A method is performed by an electronic device with a display and a touch-sensitive surface. The method includes: displaying a progress icon; while providing content with the electronic device: detecting a contact at a location that corresponds to the progress icon; detecting movement of the contact, wherein movement of the contact comprises a first component of movement on the touch-sensitive surface in a direction corresponding to movement on the display parallel to a first predefined direction and a second component of movement on the touch-sensitive surface in a direction corresponding to movement on the display perpendicular to the first predefined direction; and, while continuing to detect the contact on the touch-sensitive surface, moving the current position within the content at a scrubbing rate, wherein the scrubbing rate decreases as the second component of movement on the touch-sensitive surface increases.

Device, method, and graphical user interface for moving a current position in content at a variable scrubbing rate

Movement of a user's point of contact with a touch-sensitive display is determined. In response to the movement, a list of information items on the touch-sensitive display is scrolled. The list of information items may include a sequence of information item subsets corresponding to a sequence of index items. While scrolling through respective information subsets, an index symbol is displayed in conjunction with each respective information item subset.

Scrolling List with Floating Adjacent Index Symbols

A method for scrolling a multi-section document is disclosed, including displaying on a display an electronic document that includes a plurality of document sections separated by respective logical structure boundaries; detecting a gesture on a touch-sensitive surface, the gesture having an initial velocity that exceeds a predefined speed threshold such that the gesture will scroll the electronic document more than one document section; initiating scrolling of the electronic document on the display at the initial velocity in accordance with an initial scrolling speed versus scrolling distance function; while scrolling the electronic document, adjusting the scrolling speed versus scrolling distance function so that when the scrolling speed becomes zero, a first logical structure boundary in the electronic document is displayed at a predefined location on the display; and, scrolling the electronic document in accordance with the adjusted scrolling speed versus scrolling distance function.

Device, method, and graphical user interface for scrolling a multi-section document

We present Pinstripe, a textile user interface element for eyes-free, continuous value input on smart garments that uses pinching and rolling a piece of cloth between your fingers. The input granularity can be controlled in a natural way by varying the amount of cloth pinched. Pinstripe input elements physically consist of fields of parallel conductive lines sewn onto the fabric. This way, they can be invisible, and can be included across large areas of a garment. Pinstripe also addresses several problems previously identified in the placement and operation of textile UI elements on smart clothing. Two user studies evaluate ideal placement and orientation of Pinstripe elements on the users' garments as well as acceptance and perceived ease of use of this novel textile input technique.

Pinstripe: eyes-free continuous input on interactive clothing

With an unprecedented scale of learners watching educational videos on online platforms such as MOOCs and YouTube, there is an opportunity to incorporate data generated from their interactions into the design of novel video interaction techniques. Interaction data has the potential to help not only instructors to improve their videos, but also to enrich the learning experience of educational video watchers. This paper explores the design space of data-driven interaction techniques for educational video navigation. We introduce a set of techniques that augment existing video interface widgets, including: a 2D video timeline with an embedded visualization of collective navigation traces; dynamic and non-linear timeline scrubbing; data-enhanced transcript search and keyword summary; automatic display of relevant still frames next to the video; and a visual summary representing points with high learner activity. To evaluate the feasibility of the techniques, we ran a laboratory user study with simulated learning tasks. Participants rated watching lecture videos with interaction data to be efficient and useful in completing the tasks. However, no significant differences were found in task performance, suggesting that interaction data may not always align with moment-by-moment information needs during the tasks.

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Data-driven interaction techniques for improving navigation of educational videos

Today, videos can be replayed on modern handheld devices, such as multimedia cellphones and personal digital assistants (PDAs), due to significant improvements in their processing power. However, screen size remains a limiting resource making it hard, if not impossible to adapt common approaches for video browsing to such mobile devices. In this paper we propose a new interface for the pen-based navigation of videos on PDAs and multimedia cellphones. Our solution - called the MobileZoomSlider - enables users to intuitively skim a video along the timeline on different granularity levels. In addition, it allows for continuous manipulation of replay speed for browsing purposes. Both interaction concepts are seamlessly integrated into the overall interface, thus taking optimum advantage of the limited screen space. Our claims are verified with a first evaluation which proves the suitability of the overall concept.

Interactive video browsing on mobile devices

In this demonstration we present three interface designs which enable users to visually browse video data by moving a slider thumb along the timeline. In such a case, scrolling granularity is usually limited because of the fixed length of the corresponding slider. In contrast, our interaction designs enable users to skim the data at different granularity levels by providing the possibility to continuously change the slider's scale, by using a nonlinear scale, and by enabling interactive manipulation of the scrolling speed, respectively.

Advanced user interfaces for dynamic video browsing

In This work we introduce new approaches for visual information seeking in video documents. We argue that a discrete visualization of continuous media streams via static keyframes is not sufficient to fulfill all information needs and therefore additional, more interactive techniques are required. We extend the concept of elastic interfaces, which has been used successfully with discrete documents, by applying it to continuous data streams. In addition, we propose a different integration of the elastic browsing functionality called "elastic panning". A first usability test is presented in order to prove its feasibility and to highlight its main advantages, namely the ability to access any position within a file independent of its length, and the smoother visual feedback during navigation compared to a standard slider interface.

