Implementation of the PAN system

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The attributes module controls the different types of elements (CLOSAT and picture) to be used in the display. When the user changes the types of elements, the shown data would change through the setting of the show attribute. The user can also write and save notes into the database as new elements. The display view module contains the three main panels mentioned above.

3.4 How to show elements in the PAN system

Fifty pictures and their related CLOSAT notes were collected for the current implementation of the PAN system. With such an amount of elements or more, how to show them in the idea

exploring panel is an important issue. Our system uses arrange and group as the two ways to

show elements. The arrange way, the default in the PAN system, is to show elements in some predefined order (such as alphabetical). Since pictures are more attractive at the first glance, the system shows only pictures in the beginning. The group way shows a single picture and its related CLOSAT notes at the same page. So the user can see the picture and read the notes at the same time.

3.5 Implementation of the PAN system

In this study, we have implemented the PAN system with the ideas mentioned above. The overview of the PAN system is shown in Fig.3-3. The frame that contains many pictures is the

idea exploring panel; and the frame at lower left, called My folder, is the data buffer panel; the

lower right frame with a writing story label is the story writing panel.

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Since we want the participants to focus on exploring data in the beginning, the idea

exploring panel is maximized when a new session starts. In the idea exploring panel (see

Fig.3-4), the top is an area for command buttons. When user clicks the second or third button, he can choose to show the data items by arranging them in one of the two ways: arrange and group.

The ‘Arrange’ button is the default style. Pressing this button shows only pictures while pressing the ‘Group’ button shows one picture and its CLOSAT cards together (Fig.3-4.a). After pressing the leftmost button, named ‘Choose show content’, seven green buttons will show up on the second line. These green buttons are corresponding to pictures and CLOSAT notes. The user can choose the kind of attributes that they would like to see or hide by clicking on these green buttons (Fig.3-4.b).

The data item itself can be a button. Through double-clicking on it can show the related CLOSAT cards as in the case of pressing the ‘group’ button (Fig.3-5.a). There are also some buttons for data items. Clicking the button on the top-left can show a note panel that allows the user to write down its annotation with CLOSAT attributes (Fig.3-5.b). The system stores the inputted note after the user clicks the ‘save’ button. The user can click the second button to zoom the picture to a specific size (Fig.3-5.c). It is a simple way to make the picture larger, and the user can also scale the picture by dragging it with the right mouse button.

Fig.3-6 shows the data buffer panel (called “My Folder” in the user interface), which is a simple panel for the user to store data that they have collected for constructing a story. The story

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pictures into the image bar to make them into a sequence as the plot of the story. They can then write down the pieces of a story and repeat the process until the completion of the story.

Most of the time the user uses only the mouse to operate the system. Through the left click one can drag, move, and choose elements. The user can also scale every element in the system by right clicks. The scale operation allows the user to take a clearer view at the details of the data. The layout of the three main panels can also be customized.

Fig.3-3: An overview of the user interface when the system begins.

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(a) (b)

Fig.3-4: (a) The group style. (b) After clicking ‘choose show content’ button, seven green buttons are shown and the user can decide to hide/show different attributes.

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(c)

Fig.3-5: (a) Showing related text of a picture when user double-clicks it. (b) The note area. (c) After clicking the second button of the data item, the picture is larger than others.

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CHAPTER 4

Experiments and Results

To verify that the PAN system can help stimulate user’s creativity and find ideas for writing a story, we have designed a pre-test and a main experiment in this study. The main goal of pre-test is to find participants whose level of divergent thinking has no significant difference, and then these participants would be invited to take part in the main experiment.

4.1 Pre-test: Test of the ability of divergent thinking

4.1.1 Procedure

We designed a pre-test to find participants whose ability of divergent thinking is about the same.

In the literature, there are several ways to evaluate a person’s creativity. Since our system uses pictures and text cards to stimulate user thinking, we choose to use Guilford’s Alternative Uses Task to assess participants’ creativity (Guilford, Christensen, Merrifield, & Wilson, 1978).

Guilford’s test asks participants to list as many ways of usage as they can for a daily object. The collected test data are analyzed from four aspects: originality, fluency, flexibility and elaboration.

