The winter edition of Esri ArcNews (which according to Mike Gould of Esri, is printed in as many copies as Forbes) includes an article on the activities of the Extreme Citizen Science group in supporting indigenous groups in mapping. The article highlights the Geographical Information Systems (GIS) aspects of the work, and mentioning many members of the group.
In 2011-2012, together with Richard Treves, I was awarded a Google Faculty Research Award, and we were lucky to work with Paolo Battino for about a year, exploring how to use Google Earth tours for educational aims. The details of the projects and some reports from the project are available on Richard’s blog, who was leading on many aspects of the work. Now, over 2 years since the end of the project, we have a publication in the Journal of Geography in Higher Education. The paper, titled ‘Footprints in the sky: using student track logs from a “bird’s eye view” virtual field trip to enhance learning’, is now out and describes the methodology that we developed for tracking students’ actions.
The abstract of the paper is:
Research into virtual field trips (VFTs) started in the 1990s but, only recently, the maturing technology of devices and networks has made them viable options for educational settings. By considering an experiment, the learning benefits of logging the movement of students within a VFT are shown. The data are visualized by two techniques: “animated path maps” are dynamic animations of students’ movement in a VFT; “paint spray maps” show where students concentrated their visual attention and are static. A technique for producing these visualizations is described and the educational use of tracking data in VFTs is critically discussed.
Once upon a time, Streetmap.co.uk was one of the most popular Web Mapping sites in the UK, competing successfully with the biggest rival at the time, Multimap. Moreover, it was ranked second in The Daily Telegraph list of leading mapping sites in October 2000 and described at ‘Must be one of the most useful services on the web – and it’s completely free. Zoom in on any UK area by entering a place name, postcode, Ordnance Survey grid reference or telephone code.’ It’s still running and because of its legacy, it’s around the 1250 popular website in the UK (though 4 years ago it was among the top 350).
So far, nothing is especially noteworthy – popular website a decade ago replaced by a newer website, Google Maps, which provide better search results, more information and is the de facto standard for web mapping. Moreover, already in 2006 Artemis Skaraltidou demonstrated that of the UK Web Mapping crop, Streetmap scored lowest on usability with only MapQuest, which largely ignored the UK, being worse.
However, recently, while running a practical session introducing User-Centred Design principles to our MSc in GIS students, I have noticed an interesting implication of the changes in the environment of Web Mapping – Streetmap has stopped being usable just because it didn’t bother to update its interaction. By doing nothing, while the environment around it changed, it became unusable, with users failing to perform even the most basic of tasks.
The students explored the mapping offering from Google, Bing, Here and Streetmap. It was fairly obvious that across this cohort (early to mid 20s), Google Maps were the default, against which other systems were compared. It was not surprising to find impressions that Streetmap is ‘very old fashioned‘ or ‘archaic‘. However, more interesting was to notice people getting frustrated that the ‘natural’ interaction of zooming in and out using the mouse wheel just didn’t worked. Or failing to find the zoom in and out buttons. At some point in the past 10 years, people internalised the interaction mode of using the mouse and stopped using the zoom in and out button on the application, which explains the design decision in the new Google Maps interface to eliminate the dominant zoom slider from the left side of the map. Of course, Streetmap interface is also not responsive to touch screen interactions which are also learned across applications.
I experienced a similar, and somewhat amusing incident during the registration process of SXSW Eco, when I handed over my obviously old laptop at the registration desk to provide some detail, and the woman was trying to ‘pinch’ the screen in an attempt to zoom in. Considering that she was likely to be interacting with tablets most of the day (it was, after all, SXSW), this was not surprising. Interactions are learned and internalised, and we expect to experience them across devices and systems.
So what’s to learn? while this is another example of ‘Jacob’s Law of Internet User Experience‘ which states that ‘Users spend most of their time on other sites’, it is very relevant to many websites that use Web Mapping APIs to present information – from our own communitymaps.org.uk to the Environment Agency What’s in Your Backyard. In all these cases, it is critical to notice the basic map exploration interactions (pan, zoom, search) and make sure that they match common practices across the web. Otherwise, you might end like Streetmap.
The Consumers’ Association Which? magazine is probably not the first place to turn to when you look for usability studies. Especially not if you’re interested in computer technology – for that, there are sources such as PC Magazine on the consumer side, and professional magazines such as Interactions from Association for Computing Machinery (ACM) Special Interest Group on Computer-Human Interaction (SIGCHI).
Over the past few years, Which? is reviewing, testing and recommending Satnavs (also known Personal Navigation Devices – PNDs). Which? is an interesting case because it reaches over 600,000 households and because of the level of trust that it enjoys. If you look at their methodology for testing satnavs , you’ll find that it does resemble usability testing – click on the image to see the video from Which? about their methodology. The methodology is more about everyday use and the opinion of the assessors seems to play an important role.
Professionals in geographical information science or human-computer interaction might dismiss the study as unrepresentative, or not fitting their ways of evaluating technologies, but we need to remember that Which? is providing an insight into the experience of the people who are outside our usual professional and social context – people who go to a high street shop or download an app and start using it straightaway. Therefore, it’s worth understanding how they review the different systems and what the experience is like when you try to think like a consumer, with limited technical knowledge and understanding of maps.
There are also aspects that puncture the ‘filter bubble‘ of geoweb people – Google Maps are now probably the most used maps on the web, but the satnav application using Google Maps was described as ‘bad, useful for getting around on foot, but traffic information and audio instructions are limited and there’s no speed limit or speed camera data‘. Waze, the crowdsourced application received especially low marks and the magazine noted that it ‘lets users share traffic and road info, but we found its routes and maps are inaccurate and audio is poor‘ (both citations from Which? Nov 2012, p. 38). It is also worth reading their description of OpenStreetMap when discussing map updates, and also the opinions on the willingness to pay for map updates.
