“HCI Research as Problem-Solving”(CHI’16)
 ͰֶͿ What is HCI Research ? Kenta Yamamoto (M1) University of Tsukuba

2 Paper Info Biblio Info and Talk Title: “HCI Research as Problem-Solving” Authors: Antti Oulasvirta1, Kasper Hornbæk2 (1Aalto University, Finland 2University of Copenhagen, Denmark) Conference: CHI’16 talk: https://www.youtube.com/watch?v=E0EVhYd4_Ws PDF: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf

3 ຊษڧձͷ໨త What is the purpose of this study ʮHCIݚڀͱ͸Կͳͷ͔ʁʯ ʮྑ͍HCIݚڀͱ͸Ͳ͏͍͏΋ͷͳͷ͔ʁʯ ʹ͍ͭͯઌਓͷٞ࿦Λ஌Γɼߟ͑ɼࣗ෼ͳΓͷ࢟੎Λݟ௚͢ܖػͱ͢Δ cf. HCIݚڀ͓΋ͪΌ࿦૪ (https://togetter.com/li/1334884) 
 “͜ͷݚڀ෼໺͸ɺҰݟ໾ཱͨͳͦ͞͏ͳ͓΋ͪΌͷΑ͏ͳ΋ͷʹɺཧ۶Λ͜Ͷ͘Γճͯ͠ਖ਼ ౰Խͤ͞Δͷ͕ଟ͍Α͏ʹײ͡”

4 ຊ࿦จʹߦ͖ண͍ͨݸਓతܦҢ Road to This Paper ʰHCIݚڀ͓΋ͪΌ࿦૪ʱಉ༷ɼ๻ࣗ਎΋HCIݚڀ͕ݏ͍ͩͬͨઅ͕͋Δɽ ҰํͰࣗ෼ͷڵຯྖҬ౳ΛצҊͨ͠ࡍɼHCIํ޲΋େࣄͩͳ͊ͱ֮ࣗ͢Δ໘΋͋ͬͨɽ ͳͥݏ͍ʹײ͡ͳ͕ΒɼͲ͜Λ޷͖ͱײ͡Δͷ͔ʁ HCIݚڀͱ͸Կ͔Λ஌Δ͜ͱͰͦͷ౴͑Λݟ͚ͭΑ͏ͱͨ͠ɽ ஶ໊ͳຊͷಡॻ͔Β࢝Ίͨɽ ೝ஌ՊֶతΞϓϩʔνͱɼ७ਮσβΠϯతΞϓϩʔνͷଘࡏΛ௚ײ తʹײ͡ͳ͕Βɼۙ೥ͷ൷ධΛ୳͢தͰɼຊ࿦จʹߦ͖ண͍ͨɽ

5 ຊษڧձͷྲྀΕ Agenda of This Study ʰͱʹ͔͘ਫ਼ಡ͢ΔʱʹݶΔɽ ຊ࿦จ͸࿦จͱ͍͏ΑΓΤοηΠʢAbstractͷॻ͖ग़͠΋”This essay ~”ʣ ͳͷͰɼ࿦จͷΑ͏ʹओཁͳϙΠϯτΛૡ͍ఠΜͰಡΉ͜ͱ͕ඞͣ͠΋͍ ͍ͱ͸ࢥ͑ͳ͍ɽ ͦΕͰ΋࣌ؒͷ౎߹্ɼશһͰશจͷਫ਼ಡΛ͢ΔΘ͚ʹ΋͍͔ͳ͍ͷͰɼ εϥΠυܗࣜͰ࿦จΛஸೡʹ௥͍ͬͯ͘͜ͱͱ͢Δɽ

6 Abstract

7 Abstract Let’s Start This essay contributes a meta-scientific account of human– computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. ……

8 Introduction

9 ෼໺ͱͯ͠ͷHCIͷఆٛͷ೉͠͞ Difficulty to define HCI as a field • ലେͳΞΠσΞ΍ઐ໳෼໺͕HCIʹ͸ߩݙ͍ͯ͠ΔͨΊɼHCIಠࣗͷಛੑ͸ͱΒ͑Ͳ͜Ζ͕ͳ͍ • HCI͸஌తෛ࠴(intellectual debt)Λଟ͘ͷଞͷ෼໺ʹෛ͍ͬͯΔ͕ɼHCI͕ଟ͘ͷଞ෼໺΁෼ղ͞ΕΔ (ؐݩ͞ΕΔ)ͱ͍͏ҙݟʹಉҙ͢Δਓ͸΄ͱΜͲ͍ͳ͍ • HCI͸ɼࣗવɾࣾձՊֶͷҰ෦Ͱ͸ͳ͘ɼࣗ਎ͷಠࣗͷௐࠪର৅Λอ༗͍ͯ͠Δ • ͦΕ͸ΤϯδχΞϦϯά΍ίϯϐϡʔλʔαΠΤϯεɼσβΠϯͳͲʹଐ͢Δ΋ͷͰ͸ͳ͍ Ͱ͸ҰମHCIݚڀͱ͸ԿͳͷͩΖ͏͔ʁ

10 ຊΤοηΠͷ໺๬ Grand Ambition of this essay ʮHCIݚڀͷ͏ͪͷ95%ΛҰ؏ͯ͠આ໌Ͱ͖ΔΑ͏ͳίϯηϓτͷߏஙʯ • HCIͷ๲େͳΞϓϩʔν͕ͲͷΑ͏ʹͯ͠ڞ௨ͷ໨తͷ਱ߦʹߩݙ͍ͯ͠Δ͔Λ఻͑ͯ͘ΕΔΑ͏ͳઆ ໌͸஌ΒΕ͍ͯͳ͍ • HCI͸ʮmotor theme΍ϝΠϯετϦʔϜͱͳΔτϐοΫɼSchools of Thinkingʯ͕ܽ೗[1]͓ͯ͠ ΓɼʮτϐοΫ΍ཧ࿦ɼϝιουɼਓʑΛԣஅతʹʯ෼ղ͞Ε͍ͯΔͱ൷൑͞ΕΔ • ʮhard scienceʯΛཁٻ͢Δ΋ͷ[2]΍ʮڧਟͳίϯηϓτʯ[3]ɾʮֶࡍੑʯ[4]ΛٻΊΔطଘͷ൷൑΋ ͋Δ • ͜͏ͨ͠൷൑͸͜ͷ෼໺ʹͱͬͯॏཁͳࣔࠦΛ൐͏େࣄͳݒ೦Ͱ͋Δ [1] Vassilis Kostakos. 2015. The Big Hole in HCI Research. [2] Gary M. Olson and Judith S. Olson. 2003. Human-computer interaction: Psychological aspects of the human use of computing. [3] Kristina Höök and Jonas Löwgren. 2012. Strong concepts: Intermediate-level knowledge in interaction design research. [4] Alan F. Blackwell. 2015. HCI As an Inter-Discipline.

