1 / 48

Julie Heiser, Doantam Phan, Maneesh Agrawala, Barbara Tversky and Pat Hanrahan

Identification and Validation of Cognitive Design Principles for Automated Generation of Assembly Instructions. Julie Heiser, Doantam Phan, Maneesh Agrawala, Barbara Tversky and Pat Hanrahan Stanford University and Microsoft Research. 1. 2. 3. 4. 5. 6. Cognitive Design Principles.

tanika
Download Presentation

Julie Heiser, Doantam Phan, Maneesh Agrawala, Barbara Tversky and Pat Hanrahan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Identification and Validation of Cognitive Design Principles for Automated Generation of Assembly Instructions Julie Heiser, Doantam Phan, Maneesh Agrawala, Barbara Tversky and Pat Hanrahan Stanford University and Microsoft Research

  2. 1 2 3 4 5 6

  3. Cognitive Design Principles • Identify • How people conceive of 3D assemblies • How people comprehend visual instructions • Validate • Build automated instruction design system • Evaluate usability of resulting instructions

  4. Prior Work: Identification • Diagrams better for showing context • Diagrams and text equivalent for showing actions[Bieger 85] [Bieger 86] • High spatial  prefer diagrams only • Low spatial  prefer diagrams and text together[Winn 80] [Mayer 94] [Hegarty 94] [Kalyuga 98] [Trafton 2001] • Step-by-step better than showing only end state[Novick 00] • Arrows and lines convey actions and sequences[Tversky 00]

  5. Prior Work: Validation • Automated presentation design systems • COMET[Feiner 89],IBIS[Seligmann 91], WIP[Andre 93], AWI[Rist 94], CATHI[Butz 97], [Strothotte 98], [Tang 03] CATHI IBIS AWI

  6. Our Approach • Identification • Production • Preference • Comprehension • Validation • Instantiation • Usability

  7. Our Approach • Identification • Production • Preference • Comprehension • Validation • Instantiation • Usability

  8. Our Approach • Identification • Production • Preference • Comprehension • Validation • Instantiation • Usability

  9. Our Approach • Identification • Production • Preference • Comprehension • Validation • Instantiation • Usability • Step-by-step, one diagram for each major step • Clear and explicit order • Parts added in each step should be visible • Mode of attachment should be visible

  10. Our Approach • Identification • Production • Preference • Comprehension • Validation • Instantiation • Usability • Step-by-step, one diagram for each major step • Clear and explicit order • Parts added in each step should be visible • Mode of attachment should be visible

  11. Our Approach • Identification • Production • Preference • Comprehension • Validation • Instantiation • Usability • Step-by-step, one diagram for each major step • Clear and explicit order • Parts added in each step should be visible • Mode of attachment should be visible

  12. TV Stand • Contains several parts and actions • Ordering constraints • One person can assemble • Representative of other furniture

  13. Spatial Ability Tests • Separate high and low spatial ability Mental Rotation[Vandenburg 78] Navigation[Money 78]

  14. Stage 1: Production

  15. Stage 1: Production • 43 Participants • Assemble TV Stand without instructions • Write instructions for novice assembler

  16. Time to assemble (min) Low spatial High spatial Stage 1: Mean Completion Time 12.76 7.29

  17. Stage 1: Instructions Produced • Almost all contained diagrams 98% • Text redundant with diagrams 62%

  18. Stage 1: Errors in Instructions • Errors in low spatial instructions 86% • Errors in high spatial instructions 12%

  19. Stage 1: Errors in Instructions • Errors in low spatial instructions 86% • Errors in high spatial instructions 12% support board sides

  20. Stage 1: Classes of Diagrams • Parts menu to differentiate parts • Structural diagrams depict completed step • Action diagrams show assembly action/operation Structural diagrams Action diagrams Parts menu

  21. Stage 1: Action Diagrams Mean number per set 2.67 0.64 Low spatial High spatial • High spatial • More action diagrams • More 3D diagrams • Less text

  22. Stage 2: Preference

  23. Stage 2: Preference • 21 Participants • Assemble TV Stand without instructions • Rated 39 sets of redrawn instructions

  24. Stage 2: Highest Rated • Ratings similar across all participants • Spatial ability does not affect preference

  25. Stage 3: Comprehension

  26. Set 3: Parts menu + Structural + Action Stage 3: Comprehension • 44 Participants • Given 1 of 4 instruction sets from Stage 2 • Assemble TV stand using instructions Set 1: Text + Action

  27. Stage 3: Results • No difference in assembly time by condition • Instruction consultations: Low 8.9 High 7.1 • Box picture consultations: Low 9.1 High 3.4 • Comments • Should show relevant parts and attachments • Structural diagrams and exploded view hard to use • Text not very useful

  28. Cognitive Design Principles • Sequence assembly operations • Ensure visibility of parts • Illustrate assembly operations

  29. Sequence Assembly Operations • Step-by-step, one diagram per major step • Clear and explicit order Single exploded view diagram Step-by-step diagrams

  30. Ensure Visibility of Parts • Show parts added in each step • Show mode and location of attachment • Avoid changing viewpoint • Use physically stable orientation

  31. Illustrate Assembly Operations • Use action diagrams rather than structural • Use arrows and guidelines to indicate attachment Structural diagrams Action diagrams

  32. Stage 4: Instantiation

  33. Stage 4: Instantiation[Agrawala et al. SIGGRAPH 03]

  34. Structural Diagrams Action Diagrams All parts Search Leftover parts Best subset of parts Sequence Parts Reorientation Sequence of assembly steps

  35. Stage 4: LEGO

  36. Stage 4: Bookcase

  37. Stage 5: Usability

  38. Stage 5: Usability • 30 Participants • Given 1 of 3 instruction sets: hand-drawn, factory, computer • Assemble TV stand using instructions

  39. Stage 5: Hand-drawn

  40. Stage 5: Factory Produced

  41. Stage 5: Computer Generated

  42. Stage 5: Instructions Tested Hand-drawn Computer generated Factory

  43. Stage 5: Results • Errors:Hand-drawn 1.6 Factory 0.6 Computer 0.5 • Users rated task as easiest in computer condition Time to assemble (min) 18.9 16.0 10.2 Hand-drawn Factory Computer

  44. Summary and Conclusions • 5-Stage approach can give insight into effective design of assembly instructions • Cognitive design principles • Clear sequence of operations • Maintain good visibility • Use action diagrams • Extend approach beyond assembly instructions

  45. Acknowledgements • Boris Yamrom • Christina Vincent • John Haymaker • Jeff Klingner

  46. Generalization • Approach extends beyond assembly instructions Hand-drawn route map LineDrive route map [Agrawala 01]

More Related