There are many ways to receive information about the usability and the nature of interaction with geographical technologies, and some of them, while not traditional, can provide useful insights.
It is always nice to announce good news. Back in February, together with Richard Treves at the University of Southampton, I submitted an application to the Google’s Faculty Research Award program for a grant to investigate Google Earth Tours in education. We were successful in getting a grant worth $86,883 USD. The project builds on my expertise in usability studies of geospatial technologies, including the use of eye tracking and other usability engineering techniques for GIS and Richard’s expertise in Google Earth tours and education, and longstanding interest in usability issues.
In this joint UCL/Southampton project, UCL will be lead partner and we will appoint a junior researcher for a year to develop run experiments that will help us in understanding of the effectiveness of Google Earth Tours in geographical learning, and we aim to come up with guidelines to their use. If you are interested, let me know.
Our main contact at Google for the project is Ed Parsons. We were also helped by Tina Ornduff and Sean Askay who acted as referees for the proposal.
The core question that we want to address is “How can Google Earth Tours be used create an effective learning experience?”
So what do we plan to do? Previous research on Google Earth Tours (GETs) has shown them to be an effective visualization technique for teaching geographical concepts, yet their use in this way is essentially passive. Active learning is a successful educational approach where student activity is combined with instruction to enhance learning. In the proposal we suggest that there is great education value in combining the advantages of the rich visualization of GETs with student activities. Evaluating the effectiveness of this combination is the purpose of the project, and we plan to do this by creating educational materials that consist of GETs and activities and testing them against other versions of the materials using student tests, eye tracking and questionnaires as data gathering techniques.
We believe that by improving the techniques by which spatial data is visualized we are improving spatial information access overall.
A nice aspect of the getting the project funded is that it works well with a project that is led by Claire Ellul and Kate Jones and funded by JISC. The G3 project, or “Bridging the Gaps between the GeoWeb and GIS” is touching on similar aspects and we surely going to share knowledge with them.
For more background on Richard Treves, see his blog (where the same post is published!)
At the beginning of May, I gave a lecture at the UCL Interaction Centre (UCLIC) seminar titled ‘Interacting with Geospatial Technologies – Overview and Research Challenges’. The talk was somewhat similar to the one that I gave at the BCS Geospatial SIG. However, I was trying to answer a question that I was asked during a UCLIC seminar in 2003, when, together with Carolina Tobón, I presented the early work on usability of GIS for e-government applications. During that talk, the discussion was, as always is in UCLIC, intensive. One core question that remained with me from the discussion was: ‘What makes geospatial technology special or is it just another case of a complex and demanding information system that you should expect difficulties with and spend time to master?’
Over the years, I have been trying to improve the answer beyond the ‘it’s special because it’s about maps‘ or ‘geospatial information comes in large volumes and requires special handling‘ or similar partial answers. In the book Interacting with Geospatial Technologies different chapters deal with these aspects in detail. During the talk, I tried to cover some of them. In particular, I highlighted the lag of geospatial technologies behind other computing technologies (an indication of complexity), the problems of devices such as SatNavs that require design intervention in the physical world to deal with a design fault (see image), and the range of problems in interfaces of GIS as were discovered in the snapshot study that was carried out by Antigoni Zafiri.
There was an excellent discussion after the presentation ended. Some of the very interesting questions that I think need addressing are the following:
- In the talk, I highlighted that examples of spatial representations exist in non-literate societies, and that, therefore, the situation with computers, where textual information is much more accessible than geographical information, is something that we should consider as odd. The question that was raised was about the accessibility of these representations – how long does it take people from the societies that use them to learn them? Is the knowledge about them considered privileged or held by a small group?
- For almost every aspect of geospatial technology use, there is some parallel elsewhere in the ICT landscape, but it is the combination of issues – such as the need for a base map as a background to add visualisation on top of it, or the fact that end users of geospatial analysis need the GIS operators as intermediaries (and the intermediaries are having problems with operating their tools – desktop GIS, spatial databases etc. – effectively) – that creates the unique combination that researchers who are looking at HCI issues of GIS are dealing with. If so, what can be learned from existing parallels, such as the organisations where intermediaries are used in decision making (e.g. statisticians)?
- The issue of task analysis and considerations of what the user is trying to achieve were discussed. For example, Google Maps makes the task of ‘finding directions from A to B’ fairly easy by using a button on the interface that allows the user to put in the information. To what extent do GIS and web mapping applications help users to deal with more complex, temporally longer and less well-defined tasks? This is a topic that was discussed early on in the HCI (Human-Computer Interaction) and GIS literature in the 1990s, and we need to continue and explore.
In my talk I used a slide about a rude group in Facebook that relates to a specific GIS package. I checked it recently and was somewhat surprised to see that it is still active. I thought that it would go away with more recent versions of the software that should have improved its usability. Clearly there is space for more work to deal with the frustration of the users. Making users happy is, after all, the goal of usability engineering…
The G3 Project, is a new project led by Claire Ellul and Kate Jones and funded by the JISC geospatial working group. The project’s aim is to create an interactive online mapping tutorial system for students in areas that are not familiar with GIS such as urban design, anthropology and environmental management.
The project can provides a template for the introduction of geographical concepts to new groups of learners. By choosing a discipline specific scenario, key geographic concepts and functions will be presented to novices in a useful and useable manner so the learning process is improved. Users will be introduced to freely available geographic data relevant to their particular discipline and know where to look for more. G3 Project will create a framework to support learners and grow their confidence without facing the difficult interfaces and complexity of desktop mapping systems that are likely to create obstacles for students, with the feeling that ‘this type of analysis is not for me’.