11 ͳͥΧϯϑΝϨϯεʹϝλՊֶ࿦จ͕ʁ Why is there a Meta-Science paper at a conference? • ΋͠طଘͷ൷൑͕ਖ਼͍͠ͳΒɼ෼໺ࣗମ͕ແҙຯͳ΋ͷͱԽ͢Մೳੑ͑͋͞ Δ • ʰHCI͕Կ͔ʱͱ͍͏Ұ؏ͨ͠ݟํ΍ʰԿ͕HCIͷதͰྑ͍ݚڀͳͷ͔ʱͱ ͍͏͜ͱ͕ܽ೗͍ͯ͠ΔதͰɼզʑ͸ͲͷΑ͏ʹ݁Ռʹ͍ͭͯٞ࿦Λߦ͍ɼ ݚڀΛධՁ͠ɼΤϑΥʔτΛௐ੔͠ɼڝ૪͢Δ͜ͱ͕Ͱ͖ΔͩΖ͏͔ʁ Thinking ToolΛ΋ͨΒ͢
 ʢΞΠσΞͷ૑ग़΍ݚڀͷ࣭ͷ޲্ʣ

12 ໰୊ղܾͷߟ͑ํͷେ࿮ Overview of Problem-Solving 1.ௐࠪର৅Λఆٛ͠ɼͦͷվળͷՄೳੑΛ෼ੳ 2.ݚڀ໰୊ͷఆࣜԽ 3.ݚڀͷ݁ՌΛ໰୊ղܾೳྗ΁ͷߩݙͱ͍͏؍఺͔Β5ͭͷج४ʹԊͬͯධՁ

13 Overview of Problem-Solving Grand Ambition of this essay • ͜Ε͸ϥϦʔɾϥ΢μϯͷՊֶ఩ֶ͕ݩͱͳ͍ͬͯΔ • ϥ΢μϯ͸ՊֶతਐలΛ̎ͭͷجૅతͳίϯηϓτͰهड़
 ʢResearch ProblemɾSolutionʣ • ϥ΢μϯͷʮProblemʯ͸ɼهड़΍஌ࣝɼ΋͘͠͸͠͹͠͹HCIʹ͋Δconstructive solutionʹ͓͚Δෆ Մೳੑ΍ͦΕࣗମͷܽ೗Λ௨ͯ͠ఆٛ͞ΕΔʢ㲈ଘࡏ͠ͳ͍͜ͱ΍Ͱ͖ͳ͍͜ͱ͕ʮ໰୊ʯͱͳΔʣ • ྫɿWebϖʔδͷΧϥʔεΩʔϜ͕Webϖʔδͷ࢖༻ͷඒతͳମݧʹͲͷΑ͏ʹӨڹ͢Δͷ͔ ʹؔ͢Δཧղͷܽ೗ʹؔ܎ͨ͠Research Problem • ΑΓҰൠతʹ͍͑͹ɼϥ΢μϯͷResearch Problem͸఻౷తʹHCIͷதͰʮDesign Problemʯͱͯ͠ ཧղ͞ΕΔ΋ͷ͚ͩͰͳ͘ɼཧ࿦΍Empirical ResearchΛ൐ͬͯվળ͞ΕΔProblem΋ؚΉ

14 Overview of Problem-Solving Grand Ambition of this essay • ϥ΢μϯʹΑΔProblemsͱSolutionsΛ݁Ϳίϯηϓτʹ
 جͮ͘ • ϥ΢μϯʹͱͬͯSolution΋·ͨಛผͳ΋ͷ • WebϖʔδͷέʔεͰ͸ɼՄೳͳSolutionͷൣғ͸Solutionࣗମͷهड़͔Βඒతҹ৅ͷϞσϧ·Ͱ • ͜ΕΒͷSolution͸ͲΕ΋ʮෆՄೳੑʯ΍ʮSolutionͷܽ೗ʯͱ͍͏ঢ়گΛม͑Δ͕ͦͷํ๏͸ผ • ϥ΢μϯ͸͜ΕΛʮImprovement to Problem-Solving Capacityʯͱఆٛ ཧ࿦ͷར఺ΛධՁ͢Δࡍʹɼཧ࿦͕ॏཁͳ໰୊ʹରͯ͠े෼ͳsolutionͰߏ੒͞Εͯ ͍Δ͔Ͳ͏͔ͱ͍͏͜ͱͷํ͕ɼཧ࿦͕ਅ͔Ͳ͏͔΍֬ূ͞Ε͍ͯΔ͔Ͳ͏͔ͱ͍͏ ͜ͱΑΓ΋ॏཁ

15 Overview of Problem-Solving Grand Ambition of this essay • ͜ͷఆٛʹΑΔͱɼProblem-Solving͸͜Ε·Ͱͷઆ໌ΑΓ΋޿͍ϦαʔνྖҬΛΧόʔՄೳ
 ͜Ε·Ͱͷઆ໌ྫɿσβΠϯΛ௨ͨ͠ݚڀ[5]ɼΠϯλϥΫγϣϯͷ൷ධ[6]ɼϢʔβϏϦςΟͷՊֶ [7]ɼΠϯλϥΫγϣϯͷՊֶ[8] • ͔͠͠ͳ͕Βɼϥ΢μϯ͸ࣗવɾࣾձՊֶʹͷΈࢹ఺Λ౰ͯͯίϯηϓτΛ࡞Γग़ͨ͠ͷͰɼσβΠϯ ΍ΤϯδχΞϦϯάͷߩݙ͕ݟա͝͞Ε͍ͯΔ • HCIʹ͓͚ΔResearch Problem͸Empirical΍Conceptual͚ͩͰͳ͘Constructive Problem΋ؚΉ ෳࡶଟ༷ͳHCIݚڀΛ̏ͭͷλΠϓʹ෼ྨͰ͖ΔΑ͏ʹͳͬͨ [5] John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through design as a method for interaction design research in HCI. [6] Jeffrey Bardzell. 2011. Interaction criticism: An introduction to the practice. [7] Douglas J Gillan and Randolph G Bias. 2001. Usability science. I: foundations. [8] Andrew Howes, Benjamin R Cowan, Christian P Janssen, et al. 2014. Interaction science SIG: overcoming challenges.

