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Week 10 - Data Analysis, Interpretation and Presentation

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219 views

Week 10 - Data Analysis, Interpretation and Presentation

Uploaded by

Raymond Ramirez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Data Analysis, Interpretation

and Presentation
Human and Computer Interaction

Week 10
Learning Goals and Standard
At the End of the lesson the learners will be able to:
• Discuss the difference between qualitative and quantitative data and analysis.
• Enable you to analyze data gathered from questionnaires.
• Enable you to analyze data gathered from interviews.
• Enable you to analyze data gathered from observation studies.
• Make you aware of software packages that are available to help your analysis.
• Identify some of the common pitfalls in data analysis, interpretation, and
presentation.
• Enable you to be able to interpret and present your findings in a meaningful
and appropriate manner.
Aims
• Discuss the difference between qualitative and quantitative data and
analysis.
• Enable you to analyze data gathered from:
• Questionnaires.
• Interviews.
• Observation studies.

• Make you aware of software packages that are available to help your
analysis.
• Identify common pitfalls in data analysis, interpretation, and
presentation.
• Enable you to interpret and present your findings in appropriate ways.
3
Quantitative and qualitative
• Quantitative data – expressed as numbers

• Qualitative data – difficult to measure sensibly as numbers, e.g. count


number of words to measure dissatisfaction

• Quantitative analysis – numerical methods to ascertain size, magnitude,


amount

• Qualitative analysis – expresses the nature of elements and is represented as


themes, patterns, stories

• Be careful how you manipulate data and numbers!

4
Simple quantitative analysis
• Averages
• Mean: add up values and divide by number of data points
• Median: middle value of data when ranked
• Mode: figure that appears most often in the data
• Percentages
• Be careful not to mislead with numbers!
• Graphical representations give overview of data

Number of errors made Internet use Number of errors made

10 4.5
Number of errors made

Number of errors made


< once a day 4
8
3.5
6 once a day 3
2.5
4 2
once a week 1.5
2 1
2 or 3 times a week 0.5
0
0
0 5 10 15 20
once a month 1 3 5 7 9 11 13 15 17
User
User

4
Visualizing log data

Interaction profiles of players in online game Log of web page activity

6
Web analytics

7
Simple qualitative analysis

• Recurring patterns or themes


– Emergent from data, dependent on
observation framework if used
• Categorizing data
– Categorization scheme may be
emergent or pre-specified
• Looking for critical incidents
– Helps to focus in on key events

8
Tools to support data analysis
• Spreadsheet – simple to use, basic graphs

• Statistical packages, e.g. SPSS

• Qualitative data analysis tools


– Categorization and theme-based analysis
– Quantitative analysis of text-based data

• Nvivo and Atlas.ti support qualitative data analysis


• CAQDAS Networking Project, based at the University of Surrey (
http://caqdas.soc.surrey.ac.uk/)

9
Theoretical frameworks for qualitative analysis

• Basing data analysis around theoretical frameworks provides


further insight
• Three such frameworks are:
– Grounded Theory

– Distributed Cognition

– Activity Theory

www.id-book.com 10
Grounded Theory
• Aims to derive theory from systematic analysis of data

• Based on categorization approach (called here ‘coding’)

• Three levels of ‘coding’


– Open: identify categories
– Axial: flesh out and link to subcategories
– Selective: form theoretical scheme

• Researchers are encouraged to draw on own theoretical


backgrounds to inform analysis

11
Excerpt showing axial coding

12
Distributed Cognition
• The people, environment & artefacts are
regarded as one cognitive system
• Used for analyzing collaborative work
• Focuses on information propagation &
transformation

13
Activity Theory
• Explains human behaviour in terms of our practical activity in
the world

• Provides a framework that focuses analysis around the concept


of an ‘activity’ and helps to identify tensions between the
different elements of the system

• Two key models: one outlines what constitutes an ‘activity’; one


models the mediating role of artifacts

14
Individual model

16
Engeström’s (1999) activity system model

17
Presenting the findings
• Only make claims that your data can support
• The best way to present your findings depends on the audience, the
purpose, and the data gathering and analysis undertaken
• Graphical representations (as discussed above) may be appropriate
for presentation
• Other techniques are:
– Rigorous notations, e.g. UML
– Using stories, e.g. to create scenarios
– Summarizing the findings

17
Integration
How to do present yourself
to other people? What are
your key characteristics that
you are always comfortable
to present to others? What is
your reflection to the quote
about presentation?
Assessment
Assume that you are to present the findings of your data gathering
assignment on the last chapter to a group of peers, e.g. through a
seminar.

a. Review the data you have gathered and identify any qualitative data and any
quantitative data in your data set.
b. Is there any qualitative data that could sensibly and helpfully be translated into
quantitative measures? If so, do the translation and add this data to your quantitative
set.
REFERENCES
• HCI: Fundamentals and Practice, CRC Press, 2018-2019
• INTERACTION DESIGN beyond human–computer interaction
Fourth Edition , John Wi l ey & Sons Ltd, The Atr i um, Southern
Gate, Chi chester , West Sussex , PO19 8SQ, United Kingdom
Copyright © 2015

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