There are six participants and ten daily objects in this experiment. We have invited six

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were given the names of these objects one by one and asked to write down what they thought for each object in two minutes. We use originality, fluency, flexibility and elaboration to analyze the data and sum up the scores for each aspect; the score is then used as the creativity index of each participant.

4.1.2 Experimental Result

Table 4-1 shows the creativity indexes of the six participants for each object. To know if a pair of participants whose creativity level is about the same, we also compare all pairs of participants as show in Table4-2.

Table 4-1: The creativity index of participants measured by Guilford’s Alternative Uses Task.

Participant Objects

1 2 3 4 5 6

Brick

17 18 23 22 14 14

Car tire

25 12 11 15 13 13

Barrel

31 15 20 19 19 21

Pencil

25 17 15 26 27 17

Shoe

27 18 19 26 15 20

Hook

28 16 17 21 15 10

Notepaper

29 9 14 27 14 11

Paper clip

29 12 15 19 12 15

Racket

30 8 13 23 21 24

Tissue paper

28 11 14 26 19 11

We use The Wilcoxon Rank Sum Test to find the participants whose ability of divergent

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among participant 2, participant 3, participant 5, and participant 6 (P >= 0.05, two-tailed test).

These four subjects were then invited to take part in the main experiment.

Table 4-2: The results of comparing participants’ creativity.

Participant 1 2 3 4 5 6

1

-

2

4.33e-05 -

3

7.58e-05 0.247* -

4

0.012 0.0001 0.002 -

5

0.0003 0.143* 0.853* 0.015 -

6

7.58e-05 0.481* 0.684* 0.005 0.529* -

4.2 Main Experiment

4.2.1 Procedure

We invited the four participants that we had found in the pre-test to participate in the main experiment. In the main experiment they were asked to write a folktale with computer in one hour, all of them are given the same set of 50 pictures for inspiration of ideas. But one of the four particiants was asked to use Microsoft Word and general software packages in MAC: Finder and Preview.app to assist the process of creating a story. The other three participnats used our PAN system during the experiment. Immediately after they finished the task, they were asked to do protocol analysis.

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4.2.2 Experiment Result

Participant 1: without the PAN system

Participant 1 spent around 1 hour and 52 minutes to complete her story without the PAN system.

Her creating style belongs to the category of telling a story from pictures; that is, her story was highly related to the pictures. In the story, she wrote 1254 words (in Chinese) and chose 11 pictures to present the underlying story. Fig.4-1 shows the snap shots of the screen in the process of creating. In the beginning of the process, she browsed all the pictures, and chose some pictures she would like to use and dragged them to Microsoft Word. After chosing pictures, she started to write her story for a while but bothered by the cumbersome of scrolling a panel in Mircrosoft Word. Thus, after a while she decided to delete all the pictures she had chosen and just wrote. She added pictures afterward when she finished the story.

Participant 2: with the PAN system

Participant 2 spent 1 hour and 44 minutes to create a story with the PAN system. Evelen pictures were chosen to present the 1375 words in Chinese. Fig.4-2 is her process of creating. Participant 2 browsed the pictures and the text cards in the beginning and then started to write her story. Her behaviors of writing and choosing pictures alternated in the process. The relationship between the pictrues and her story were more abstract compared to Participant 1. For example, she chose a picture to present the feeling of boisterousness but the character or the place was not directly related to her story.

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Fig.4-2: Participant 2’s process of creating.

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Participant 3: with the PAN system

Participant 3 spent 1 hour and 33 minutes on writing the story. The participant did not choose any picture and totally wrote 669 words in Chinese. Fig.4-3 shows the snap shots of the screen in the process of creating. Like other participants, participant 3 browsed pictures and text cards in the beginning but he wrote some notes for CLOSAT, which is different from the other participants. When he was browsing the pictures or reading a text card, he made assosication in his memory, wrote it down, and then attributed his thinking by CLOSAT. After collecting all ideas, he started to utilize and combine all these ideas to complete his story. No picture was chosen to present the story because the participant thought that it was hard to associate the pictures with his story. (The pictures’ style were cartoon while his story is more modern.)