16 ຊ࿦จͰ໌Β͔ʹ͢Δ̐ͭͷ࣭໰ Grand Ambition of this essay 1.HCIݚڀͱ͸Կ͔ʁ 2.ྑ͍HCIݚڀͱ͸Կ͔ʁ 3.զʑ͸ݱࡏ෼໺ͱͯ͠ྑ͍࢓ࣄΛ͍ͯ͠Δ͔ʁ 4.զʑ͸ࠓޙΑΓྑ͍࢓ࣄΛͰ͖Δ͔ʁ

17 ݱࡏʹ͍ͭͯͷ؆қͳߟ࡯ Grand Ambition of this essay • HCI͸unscientificͰ΋non-scientific[9]Ͱ΋ͳ͚Ε͹ɼਂࠁͳةػ[10]ͷதʹ͋ΔΘ͚Ͱ΋ͳ͍ • ͦͷΑ͏ͳݟํ͸ੜΈग़͞Ε͖ͯͨଟ༷ͳίϯτϦϏϡʔγϣϯʹؾ͍͍ͮͯͳ͍ • Ή͠Ζଟ͘ͷ఺ͰHCI͸ਓؒͷίϯϐϡʔλͷ࢖༻ͷProblem-Solving CapacityΛܶతʹվળ͖ͯͨ͠ • ͔͠͠ͳ͕ΒɼίϯτϦϏϡʔγϣϯ͕Empirical΋͘͠͸Constructiveͳ໰୊ʹूத͕ͪ͠ • ΑΓscientificʹ[11]ɼֶࡍతʹ[12]ɼϋʔυʹ[13]ɼιϑτʹ[14]ɼݫ֨ʹ[15]ͱHCI͕ཁٻ͞ΕΔͷͱ ରরతʹɼHCIͷߏ଄తऑ఺͸ɼEmpirical΍Constructiveͳݚڀͱ݁ͼͭ͘ConceptualͳίϯτϦϏ ϡʔγϣϯʢཧ࿦ɼϝιουɼίϯηϓτɼݪཧʣΛੜΈग़͢͜ͱ͕Ͱ͖ͳ͍͜ͱͰ͋Δɽ [9] Stuart Reeves. 2015. Human-computer interaction as science. [10] Vassilis Kostakos. 2015. The Big Hole in HCI Research. [11] Andrew Howes, Benjamin R Cowan, Christian P Janssen, et al. 2014. Interaction science SIG: overcoming challenges. [12] Alan F. Blackwell. 2015. HCI As an Inter-Discipline. [13] Allen Newell and Stuart K. Card. 1985. The prospects for psychological science in human-computer interaction. [14] John M Carroll and Robert L Campbell. 1986. Softening up hard science: reply to newel1 and card. [15] Stuart Reeves. 2015. Human-computer interaction as science.

18 Summary 01 ✦ ෼໺ͷఆٛͷ೉͠͞Λ֬ೝ͠ͳ͕ΒHCIݚڀʹ͍ͭͯͷϝλతͳݕ౼Λ։ ࢝͠ɼ ✦ Problem-Solvingͱ͍͏ॏཁͳ֓೦Λಋೖɽ ✦ ͜ͷ֓೦ʹجͮ͘͜ͱͰɼHCIݚڀΛʮEmpiricalʯʮConceptualʯ ʮConstructiveʯͷ̏λΠϓʹ෼ྨ͢Δ͜ͱ͕Ͱ͖ΔΑ͏ʹͳΓɼ ✦ Conceptual ResearchʹίϯτϦϏϡʔγϣϯྖҬΛे෼ઃ͚ΒΕ͍ͯͳ ͍ɼͱ͍͏ݱঢ়ͷ໰୊఺ͷ၆ᛌ·Ͱߦͬͨɽ

19 Three Types of Research Problem in HCI

20 ݚڀ՝୊ͷ෼ྨʹ޲͚ͯ For a Classification of Research Problem in HCI • զʑͷ࠷ॳͷओு͸ɼProblem-Solvingͱͯ͠ͷHCIΛཧղ͢ΔΩʔ͸ɼগ਺ͷ܁Γฦ͞ΕΔ໰୊λΠϓ ͷपลͰݚڀ౒ྗ͕ߦΘΕ͖ͯͨ͜ͱʹؾͮ͘͜ͱ • զʑ͸ද໘্ଟ༷ͳݚڀΛ͘͝Θ͔ͣͳ໰୊λΠϓʹޮՌతʹ෼ྨ͢Δ • ׳शతͳ۠੾ΓΛແ͠ʹͯ͠ΈΔͱɼ࠷৽ٕज़ͷ؍࡯ݚڀͱݫີͳݚڀ࣮ࣨݧͷؒʹྨࣅ఺΍૬ҧ఺Λ ݟ͍ͩ͢͜ͱ͕Մೳ ຊηΫγϣϯͰ͸ ᶃϥ΢μϯͷResearch Problemʹؔ͢Δߟ͑Λ؆୯ʹઆ໌ ᶄ൴ͷྨܕֶΛHCIʹର͢ΔΤϯδχΞϦϯάɾσβΠϯίϯτϦϏϡʔγϣϯ·ͰΧόʔ͢ ΔΑ͏ͳ΋ͷʹ֦ு ᶅHCIͰͷίϯτϦϏϡʔγϣϯ͕͜ͷྨܕֶʹ෼ྨͰ͖Δ͜ͱΛओு

