Identification and Validation of Cognitive Design Principles for Automated Generation of

advertisement
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
Identify

How people conceive of 3D assemblies
 How people comprehend visual instructions
Validate

Build automated instruction design system
 Evaluate usability of resulting instructions
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]
Prior Work: Validation
IBIS

AWI
CATHI
Automated presentation design systems
COMET [Feiner 89], IBIS [Seligmann 91], WIP [Andre 93], AWI [Rist 94],
CATHI [Butz 97], [Strothotte 98], [Tang 03]
Our Approach
Identification

Production

Preference

Comprehension
Validation

Instantiation

Usability
Our Approach
Identification

Production

Preference

Comprehension
Validation

Instantiation

Usability
Our Approach
Identification

Production

Preference

Comprehension
Validation

Instantiation

Usability
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
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
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
TV Stand




Contains several parts and actions
Ordering constraints
One person can assemble
Representative of other furniture
Spatial Ability Tests
Mental Rotation [Vandenburg 78]
Navigation [Money 78]
Separate high and low spatial ability
Stage 1: Production
Stage 1: Production



43 Participants
Assemble TV Stand without instructions
Write instructions for novice assembler
Stage 1: Mean Completion Time
16
Time to
assemble
(min)
14
12
12.76
10
8
7.29
6
4
2
0
low spatial
Low spatial
high spatial
High spatial
Stage 1: Instructions Produced


Almost all contained diagrams
Text redundant with diagrams
98%
62%
Stage 1: Errors in Instructions


Errors in low spatial instructions
Errors in high spatial instructions
86%
12%
Stage 1: Errors in Instructions
support board
sides


Errors in low spatial instructions
Errors in high spatial instructions
86%
12%
Stage 1: Classes of Diagrams
Structural diagrams
Parts menu



Action diagrams
Parts menu to differentiate parts
Structural diagrams depict completed step
Action diagrams show assembly action/operation
Stage 1: Action Diagrams
3.5
Mean
number
per set
3
2.5
2.67
2
1.5
1
0.5
0
0.64
low spatial
Low spatial

High spatial



More action diagrams
More 3D diagrams
Less text
high spatial
High spatial
Stage 2: Preference
Stage 2: Preference



21 Participants
Assemble TV Stand without instructions
Rated 39 sets of redrawn instructions
Stage 2: Highest Rated


Ratings similar across all participants
Spatial ability does not affect preference
Stage 3: Comprehension
Stage 3: Comprehension
Set 1: Text + Action



Set 3: Parts menu + Structural + Action
44 Participants
Given 1 of 4 instruction sets from Stage 2
Assemble TV stand using instructions
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
Cognitive Design Principles



Sequence assembly operations
Ensure visibility of parts
Illustrate assembly operations
Sequence Assembly Operations
Single exploded view diagram
Step-by-step diagrams


Step-by-step, one diagram per major step
Clear and explicit order
Ensure Visibility of Parts




Show parts added in each step
Show mode and location of attachment
Avoid changing viewpoint
Use physically stable orientation
Illustrate Assembly Operations
Structural diagrams
Action diagrams


Use action diagrams rather than structural
Use arrows and guidelines to indicate attachment
Stage 4: Instantiation
Stage 4: Instantiation [Agrawala et al. SIGGRAPH 03]
All parts
Search
Leftover parts
Best subset
of parts
Structural Diagrams
Sequence Parts
Action Diagrams
Reorientation
Sequence of assembly steps
Stage 4: LEGO
Stage 4: Bookcase
Stage 5: Usability
Stage 5: Usability



30 Participants
Given 1 of 3 instruction sets: hand-drawn, factory, computer
Assemble TV stand using instructions
Stage 5: Hand-drawn
Stage 5: Factory Produced
Stage 5: Computer Generated
Stage 5: Instructions Tested
Hand-drawn
Computer generated
Factory
Stage 5: Results
25
Time to
assemble
(min)
20
15
18.9
16.0
10
10.2
5
0
Hand-drawn

Factory
Computer
Errors: Hand-drawn 1.6 Factory 0.6 Computer 0.5
 Users rated task as easiest in computer condition
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
Acknowledgements
Boris Yamrom
Christina Vincent
John Haymaker
Jeff Klingner
Generalization

Approach extends beyond assembly instructions
Hand-drawn route map
LineDrive route map [Agrawala 01]
Download