Participant 4: with the PAN system

Participant 4 took around 1 hour to develop his story. There are 14 pictures to present his story that contains 1176 words in Chinese. Fig.4-4 shows the screen snapshots in the process of creating. Participant 4 used only pictures to help him develpe his story. In the beginning, he browsed the pictures, and chose some pictures he thought he would use, and then dragged them to the My Folder panel for further examination. Then he dragged one picture he decided to use to the Writing Story panel and scaled up the picture in My Folder panel to see more details. Like participant 1, participant 4’s creating style was telling a story from pictures. Participant 4 alternatively switch between seeing pictures and writing story during the process.

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Fig.4-3: Participant 3’s process of creating.

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Fig.4-4: Participant 4’s process of creating.

Result Summary

Table 4-3 shows the conditions of participants and the results. Participant 3 typed 1185 words in the whole creation process, which include 669 words for story and the remainder for his ideas.

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Table 4-3: The conditons and results of participants.

Gender Use PAN Pictures Num Words Num Time

Participant 1 F

11 1254 1h52mins

Participant 2 F

V 11 1375 1h44mins

Participant 3 M

V 0 669+516(ideas)=

1185

1h33mins

Participant 4 M

V 14 1176 1h

4.3 Establishing The Coding System

Since creativity is demonstrated in the process of problem solving, it is important to analyze the process of how a participant creates a story. It is difficult to directly compare the story contents due to the narrative abilities of the participants may be different. Therefore, we use the research method of content analysis to analyze the process of story creation.

For the encoding system, researchers have published several models of design process. Chen (2002) took the operation of the computer into consideration, and developed Purcell and Gero’s model (1998) into four categories of fields: conceptual, operational, perceptual, and evaluation, as a means to analyze the cognitive process of using computer media. To establish the sub-category, we recorded the behaviors of the people who wrote the CLOSAT cards. Through the observation of their processes, we found that the behaviors include seeing, associating, recalling, evaluating, producing, writing, revising, scaling, and dragging when they were writing with the PAN system. We adopt Chen’s structure to map out the behaviors we have observed and established our coding schemes as shown in Table 4-4.

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The conceptual field represents the category of behaviors observed when the user generates new ideas or recalls an element. There are four sub-categories: Pt, Dp, Rp and Rt in this field.

The operational field is used to represent user’s operations on the system and actions. These system operations include Dr, Sca, W, and Re while the user’s actions include seeing a specific picture or text card in the system (Sp, and St). The user may be attracted by a picture or text card because the picture’s features or the text. Therefore, we use the attributes of CLOSAT as the subcategories of the perceptual field. When the user makes a description of a picture, a text card, his/her thinking, or the system, the behavior is considered as an evaluation. Therefore, we have designed four sub-categories in the evaluation field: Ep, Etxt, Et and Es.

Table 4-4: Coding system for the main experiment.

Category Sub-category Definition

Conceptual Pt Producing a thinking.

Rp Recalling a picture.

Rt Recalling a thinking.

Operational Sp Seeing a picture.

St Seeing a text card.

Dr Dragging an element to another frame.

Sca Scaling an element by moving the mouse.

W Writing the story.

Re Revise the story.

Perceptual C Associating a character.

L Associating a location.

O Associating an object.

S Associating a situation.

A Associating an action.

T Associating a theme.

Evaluation Ep Evaluating a picture.

Etxt Evaluating a text.

Et Evaluating a thinking.

Es Evaluating the system.

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CHAPTER 5 Analysis and Discussion

By comparing the participants’ processes of creating a story, we found that different users use the PAN system in different ways. Table 5-1 indicates the different conditions and observed behaviors or facts in the experiments by the four participants. Participant 1 did not use the PAN system or the CLOSAT cards, and simply she told a story from pictures and viewed with regular picture viewing tools: utilizing pictures and associate them to tell a story. Participant 4 used our system but he did not use the CLOSAT cards because he did not want to be affected by other people’s thinking. The way that participant 4 created a story is by viewing from pictures, like participant 1 did.