21 Research Problemͷ̏λΠϓ Three Types of Research Problem • ϥ΢μϯ͸Research ProblemΛ̎ͭͷλΠϓʢEmpirical & Conceptualʣͱͯ͠ओு • ཧղͰ͖ͳ͍͜ͱ΍࠷ऴ໨తʹ౸ୡͰ͖ͳ͍͜ͱɼ·ͨͦͷͨΊͷԿ͔ͷܽ೗ͱ͍͏໘Ͱ”Problem”Λ ఆٛ • ̎ͭͷλΠϓ͸HCIʹ΋Ԡ༻Մೳ͕ͩɼσβΠϯ͕ൣᙝʹೖ͍ͬͯͳ͍ͷͰɼHCIͰ͸ΤϯδχΞϦϯ ά΍σβΠϯίϯτϦϏϡʔγϣϯΛ໢ཏͰ͖ΔΑ͏ʹ͢Δ΂͖ Constructiveͷ௥Ճ

22 Empirical Problem What is Empirical Problem? ఆٛɿEmpirical Research͸ਓؒͷίϯϐϡʔλͷ࢖༻ʹؔ͢Δ࣮ੈքͷݱ৅ ʹ͍ͭͯͷهड़Λ࡞ͬͨΓৄࡉԽ͢Δ͜ͱ͕໨త ϥ΢μϯʹΑΔ̏ͭͷαϒλΠϓͷఆٛ 1.·ͩ஌Βͳ͍ࣄ৅ʢunknown phenomenaʣ 2.·ͩ஌Βͳ͍ཁૉʢunknown factorsʣ 3.·ͩ஌Βͳ͍ޮՌʢunknown effectsʣ ϓϨθϯλʔϝϞɿ
 ʮ͜Μͳ͜ͱΛͯ͠͠·͏ʯʮ͜Μͳ͜ͱ͕ൃੜͯ͠͠·͏ʯͱ͍͏໰୊ʹରͯ͠ඃݧऀ࣮ݧͳͲΛ௨ͯ͠໌Β͔ʹ͍ͯ͘͠ݚڀʢαϒλΠϓ2,3ʣ΍
 ໰୊ͱͳΔݱ৅ࣗମ͕ެ஌Ͱͳ͍Α͏ͳ࣌ʹ໰୊ࣗମΛ໌Β͔ʹ͢Δʢݕূ͢ΔʣΑ͏ͳݚڀʢαϒλΠϓ1ʣΛҙຯ͢Δͱߟ͑ͨɽ

23 Instances of Empirical Research ྫ̍ɿ”A Field Study of Exploratory Learning Strategies” (TOCHI’96) ৽ͨͳγεςϜΛֶͿͱ͖΍׳Ε਌͠Μͩιϑτͷ·ͩ஌Βͳ͍ಛ௃Λ։ൃ͢Δ্Ͱɼ୳ࡧతֶश (exploratory learning)͕༗ޮͰ͋Δͱ͍͏͜ͱʹؔ͢ΔField Study ※ݱ৅Λߏ੒͢Δཁૉ(factors)͸ର৅ͷݱ৅͕ಛఆ͞ΕͨޙʹͷΈ໌Β͔ʹͳΔ ྫ̎ɿ”Distance Matters” (Human-Computer Interaction’00) ഔհ͢Δਓؒಉ࢜ͷίϛϡχέʔγϣϯʹӨڹ͢Δݱ৅΍ཁૉΛ·ͱΊ͍ͯΔ ࠷ऴతʹཁૉΛಛఆͨ͠ޙɼڵຯͷ͋Δݱ৅ʹର͢ΔཁૉͷӨڹͷܭଌ΍ఆྔԽ͕Մೳʹ Empirical Problemͷࣄྫ ධՁతݚڀͰ͸౷ܭతਪ࿦͕જࡏతͳޮՌͷఆྔԽʹ࢖ΘΕΔͷ͕Ұൠత

24 ྫ̏ɿ”Untangling the usability of fisheye menus” (TOCHI’07) ϑΟογϡΞΠϝχϡʔͷར༻ʹؔ͢Δݚڀ ٕज़΍ͦͷٕज़ΛͲͷΑ͏ʹ࣮૷͢Δ͔ʹؔ͢Δେྔͷ஌͕ࣝ͋Δʹ΋ؔΘΒͣɼϢʔβϏϦςΟΛධՁ ͢ΔελσΟͰ͸͜ͷٕज़ͷར఺͸ݟ͔ͭΒͳ͔ͬͨ Empirical Problemͷࣄྫ Instances of Empirical Research

25 Conceptual Problem What is Conceptual Problem? ఆٛɿConceptual Research ProblemʹऔΓ૊Ή͜ͱ͸ɼΠϯλϥΫγϣϯ ʹ͓͍ͯൃੜ͢ΔͦΕ·Ͱ݁ͼ͖ͭͷͳ͔ͬͨࣄ৅ͨͪΛઆ໌͢Δ͜ͱ͕໨త ϥ΢μϯʹΑΔ̏ͭͷαϒλΠϓͷఆٛ 1.Implausibilityʢ΋ͬͱ΋Β͔͠Β͵͜ͱʣ 2.InconsistencyʢෆҰகɼໃ६ʣ 3.Incompatibilityʢෆద߹ʣ ϓϨθϯλʔϝϞɿ
 ʮݱ৅ɾࣄ৅ʯͳͲ͔Βʮ͜Μͳཧ࿦͕ɾ͜ΜͳϞσϧʯ͕ʮ࡞Εͦ͏ɾ࢖͑ͦ͏ʯͱ͍͏Α͏ͳײ͡ʁ

