of what it
gathering a variety of complementary qualitative and quantitative means in the CH context, and similarly about what form paths
data. First, an online user survey was used to collect data from 79 might take, and how they could be employed in an online
expert and non-expert users, comprising questions about their environment to engage with key audiences. Eight interpretations
personal and cultural participation characteristics, and information of the path metaphor emerged:
behavior and use in the CH context. This was complemented by
in-depth semi-structured interviews conducted with 22 expert 1. Path as search history
users, which focused on exploring the meaning of the path
2. Path as information seeking journey
metaphor in CH environments, and understanding the process of
development and use of paths in this context. 3. Path as linked metadata
Secondary data was used to scrutinise the features of published 4. Path as a starting point or way in
paths from various sources, to ascertain their core elements. 5. Path as a route through
Similarly, a comparative analysis of general and cultural-heritage
specific systems offering path-creation functionality was 6. Path as augmented reality
conducted, to identify common features and standard approaches 7. Path as information literacy journey / learning process
to the proposed core functionality. These findings were validated 8. Path as transaction process
via user participation in path-creation tasks, utilsing low- and
medium-fidelity techniques. The first three of these are closest to the idea of hypertext trails
[3], with trails defined by user interaction in 1 and 2, and trails
Analysis of these various complementary data enabled the defined automatically, by the system in 3. Variations 4-6 are more
development of detailed domain and role-specific information creative interpretations, all suggesting opportunities for guiding
user profiles; a user interaction model supporting four key modes the user into and through collections, encouraging exploration
of interaction; and, use cases illustrating some of the primary user and/or offering an immersive experience. In addition to expert-
interaction scenarios. From these we extrapolated detailed user defined routes, 5 also incorporates the idea of users being able to
requirements, and in turn, interface designs and functionality for see and follow “well-trodden paths” defined by the cumulative
the first PATHS prototype. The resulting system is intended to interactions of other users, thus extending the opportunities for
support all elements of the interaction model, allowing users to utilizing search histories. Lastly, 7 and 8 are both process
move seamlessly between modes of use. oriented, although 7 is experiential, user-defined, learning-
oriented, typified by trial and error and unique to the individual,
4. RESULTS whilst 8 is a rigid process designed to escort all users consistently
Given the breadth and depth of data, this paper focuses on the through a standard process of pre-defined steps.
findings relating to paths and their uses in CH, and in turn, how
related user tasks are incorporated within a single user interaction
4.3 Desired Characteristics of Paths
model, to be implemented in the prototype system. Expected characteristics of paths were explored, and views
contrasted markedly with the existing path formats enabled by
path-creation tools currently available. Linearity is rarely seen as independent fashion. Paths facilitate topic-based information
the best option for maximizing the potential of paths as retrieval typified by the berry-picking mode of interaction [2],
exploration devices. Allied to this is the belief that starting and rather than known item searching. Furthermore, paths may be a
end points for paths should be mutable rather than fixed, allowing useful tool for personal information management in both formal
different users to explore a path in different ways according to and informal research scenarios, enabling the user to record, reuse
their preferences and needs. and share their research activity, or helping them to organize their
In the absence of linearity, some form of organization is still ideas. Creativity is also encouraged, as user-generated paths
required to aid the accessibility and navigation of the path. The provide the means to repurpose CH objects into users’ own
most popular option is for path content to be aligned to themes, narratives for private or public consumption.
with other alternatives including date, location, narrative and
author, where the latter might present multi-layered paths offering 5. USER INTERACTIONS WITH PATHS
the differing perspectives of several path-creators on the same By consolidating findings across the various data collection
topic. An over-arching conceptual framework for the path is also methods, we were able to discern five core elements of interaction
desirable, in order to tie together the themes and other ideas. with CH collections relating to activities that encompass creating,
using and sharing paths as a means of exploration and
As a way-finding or navigational aid, paths are seen to support
engagement.
both guided and exploratory behavior, with the latter seen as the
more desirable goal for user interaction. Features that are needed Findings from the qualitative data collected via interviews and
to enable way-finding include path overviews, navigational path-creation tasks revealed a set of five core activities relating to
context in the form of next/last and nearby nodes, branching the creation, use and sharing of paths; developing a concept for a
opportunities where paths converge and diverge, visualization, path; collecting items in include in a path; creating a path from
e.g. in the form of timelines or maps, and some degree of object items collected; communicating about paths found and about
level information at the node and overview display. paths created; and, consuming (following or exploring) paths
Path content must be carefully selected or ‘curated’ by the path- created by others. All elements of the model may be undertaken
creator, with the addition of context and interpretation so that the by expert and non-expert users, in any sequence, and with varying
objects within the path convey a narrative or meaning. Content degrees of iteration, according to the user’s preferences and
may be derived from one collection, but there are significant behavioural traits.
benefits from including objects from diverse collections, along
with other materials from external web sites. It may also be
beneficial for interpretation of the path content to be extended by
user-generated content and/or annotations of various kinds.
Many of these characteristics are seen in existing path systems,
but limitations arise from the linearity that is commonplace.
Exploration and deeper levels of engagement within collections
requires more complex path structures, carefully curated content,
interpretation and narrative, and interconnectedness of paths and
other content within and outside of the system. The fact that most
of these more advanced characteristics are rare, and that linearity
prevails also suggests that these are complex issues yet to be
adequately resolved.
4.4 Potential Applications of Paths
Many opportunities for the use of paths in CH were suggested.
Two major themes emerging from these are the use of paths to Figure 1. PATHS user interaction model.
achieve learning, and to support exploration and browsing. For Initially, we expect users to begin by Consuming paths created by
learning to occur there needs to be strong contextual information, others, using them as a means of exploration and familiarization
along with questions and other exercises to structure the learning with the collection and the system. Collecting items of interest
process. Exploration and browsing activities implicitly enable when exploring a collection is a natural behaviour in berry-
meaning making and learning to take place, as users become more picking mode, and is implicit in the process of creating a path, or
familiar with a topic and select or interpret the objects they as a by-product of a user’s information seeking history. When the
encounter. path creation activity is purposeful, it is likely that an over-
Specific instances of learning activities that may be delivered via arching Concept is devised, which may come from activities
paths are collection or subject familiarization, story-telling, undertaken outside of the system, but also may be developed via a
individual or collaborative inquiry-based learning utilising path process of exploration within the collection and any pre-existing
creation, modeling the research process, and comparative analysis paths. The concept may also evolve alongside the collection and
of differing view-points on a topic of interest. path creation activities, through a process of iteration and
meaning-making. A path is Created once a number of appropriate
In addition to learning,, paths may also serve to deliver
items have been collected, and this activity may include ordering
entertainment and an enjoyable interaction experience for more
the items into a narrative, and adding contextual information
general audiences. In practical terms, paths may simply be used as
and/or metadata. In a web 2.0 environment, it is also important to
a means of introducing people to a collection and its stories, and
allow for Communication activities in support of the interaction
in due course, encouraging them to venture further in a more
experience. These may include sharing paths that have been
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7. ACKNOWLEDGMENTS
The research leading to these results has received funding from [15] Walker, K. 2006. Story structures: building narrative trails in
the European Community’s Seventh Framework Programme museums. Technology-mediated Narrative Environments for
(FP7/2007-2013) under grant agreement no. 270082. We Learning, 103-111.
acknowledge the contribution of all project partners involved in
PATHS (see: http://www.paths-project.eu).