Table 5-1: The difference between participants.

P1 P2 P3 P4

With System

V V V

Producing ideas related to story by pictures

V V V

Producing ideas related to story by CLOSAT cards

V

Story is related to pictures.

V V

Participant 2 read the CLOSAT cards and browsed pictures, but she tended not to use them to generate story elements. She wrote her story almost from her imagination. Participant 3 also

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made use of the elements to find new ideas for the story. But both of their stories do not directly relate to the theme of these pictures.

From the observation of the similarity of how participant 1 and 4 created a story, we used the coding system in Section 4.3 to code participants 1 and 4 in the process of creating a story.

The following parts of this study will focus on analyzing participants 1 and 4. A part of participant 3’s protocol was also analyzed because we would like to know the effect of CLOSAT. Participant 4 is considered a special case because she did not need any help when she was writing the story.

5.1 Participant 1’s Process of Creating a Story

Participant 1 did not use the PAN system, and her story was dierctly related with pictures. Fig.5-1 indicates the whole process of creating. The x-axis is the time and the y-axis represents the COPE category. In the beginning of the porcess, participant 1 took a glance at all the pictures and tried to find interesting and colorful elements in the pictures (Fig.5-2.), and hence operational and perceptual fileds happened very often. Then she reviewed all the pictures and started to think which pictures she would like to use and how to develop the story (Fig.5-3.), the perceptual and evaluation fields followed after the operational field. It is because that after the participant saw the pictures (O:Sp), she might be attracted by the character in the picture (P), and evaluate it (E). Then she draged pictures (O:Dr) she likes from Finder to Word and produced ideas about background and characters (C:Pt).

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After choosing pictures, she tried to scale down the pictures because the pictures’ sizes in Mircrosoft Word were too large. She wanted to scale them down so it could be easier to scroll the panel in Microsoft Word and see the pictures (Fig.5-4.). During the process of scaling (O:Sca), she wanted to scale down the picture to a specific size (C:Pt), and then she evaluated the picture’s size again (E:Ep). The perceptual field happened here because when she was scaling down the picture, she was attracted by the picture again. Then she started to write her story, tried to find a new sentence, not “once upon a time” as a beginning, and started the story. We can see from Fig.5-5. that the participant evaluated her thinking (E:Et) and wrote (O:W) or revised (O:Re) her story alternately.

Sometimes the participant browsed all the pictures to look for more elements or looked into a specific picture for more details (Fig.5-6.). This phase is similar to another one when the participant was tring to find elements in the beginning. However, the operational filed happened less often because the participant drag fewer pictures (O:Dr). After the story was completed, she draged the pictures into Word and put them below the related texts, as shown in Fig.5-7. The participant evaluated a picture (E:Ep) and dragged (O:Dr) it into Word to represent her story, so the evaulate and operational field also showed alternately.

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Fig.5-1: Participant 1’s whole process of creating.

Fig.5-2: Participant 1 was browsing the pictures in the beginning of the process.

C:Pt   E:Ep   O:Sp   O:Sp   O:Sp   O:Sp   O:Sp   P:O   O:Sp   O:Sp   O:Sp   P:O   O:Sp   P:C   O:Sp   P:O   O:Sp   P:L   O:Sp   O:Sp   P:C   O:Sp   O:Sp   P:L   O:Sp   O:Sp   P:C   P:O   O:Sp   P:C   P:O   O:Sp   P:L   O:Sp   P:S   O:Sp   P:C   P:O   O:Sp   P:O   O:Sp   O:Sp   P:S   O:Sp   O:Sp   P:O   O:Sp   O:Sp   P:O   O:Sp  

C O P E

C O P E

C

O

P

E

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Fig.5-3: Participant 1 was seeing, dragging pictures and producing ideas for the story after browsing all pictures.

Fig.5-4: Participant 1 was scaling down the chosen pictures in Microsoft Word.