26 What is Conceptual Problem? • Conceptual Problems͸non-empiricalͰɼ΋ͬͱ΋ҰൠతͳҙຯͰ͍͏ͱཧ࿦ߏஙʹ͍ͭͯͷ໰୊ • ϥ΢μϯ͸ೋ࣍త໰୊ͱݺͼɼ࣮ੈքʹ௚઀ؔ܎͢Δ΋ͷͰ͸ͳ͘Empirical Problemsͱ͸ҟͳΔ • Conceptual Problems͸ܦݧతͳࣄ৅΍ΠϯλϥΫγϣϯͷϞσϧʹؔ͢Δ໽հͳ໰୊΍ɼ͔֬ͳσβ Πϯنଇͷؒʹ͋Δද໘্ͷিಥΛઆ໌͢Δ্Ͱͷࠔ೉ʹؔ܎ Conceptual Problem Ҿ༻ɿhttps://uxdaystokyo.com/articles/glossary/fittss-law/ ΋ͬͱ΋Α͘஌ΒΕͨྫɿϑΟοπͷ๏ଇ • ҙਤ͞Εͨಈ͖ͷύϑΥʔϚϯεʢεϐʔυ΍ਖ਼֬ੑʣͱσβΠφʔ͕Ϣ ʔβʔΠϯλʔϑΣʔεʹ༻ҙͨ̎ͭ͠ͷϓϩύςΟΛ݁ͼ͚ͭΔ౷ܭֶ తϞσϧ • Research Problem͸ɼҙਤ͞Εͨಈ͖ͷύϑΥʔϚϯε͕UIʹΑͬͯҾ ͖ى͜͞ΕΔλεΫͷཁٻͱͲͷΑ͏ʹ݁ͼ͔ͭ͘ɼͱ͍͏͜ͱ

27 Each Subtypes of Conceptual Problem ֤αϒλΠϓʹ͍ͭͯ Subtype1ɿImplausibility ࿦จྫɿ”Direct Manipulation Interfaces” (Human-Computer Interaction’85) GUIΛΑΓ௚઀తͱײ͡ɼίϚϯυݴޠΠϯλʔϑΣʔεΛΑΓؒ઀తͱײ͡Δཧ༝Λઆ໌ Subtype2ɿInconsistency ࿦จྫɿ”Implications for design” (CHI’06) Inconsistency͸ղऍ͕σʔλ΍ղऍࣗମɼ·ͨ͸ଞͷ͍͔ͭ͘ͷղऍͱෆҰக͢ΔΑ͏ͳ΋ͷΛҙຯ ࿦จྫͰ͸ɼHCIʹ͓͚ΔϓϥΠόγʔʹؔ͢ΔEmpirical Research͕ίϛϡχέʔγϣϯͷ2ͭҎ্ͷؔ ܎ऀͷؒͷ૬ޓϓϩηεͱͯ͠ϓϥΠόγʔΛߟྀʹೖΕͨ

28 ֤αϒλΠϓʹ͍ͭͯ Subtype3ɿIncompatibility ࿦จྫɿ”Characterizing computer input with Fitts’ law parameters—the information and non- information aspects of pointing” (Human-Computer Interaction’04)
 Incompatibility͸̎ͭͷղऍ͕੔߹Ͱ͖ͳ͍લఏΛ͍࣋ͬͯΔ͜ͱΛҙຯ ࿦จͰ͸ɼϙΠϯςΟϯάͷύϑΥʔϚϯεΛఆྔԽ͢Δ࢓૊Έͱͯ͠εϧʔϓοτΛ࢖༻͢Δ͜ͱʹؔ ͢Δٞ࿦Λߦͬͨ Each Subtypes of Conceptual Problem

29 Constructive Problem ఆٛɿConstructive Research͸ਓؒͷίϯϐϡʔλͷ࢖༻ʹ͓͍ͯɼ͍ͭ͘ ͔ͷ໨తͷͨΊͷΠϯλϥΫςΟϒͳਓ޻෺ͷߏஙʹؔ͢ΔཧղΛੜΈग़͢͜ ͱ͕໨త ϥ΢μϯʹΑΔ̏ͭͷαϒλΠϓͷఆٛ 1.஌ΒΕ͍ͯΔղܾࡦ͕ͳ͍ʢNo Known Solutionʣ 2.෦෼తͰɼޮՌతͰͳ͔ͬͨΓඇޮ཰ͳղܾࡦ 3.࣮૷΍DeployͷͨΊͷ஌ࣝ΍Ϧιʔεͷܽམ ϓϨθϯλʔϝϞɿ
 ΠϯλϥΫγϣϯʹؔ͢Δٕज़తͳ΋ͷΛɼ͜͏͍͏໨తͰ࡞ͬͯΈ·ͨ͠ʢ࣮ͦͯ͠ݧͯ͠Έ·ͨ͠ʣܥ͔ͳʁ What is Constructive Problem?

30 • චऀΒ͸ʮཧղʯΛڧௐ͢Δ • ໨త͸ߏஙͦͷ΋ͷͰ͸ͳ͘ɼͦΕ͕ඪᒗ͢ΔΞΠσΞ΍ݪཧʹ͋Δ • ͜ͷλΠϓ͸ձٞʹ͓͍ͯ΋ͬͱ΋ߴ͍೤ྔΛ͍ࣔͯ͠ΔHCIͷαϒΤϦΞͷ͍͔ͭ͘ΛΧόʔ • ex. ΠϯλϥΫςΟϒγεςϜɼΠϯλϥΫςΟϒΞϓϦέʔγϣϯɼΠϯλʔϑΣʔε΍ηϯ αʔͷٕज़ɼΠϯλϥΫγϣϯٕज़ɼΠϯϓοτσόΠεɼϢʔβʔΠϯλʔϑΣʔεσβΠ ϯɼίϯηϓτσβΠϯ • ͜ͷλΠϓ͸σβΠϯͱΤϯδχΞϦϯάʢͦͷ྆ํͷԆ௕্ͷτϐοΫʣΛԣ੾͍ͬͯΔ Constructive Problem What is Constructive Problem?