New methods for visual information seeking through video browsing

Being able to visually scan a document that contains a recorded lecture is essential for the usability of such files. In addition, flexible and easy interaction and navigation functionality should be provided to the students in order to improve the overall learning experience. In this paper we discuss the issues involved in these tasks and present a new interaction design that highly improves usability. First, we describe common approaches for browsing, navigating, and reviewing recorded lectures. Then we introduce a new interface design which supports higher interactivity and solves some of the most common problems with regular approaches for these tasks. Motivation – Why Navigation and Browsing of Recorded Lectures is Important Automatic lecture recording and presentation capturing has gained increasing popularity over the last couple of years. Today, many commercial tools exist that make automatic lecture recording an easy, straightforward task. Lecturers at many universities have begun to record their courses on a routinely basis, thus producing a tremendous amount of multimedia documents that can be used for further learning by the students. Many of the commercial systems available today have their roots in earlier research projects related to automatic lecture recording. Most of these projects started already in the middle of the 90s, for example the Cornell/Berkeley Lecture Browser (Mukhopadhyay and Smith (1999)), the Classroom 2000/eClass project (Brotherton and Abowd (2004)), or the Authoring on the Fly system (AOF, Muller and Ottmann (2000)), which was developed by our research group. Over the years, those research projects have not only come up with new solutions for the automatic capturing of presentations but also gained a lot of experience with the usage of the produced files by the students for further learning and studying. For example, at our university many students use them to repeat selected parts of a lecture when doing their homework or when preparing for an exam. One important aspect of this usage is that students usually do not continuously replay the whole recording of a presentation but instead use it very selectively, for example, by reviewing only the parts they haven’t understood completely or that are necessary to solve a particular exercise (Zupancic and Horz (2002)). In fact, using digital, multimedia documents for learning appears to be similar to working with traditional media, for example, books. When reading a novel, one usually starts with the first page and continues reading page by page till the end. In the same way, users watch, for example, a movie on a DVD linearly from the beginning to its end without much interaction during its replay. On the other hand, when a text book is used for learning, its content is usually processed more selectively: Chapters of particular interest are accessed directly, parts of minor interest are scanned quickly or skipped completely while more complicated topics are re-read over and over again, sometimes sentence by sentence, and so on. Similarly, students want to “work” with multimedia data, such as lecture recordings, when they use it for learning. They want to quickly skim the file in order to locate parts of particular relevance and to skip portions of minor interest. They need to be able to set back and replay a part they just listened to but didn’t understand. They want to examine complicated parts of the content in more detail than other portions of the file, and so on. Consequently, system designers have to offer comfortable, flexible, and easy browsing, navigation, and interaction support in the player software in order to provide the highest possible usability for the students. Common Approaches for Visual Navigation and Browsing of Lecture Recordings Most systems for replay of recorded presentations offer a thumbnail overview of the slides used in the lecture. Each of these thumbnails is usually linked to the corresponding position in the multimedia file that contains the recording (compare Figure 1a). In a similar way as static keyframes are often represented in order to facilitate browsing and navigation of video data (compare Girgensohn et al. (2001), for example), thumbnails of slides can be used to quickly scan the recorded lecture’s content, to identify relevant parts, and to access them directly by clicking on the respective thumbnail icon. However, such approaches have significant disadvantages. The minimized display of the slides reduces readability making it sometimes hard to identify its content. In addition, thumbnails can only provide a static representation of the continuous media signal. This is no problem, if the visual data stream of the lecture recording just contains slides whose content is not changing but static between the transition of two slides. However, the full power of modern systems for presentation recording lie in their ability to record continuously changing information as well, such as handwritten annotations made on a slide. A static representation of these annotations removes information contained in the original signal and makes browsing of the content much harder. For example, in the case illustrated in Figure 1, it is impossible to decided in which order the annotations on the graphics were made by just looking at its static representation due to the removal of the temporal information. However, this order might be important, if not essential for the learning process of the students. Maybe the most critical disadvantage of thumbnail representations is that they restrict navigation to specific entry points of the file, namely the transitions from one slide to another. Consider a situation where a student wants to go back and repeat the last one or two sentences that have just been replayed. If navigation is only supported via thumbnails, one has to go back to the position where the corresponding slide appeared on the screen for the first time, what in the worst case might be as much as a several minutes. This is truly not a comfortable and flexible way to interact with the system or the corresponding data. the corresponding thumbnail single slides by clicking on and navigation between of the document’s content They enable quick scanning the synchronization model random accessibility provided by (b) Time-based slider interface data stream due to the real-time displays any change of the visual Moving the slider knob immediately icons (a) Thumbnails of the slides Figure 1: Original interface design of our player software which offers different possibilities to browse and navigate through a lecture recording, for example, (a) by using the thumbnail representation of the slides or (b) by using the time-based slider that offers real-time random access to any position within the document.

Interface Issues for Interactive Navigation and Browsing of Recorded Lectures and Presentations

Time-compressed audio replay is a very useful feature for skimming speech data. However, common user interfaces for this task usually lack the flexibility and interactivity known from interfaces for visual data browsing. In this paper, we introduce a new interface design which enhances and complements existing approaches for speech skimming. By combining time-compressed audio replay with the concept of elastic interfaces, we make speech skimming more similar to navigation in visual documents and thus, particular useful for highly interactive tasks such as review or search for information.

Georg Götz

Papers

Interactive video browsing on mobile devices

Advanced user interfaces for dynamic video browsing

New methods for visual information seeking through video browsing

Interface Issues for Interactive Navigation and Browsing of Recorded Lectures and Presentations

An elastic audio slider for interactive speech skimming