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Our Secret Weapon: The Secretary

Our Secret Weapon: The Secretary. Ryan Shaun Baker Human-Computer Interaction Institute Carnegie Mellon University Pittsburgh, PA USA rsbaker@ cmu.edu http://www.cs.cmu.edu/~rsbaker. Situationally Appropriate Interfaces. This is a huge area I will focus on one sub-area:

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Our Secret Weapon: The Secretary

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  1. Our Secret Weapon:The Secretary Ryan Shaun Baker Human-Computer Interaction Institute Carnegie Mellon University Pittsburgh, PA USA rsbaker@ cmu.edu http://www.cs.cmu.edu/~rsbaker

  2. Situationally Appropriate Interfaces • This is a huge area • I will focus on one sub-area: • When do we allow full-scale interruptions? • Not just a little ignorable hint at the periphery • But a full scale “STOP and pay attention!”

  3. Interrupting The User • Sometimes we’ll want to interrupt our user • Sometimes we won’t • How does our system decide?

  4. A model: secretaries • Secretaries already deal with deciding whether or not to allow interruptions • Take this example of a dean’s secretary denying an interruption

  5. An intruder [AA]: “Sorry, do you have an appointment?” [I]: “Oh, no, do I need one?” [AA]:“Yes, you do.” [I]:“I can’t see him right now?” [AA]:“No, you can’t.” [I]:“All right, when can I see him?” [AA]:“Um, when are you available?” [I]:“Um, I have a, how about tomorrow?” [AA]:“Ok, tomorrow after noon? 2 o’clock?” [I]:“Um, sure. Okay.” [AA]:“Okay.”

  6. Analysis • In this situation, the secretary • Prevented an unwanted interruption • Scheduled an appropriate time for the business to take place

  7. Subtle cues about the user • There’s a lot of value to studying subtle cues about what the user is doing • Heart rate, skin electric valence, pattern of speech, gaze, attention, and so on… • But secretaries make a lot of decisions to allow and disallow access without this information • Often they can’t even see the user

  8. Sophisticated Models • Secretaries have sophisticated models for when to allow interruptions (phone and face-to-face) • These models are formed in part by explicit instructions • These models also include reasoning which is not based on explicit instructions

  9. Work Model • Let’s say we could perfectly sense when a user was in a meeting with one other person, with each talking an equal amount • This is not enough to be able to decide if we should interrupt • We need some sense of the importance of the meeting, and the importance of the interruptor

  10. Developing a Model of Importance • Give diaries to several secretaries who • Control face-to-face access to a faculty member • Control phone access to a faculty member • Ask them to record • every attempted interruption • whether the person was granted access; if not, what action was taken • every time they were explicitly asked by the faculty member to give or deny access • if they were not going from explicit instructions, why they chose to allow or deny access

  11. Developing a Model of Interruptions • Why Diaries? • Because Contextual Inquiries are unlikely to generate enough cases in any reasonable amount of time • Because Retrospective Interviews will inherently miss a lot of cases, and may be more focused on memorable cases than “everyday” ones

  12. Developing a Model of Interruptions • Also, we will give diaries to a couple faculty members and ask them for one day • Every half hour while they are at the university • Write down a one-phrase description of what activity they are currently engaged in (“meeting with the dean”, “teaching class”, “reading email”)

  13. Developing a Model of Interruptions • This will give us a list of the situations these faculty members find themselves in • We don’t (at this point) want their reports on whether or not they think they would be interruptible, because they would be differentially interruptible by different people. (making them go through a list would probably be overkill)

  14. Developing a Model of Interruptions • Given this, develop a system which will • Support all of the explicit requests our faculty members use • Will have categories for different types of interruptors and situations, based on our data • Will have rules for when an interruption is acceptable (in the absence of explicit information, and even sometimes going against explicit information)

  15. Learning • We will use develop this system using an initial model of the situations and categories of interruptors, and then taking a set of training data (again, from diaries) on when interruptions were accepted and not accepted • Then we will run a learning algorithm (FOCL?) to develop a set of rules for when interruptions should and should not be allowed

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