A BIT MORE ON EARCONS

Earcons - An earcon is a brief, structured sound pattern used to represent a specific item or event but is not to be confused with an auditory icon. The term was coined in 1989. The earcon can be parametrized by specific attributes of the item or event. Although likely to be used in a computer/user interface, an example could also be a five-day weather forecast on a local news program where each day's temperatures set the pitches in a five tone sequence.

Earcons are generally not auditory caricatures of the signified, that is, they are abstract rhythmic/melodic patters rather than everyday so

unds.

Earcons are generally synthesized sounds, while auditory icons are usually recorded from existing everyday occurrences.

The best original article on Earcons is

Blattner, Meera M., Denise A. and Greenbery, Robert M. (1989) 'Earcons and Icons: Their Sturcture and Common Design Principles', Human-Computer Interaction, 4:1, 11-14

Gave this reference on blog Tuesday 1st September.

Example of sound on scale

A LITTLE CLARIFICATION & DEFINATION

In the experimental design of my study I used both audio and visual sensory modality. I've referred back to this for more clarity on my study; as some studies modality is referred to in the way in which something exist, or experienced or expressed or the way in which things described are placed. In this study I am using modality as described in defination below.

During my research I cam across a lot of information on modality and sensory and wondered if modality and sensory mean the same thing. Some studies have used each term separately and some have used them together. In my study I use both terms together. For example I would say under experimental conditions of my study I've used both audio and visual sensory modality.

Modality - A particular form of sensory perception :the visual and auditory modalities

Sensory - Of of relating to sensation of physical senses / relating to the physical senses.

Earcons - 'Non verbal audio message that are used in the computer/ user interface to provide information to the user about some computer object, operation or interaction' Blattner et al . Earcons are composed of motives, which are short, rhythmic sequences of pitches with variable intensity, timbre and register.

For example in experimental task participants are required to place virtual puzzles in correct temporal sequence, when placed together they form an earcon.

I gave the meaning of earcons in previous blog but included it again in the sense it refers to in my study.

PLANNING/INSIGHT OF MY INVESTIGATION

How I panned for my experiment

Before planning my experiment, I needed to know:

What will I change - (independent variables)

For my study I changed the conditions of experiment sessions

What I will measure or observe

This was the manner in which children carried out their task under the different experimental conditions and measured how this affected them

What are the things I will keep the same - Dependent variables)

In this case, I kept experimental participants the same

Preparing the questionnaire

I took into account the kind of questions I wanted to ask because it is vital to my research and that the style of questions is suited to the targeted group (aged 5-7). I tried to keep questions short, few, clear and straight forward. I asked 'why' at the end of questions as a way for participants to justify their decisions.

Participants

Having a small number of experiment participants meant that my results would be more qualitative ( Bob mention this in the very beginning). Qualitative data tends to be associated with a holistic perspective. I obtained my qualitative data by using a variety of research methods: these were collecting video data, data from informal interview and data from questionnaire.

The procedure I used for analyzing my qualitative data is by becoming immersed in the data, what I mean is, I looked a the video of the observation many times. I then started my analysis by writing detailed descriptive accounts of the situation or narrative (this is called a thick description). The importance of this narrative is that it provides the information needed in order to make comparison with finding from other research

From this data and from interview transcripts, I attempted to look out for themes or interconnection that occur, recur and relate (as suggested by Andy). I then generalized statement and compared with existing theories or explanations and developed these in line with my findings.

Validity - Ways in which I made checks on the validity of my findings

• My findings have been triangulated - how I triangulated: I used existing research knowledge in the area of my study, I used questionnaires and informal interview.

• I tried not to be a cause of bias and having a one-sided reporting. Therefore I had a second observer state their findings.
• I have explored other possible explanations and did not settle for the first explanations that fits my study; but have looked at various explanations of similar studies.

This leaves the question of reliability of my study; if someone else did the research would they get the same results and arrive at the same conclusions?

APPROACHING FINAL STAGES

It's the 1st September today. Got e-mailed by Bob stating that hand in date for thesis is due at the end of September. I am really trilled to hear but prefer to keep up the momentum, and get it over and done with. I am trilled as it means I can continue to work under less haste and pressure.

I was unclear with regards to my hypothesis but after an explanation and comments from Andy; made it clear on way I should go about things. I had already carried out my observation when Andy suggested the way I should do it. I read and researched and had an idea of how to conduct the experimental procedure, I hope the one I've conducted is okay.

I have the results and discussion part to post up but will leave it for writing in my final thesis. If I should write this up on blog, please any one let me know. I still have some more information to blog. I have also been doing some additional reading, some include:

Blattener, M. M., and Greenberg, R.M. Communicating and learning through non-speech audio.In Edwards, A. and Holland, S., (Eds.), Multimedia Interface Design in Education, Springer-Verlag, 1992, pages 133-143

Blattner, M.M., Sumikawa, D. A., and Greenberg R.M. Earcons and icons: Their common design princples. Human-Computer Interaction, 1989, 4(1): 11-44

Gunther, R., Kazman, R., Maggegor, C., Usinig 3D sound as a navigational aid in virtual environements. 2004, Vol.23, No.6, 435-446

Some readings I've just skimmed through, but will mention all in my thesis. I am now attempting final writings.