C:Pt   O:Sp   O:Sp   O:Sp   P:O   C:Pt   E:Et   C:Pt   E:Et   O:Dr   C:Pt   C:Rt   C:Pt   O:Sp   E:Ep   P:O   C:Pt   O:Dr   E:Ep   O:Sp   P:O   C:Rp   E:Ep   O:Sp   P:O   E:Ep   C:Pt   O:Dr   E:Es   O:Sp   O:Sp   P:O   C:Pt   O:Dr   O:Sp   P:C  

C:Rp  

P:C   O:Sp   O:Sp   E:Ep   P:C   C:Rp   C:Pt  

P:C   E:Ep   C:Rp   C:Pt   O:Sp   P:C   E:Ep   C:Pt   O:Sp   O:Sp   P:O   C:Pt   E:Ep   O:Dr   O:Sp   P:L   C:Pt   O:Dr   O:Sp   E:Ep   P:C   E:Et   C:Pt   O:Sp   P:C   C:Pt   O:Dr   O:Sp   P:C   C:Pt   O:Dr  

C:Pt   E:Ep   C:Pt   O:Sca   E:Es   O:Sca   C:Pt

  E:Es   C:Pt   E:Et   E:Ep   E:Es   C:Pt   E:Ep   C:Pt   O:Sca   E:Es   E:Et   C:Pt   E:Es   E:Ep   C:Pt   E:Et   C:Pt   E:Et   E:Es   E:Ep   C:Pt   O:Sp   E:Ep   P:C   P:O   P:L   E:Et   C:Pt   E:Et   E:Ep   E:Es   C:Pt   O:Sca   E:Ep   E:Et   C:Pt  

C

O

P

E

C

O

P

E

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Fig.5-5: The beginning of writing. (many operations of writing.)

O:W   C:Rp   C:Pt   E:Et   O:Re   E:Et   O:W   E:Et   O:Re   E:Et   C:Pt   O:W   E:Et   C:Pt   O:W   E:Et  

C

O

P

E

C

O

P

E

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Fig.5-7: Participant 1 was dragging pictures into Microsoft Word to represent her story.

5.2 Participant 4’s Process of Creating a Story

Participant 4 used the PAN system, and the pictures he chose were also directly related to his story. The process taken by participant 4 is shown in Fig.5-8. He began with searching and overviewing the pictures (Fig.5-9); the operation and evaluation fields took a big part in this phase. Fig.5-10 shows that after taking a glance at all the pictures, participant 4 picked some pictures he thought useful in his story, and put it in the My Folder panel. In the following writing process, he started to use these selected pictures, saw one of them (O:Sp), evaluated it (E:Ep), generated an idea (C:Pt), dragged it into Writing Panel (O:Dr), and then started to write (O:W).

And every time when he wrote for a while and wanted to find a new idea, he would repeat the above actions in the green rectangles in Fig. 5-8.

O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  O:Dr  E:Ep  

C

O

P

E

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Fig.5-8: Participant 4’s whole process of creativity.

Fig.5-9: Participant 4 was browsing the pictures in the beginning of the process.

C:Pt   E:Es   O:Sp   E:Ep   C:Pt   E:Es   C:Pt   E:Ep   E:Ep   O:Sp   E:Ep   C:Pt   C:Pt   O:Sp   E:Ep   P:C   E:Et   E:Et   P:A   O:Dr   E:Es   O:Sp   E:Et   C:Pt   E:Et   E:Et   O:Sp   C:Pt   E:Ep   P:L   E:Ep   P:C   E:Ep   O:Sp   P:C   E:Et  

C O P E

C

O

P

E

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Fig.5-10: The process of participant 4 of finding, dragging elements and writing.

5.3 Process of Creating a Story with Pictures

Participant 1 and participant 4 have the same conditions except for using the PAN system or not.

Taking a look at their creation process, we can find that the two participants have the same pattern as shown in Fig.5-11. Both of them overviewed all the pictures in the beginning, started to search for pictures that they would like to use, and then thought how to use them to develop their stories. When they had difficulties in developing their stories, they usually went back to

Taking a look at their creation process, we can find that the two participants have the same pattern as shown in Fig.5-11. Both of them overviewed all the pictures in the beginning, started to search for pictures that they would like to use, and then thought how to use them to develop their stories. When they had difficulties in developing their stories, they usually went back to

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