31 ֤αϒλΠϓʹ͍ͭͯ Subtype1ɿNo Known Solution ࿦จྫɿ”Tangible bits: towards seamless interfaces between people, bits and atoms” (CHI’97) ΠϯλϥΫγϣϯͷͨΊͷ৽͍ٕ͠ज़తίϯηϓτͱɼࣥච࣌఺Ͱ͸ଘࡏ͠ͳ͔ͬͨ໰୊ʹର͢Δ৽ͨͳٕज़తղܾ ࡦͷ࠷ॳͷΞΠσΞͷ྆ํʹίϯτϦϏϡʔγϣϯ͕͋ͬͨ ҰൠʹɼΠϯλϥΫγϣϯʹ͍ͭͯͷ৽͍֓͠೦ͷൃ໌ʹؔΘΔݚڀ͸͜ͷΧςΰϦʔʹ෼ྨ Subtype2ɿPartial, Ineffective, or Inefficient Solution ࿦จྫɿ”Sensetable: a wireless object tracking platform for tangible user interfaces” (CHI’01) λϯδϒϧͳΠϯλϥΫγϣϯͷͨΊͷɼίϯϐϡʔλʔϏδϣϯϕʔεͷख๏ΑΓྑ͍ύϑΥʔϚϯεΛ΋ͨΒ͢ి ࣓ੴͷτϥοΩϯάख๏Λ৽نʹఏҊ యܕతͳΤϯδχΞϦϯάϖʔύʔͰɼطʹଘࡏ͢ΔΠϯλϥΫγϣϯͷվળΛ໨తͱͨ͠σβΠϯυϦϒϯͷ࿦จ ΠϯλϥΫγϣϯͷ͍͔ͭ͘ͷଆ໘ͷͨΊʹղܾࡦΛఏҊ͢Δ͜ͱΛड़΂͍ͯΔ࿦จ͕͜ͷΧςΰϦʹ෼ྨ Each Subtypes of Constructive Problem

32 ֤αϒλΠϓʹ͍ͭͯ Subtype3ɿInsufficient Knowledge or Resources for Implementation or Deployment ࿦จྫɿ”WeSpace: the design development and deployment of a walk-up and share multi-surface visual collaboration system” (CHI'09)
 ڠௐతͳෳ਺ͷαʔϑΣʔεγεςϜͰ͋ΔWeSpaceͷ൓෮తσβΠϯͱల։ʹ͍ͭͯهड़ ஌ࣝ΍Ϧιʔεͷෆ଍ʹΑͬͯҾ͖ى͜͞ΕΔ࣮૷΍DeployͷෆՄೳੑʹؔ܎͢Δ΋ͷ Each Subtypes of Constructive Problem

33 Summary 02 ✦ Larry LaudanͷProblem TypeʢEmpirical, ConceptualʣʹHCIಠࣗͷ ConstructiveΛ௥Ճͨ̏͠λΠϓͷ෼ྨ๏Λఏࣔɽ ✦ Empirical ResearchͰ͸ະ஌ͷݱ৅΍ݱ৅Λߏ੒͢Δཁૉʹؔ͢Δهड़ Λߦ͍ɼ ✦ Conceptual ResearchͰ͸ݱ৅Λ৽ͨʹ݁ͼ͚ͭͯཧ࿦΍ϞσϧΛߏங ͠ɼ ✦ Constructive ResearchͰ͸৽ͨͳΠϯλϥΫγϣϯํ๏Λఏࣔ͢ΔΑ͏ ͳ։ൃతݚڀΛߦ͏

34 Problem-Solving Capacity of HCI Research

35 ධՁࢦඪɿProblem-Solving Capacity Problem-Solving Capacity as Criterion • ̏ͭʹ෼ྨͨ͠ྨܕֶ΋ɼݚڀ݁ՌΛධՁ͢Δํ๏͕ఏҊ͞Εͳ͚Ε͹ෆໟ • ʮԿ͕ྑ͍HCIݚڀͳͷ͔ʯͱ͍͏໰͍ʹ౴͑ΒΕΔΑ͏ʹͳ͍ͬͯΔ΂͖ 
 ͦͷ౴͑͸ϥ΢μϯͷΩʔίϯηϓτ͔ΒɿProblem-Solving Capacity • ϥ΢μϯʹͱͬͯݚڀͷൃݟ΍݁Ռ͸Research ProblemΛղܾ͢ΔೳྗΛඋ͑ͨιϦϡʔγϣϯ • Problem-Solving Capacityͷ͜ͱ͸ͬ͘͟ΓͱʮSolution Strengthʯͱͯ͠ߟ͑Δ͜ͱ͕Ͱ͖Δ • ੬ऑͳ࿦จ͸ଥ౰ੑʹؔ͢Δݒ೦Λఏى͠ͳ͕ΒɼॏཁͰͳ͍໰୊ʹऔΓ૊Έඇޮ཰తʹ໰୊Λղܾ • ڧྗͳ࿦จ͸ॏཁͰ܁Γฦ͞Ε͖ͯͨ໰୊ʹର͠ɼҰൠԽՄೳͰޮ཰తͳղܾࡦΛఏࣔ ݚڀධՁ΁ͷԠ༻΁

36 ̑ͭͷࢦඪɾଆ໘ Five Aspects of Problem-Solving Capacity 1.Significance 2.Effectiveness 3.Efficiency 4.Transfer 5.Confidence ϥ΢μϯ͸Problem-Solving CapacityͷͨΊʹ̐ͭͷج४Λٞ࿦ HCIʹ͓͚Δଥ౰ੑ΍࠶ݱੑʹؔ͢Δݒ೦ʹରԠ͢ΔͨΊɼզʑ͸̑ͭ໨ͷج४Λ௥Ճ

37 What is ‘Significance’? Significance ҙຯɿݚڀͷεςʔΫϗϧμʔʢݚڀऀ΍࣮ફऀɼΤϯυϢʔβʔʣʹͱͬͯ ॏཁͳ໰୊ʹऔΓ૊ΜͩιϦϡʔγϣϯͰ͋Δ͜ͱ • ೝ஌Ϟσϧͷૣظతͳݚڀ͸Α͘஌ΒΕ͍ͯΔྫ • ͦΕ͸1980೥୅ʹΠϯλϥΫγϣϯͷయܕతͳλΠϓͷ໰୊Λѻ͏͜ͱʹ੒ޭ͍͕ͯͨ͠ɼ1990೥୅ ʹ৽ͨͳΠϯλϥΫγϣϯ΍࢖༻ʹؔ͢Δจ຺͕ొ৔ͨͨ͠ΊɼऔΔʹ଍Βͳ͍໰୊ʹؕͬͨͱ൷൑͞ Εͨ[16] • ϥ΢μϯ͸Significanceʹ͍ͭͯͷܭଌతࢦඪΛड़΂ͳ͔͕ͬͨɼHCIʹ΋࢖͑Δଟ͘ͷؔ࿈͢Δࢦఠ͕ ଘࡏ͢Δ [16] Yvonne Rogers. 2012. HCI theory: classical, modern, and contemporary.

38 Significance • ྫ͑͹ɼݚڀऀʹͱͬͯॏཁͰຊ࣭తͳ໰୊͸ʮΠϯλϥΫγϣϯͱ͸Կ͔ʯͱ͍͏໰୊͔ ΋͠Εͳ͍ • ͔͠͠ͳ͕Βɼֶज़ͷॏཁੑ͕ɼࣾձ΍࢈ۀʹ͓͍ͯ޿͕Γͭͭ͋Δ໰୊΁ͷؔ࿈ੑʹΑͬ ͯܭଌ͞Ε͍ͯΔͱ͍͏ಛ௃͕HCIʹ͸ଘࡏ • զʑͷ࣮ݧͰ͸ɼ͜ͷΑ͏ͳॏཁੑ͸Ϣʔβʔ͔ΒͷௐࠪσʔλΛࢀর͢Δ͜ͱͰɼ
 ৔߹ʹΑͬͯ͸ίετ΍࣮རͷՄೳੑͷճආͱ͍͏؍఺͔Βٞ࿦͞ΕΔ • ʹ΋͔͔ΘΒͣɼಛʹ৽͍ٕ͠ज़Λݕ౼͍ͯ͠Δ৔߹ɼ਺஋ͷਪఆ஋͕ར༻Ͱ͖ͳ͍͜ͱ͸Ұൠత • ͦͷΑ͏ͳ৔߹ʹ͓͍ͯɼॏཁੑͷٞ࿦͸͠͹͠͹ࢥࡧతͰ͋Γɼ໰୊ͷٕज़΍ݱ৅͕࣮ݱ͠ͳ͍Ϧε ΫΛ૝ఆ • ͜ͷಛ௃͸ΑΓݱ࣮ੑ͕ॏཁࢹ͞ΕΔώϡʔϚϯϑΝΫλʔͷΑ͏ͳۙྡͷ෼໺͔ΒHCIΛ۠ผ What is ‘Significance’?

39 Effectiveness ҙຯɿιϦϡʔγϣϯ͕ఆৗతͳ໰୊ͷॏཁͳ໘Λղܾ͢Δ͜ͱ • ऑ͍ίϯτϦϏϡʔγϣϯ͸ɼ໰୊ͷॏཁͳଆ໘Λল͍ͨΓޡղ͍ͯ͠Δ • ྫ͑͹෼ࢄͨ͠ೝ஌ࢹ໺ʹ͍ͭͯͷఏҊ͸ɼݸਓ΍૊৫͕ͲͷΑ͏ʹͯ͠ݱ࣮ͷ؀ڥΛ஌֮͠ɼ஫ҙ ͠ɼهԱ͢Δͷ͔ʹ͍ͭͯͷઆ໌͕Ͱ͖ͳ͍ͱ౰࣌ීٴ͍ͯͨ͠ೝ஌ՊֶΛ൷൑ͨ͠ • ৽ͨͳཧ࿦͸؀ڥͷ੍໿΍Ϧιʔε͕श׳΍׳ߦʹΑͬͯɼͦΕ·Ͱ৺ʹىҼ͍ͯͨ͠ػೳ͕͍͔ʹد ༩͢Δ͔ͱ͍͏͜ͱΛઆ໌͢ΔࢼΈͰ͋ͬͨ What is ‘Effectiveness’?

40 Efficiency ҙຯɿୡ੒͞Ε࣮ͨརͱద༻ͨ͠ղܾࡦͷίετͷ૬ରతͳ΋ͷ • ਺ཧతϞσϧ΍σβΠϯͷൃݟɼϢʔβϏϦςΟʔςετʹஔ͚ΔΤϥʔͷใࠂ͸ɼ؆୯ʹೖखͰ͖ͳ ͯ͘΋ɼ࣮ࢪ͢Δͷʹ૬ରతʹίετ͕ߴ͘ͳ͍ • ҰํͰɼৄࡉͳඵ͝ͱͷΠϯλϥΫγϣϯ෼ੳ͸แׅతͰʢ͕ͨͬͯ͠ޮՌతʣͰ͋Δ͕ɼ͠͹͠͹ೖ ख͢Δͷ͕໽հͰɼ࣮ࢪ͢Δͷ͕େมͩͬͨΓ͢Δ What is ‘Efficiency’?

41 Transfer ҙຯɿղܾࡦ͕ྡ઀͢Δ໰୊΍౰֘ͷ໰୊ͷଞͷࣄྫʹର͍͔ͯ͠ʹΑ͘స༻ Ͱ͖Δ͔ • HCIʹ͓͚Δ΋ͬͱ΋ଟ͍స׵ՄೳͳιϦϡʔγϣϯ͸ɼϢʔβʔத৺ͷσβΠϯख๏΍ϢʔβϏϦς Οςετ[17]Ͱ͋Δ͔΋͠Εͳ͍ • ྆ํͱ΋΄ͱΜͲීวతʹσβΠϯϓϩδΣΫτʹԠ༻Ͱ͖Δ
 ※୭͔͕ղܾࡦͷProblem-Solving Capacityʹؔ͢Δผͷଆ໘ʹ͍ͭͯٙ໰Λఄ͢Δ͔΋͠Εͳ͍͕ [17] Gitte Lindgaard. 2014. The usefulness of traditional usability evaluation methods. What is ‘Transfer’?

42 Confidence ҙຯɿఏҊιϦϡʔγϣϯ͕΋࣮ͭ֬ੑʹ͍ͭͯ • ௥Ճͨ̑ͭ͠໨ͷج४ • ଞͷ̐ͭͷج४͕ͦ͏Ͱ͋ΔΑ͏ʹɼ͜Ε΋·ͨ̏ͭͷ໰୊λΠϓΛԣஅ͍ͯ͠Δ • Empirical ResearchͰ͸ɼConfidence͸ଥ౰ੑ΍࠶ݱੑʹΑͬͯਅͬઌʹӨڹΛड͚Δ • ؒҧͬͨ౷ܭॲཧ΍σʔλͷܽམͷݟམͱ͠ͳͲʹΑΔϦεΫͷ૿Ճ • ཧ࿦తͳݚڀʹ͓͍ͯ͸ɼ͋Δॏཁͳཁૉ΍൓ରͷҙݟɼ৚݅ͱ͸ผͷલఏʹରॲ͢Δ͜ͱΛ๨ΕΔͳ ͲͷলུʹΑͬͯɼ৴པੑ͕ଛͳΘΕΔ • Constructive Researchʹ͓͍ͯ͸ɼιϦϡʔγϣϯʹରͯ͠ಇ͖͏Δ໰୊ʹιϦϡʔγϣϯ͕ͲΕ΄ Ͳ͏·͘ରॲ͍ͯ͠Δ͔ͱ͍͏ٞ࿦ʹΑͬͯConfidence͕Өڹ͞ΕΔ What is ‘Confidence’?

43 Summary 03 ✦ HCIݚڀΛධՁ͢Δ࠷΋ීวతͰɼຊ࿦จͷίΞͱͳΔProblem-Solving Capacityͱ͍͏֓೦ΛLarry Laudan͔Βಋೖ ✦ ͜ͷ֓೦Λద༻͢Δ্Ͱͷ۩ମతͳࢦඪΛ̑ͭఏࣔ ✦ Significanceɿͦͷݚڀ՝୊͸ͲΕ͘Β͍ॏཁ͔ ✦ Effectivenessɿղܾ๏͸ͲΕ͘Β͍ޮՌత͔ ✦ Efficiencyɿղܾ๏ํͷޮ཰͸ʁʢίετͱ࣮ӹʣ ✦ Transferɿଞʹ΋Ԡ༻Ͱ͖Δʁ ✦ ConfidenceɿͲΕ͘Β͍৴པੑʢ࠶ݱੑͳͲʣ͕͋Δ͔

44 HCI Research as a Problem-Solving Field

45 ྖҬͱͯ͠ HCI as a field Problem-Solving Capacity͸ॏཁͳResearch ProblemΛޮՌతʹɼޮ཰తʹɼͦ͠ ͯιϦϡʔγϣϯͷଥ౰ੑͱ͍͏఺Ͱߴ͍৴པੑΛ࣋ͬͯղܾ͢Δ͜ͱͷೳྗʹؔ͢ Δ΋ͷͰ͋Δ ͜ͷίϯηϓτͱڞʹɼHCI͸ࣗ਎ͷϢχʔΫੑʹ൐ͬͯProblem-SolivingͷྖҬͱͯ͠ಛ௃෇͚ΒΕΔ 1.ௐࠪର৅ɼਓؒͷίϯϐϡʔςΟϯάͷར༻ʢSubject of Enquiry, Human-use of computingʣ 2.Research Problems 3.௥ٻ͞ΕΔProblem-Solving Capacityͷछྨ 4.Problem-Solving Capacityͷվળͷ࣮ݱ

46 HCIʹ͓͚ΔResearch Problemͷఆٛ Definition of Research Problem in HCI ఆٛɿHCIʹ͓͚ΔResearch Problem͸ɼਓؒͷίϯϐϡʔςΟϯάͷ࢖༻ʹ͓͚ Δ͍͔ͭ͘ͷݱ৅ʹର͢Δཧղͷఆৗతͳܽ೗Ͱ͋ͬͨΓɼر๬͢Δ໨తͷͨΊͷݱ ৅ʹରॲ͢ΔΠϯλϥΫςΟϒͳٕज़ͷߏங͕ఆৗతʹͰ͖ͳ͍͜ͱ 1. σβΠφʔ΍Πϊϕʔλʔ͕ߏங(Construction)Λڧௐ͠ 2. Empirical Researcher͕ϝιου΍৴པͰ͖Δ஌ࣝΛڧௐ͠ 3. Պֶऀ͕ཧ࿦΍ίϯηϓτɼϞσϧΛڧௐ͢Δ 
 Human-use of computingͷ෼໺ͰHCIΛಠࣗͷ΋ͷʹ͢Δͷ͸ɽConstructive Problemʹਅʹڧௐ͢Δ ͜ͱͰ͋Γɼ͜ͷ఺ʹ͓͍ͯɼσβΠϯͱΤϯδχΞϦϯάͷ෼໺ʹΑΓۙ͘ͳ͍ͬͯΔ

47 ෳ߹తͳλΠϓ Mixing Problem Types in Papers • Empirical-constructive
 ʢྫɿ࣮ূతελσΟΛ௨ͯ͠σβΠϯʹର͢ΔࣔࠦΛಘΔʣ • Empirical-conceptual
 ʢྫɿ࣮ূతελσΟΛ௨ͯ͠ཧ࿦ͷଥ౰ੑΛݕূ͢Δʣ • Constructive-conceptual
 ʢྫɿϓϩτλΠϓʹΑͬͯσβΠϯͷݪཧΛ୳ٻ͢Δʣ • Constructive-empirical
 ʢྫɿٕज़ʹΑͬͯධՁ͚ͩͰͳؔ͘࿈͢Δݱ৅΍ཁૉɼӨڹʹ͍ͭͯͷཧղʹߩݙ͢Δʣ • Conceptual-empirical
 ʢྫɿཧ࿦΍ϞσϧΛܾఆతͳςετͷجૅʹΑͬͯଥ౰ੑͷݕূ΍ਫ਼࿉͢Δʣ • Conceptual-constructive
 ʢྫɿΠϯλϥΫγϣϯʹ͓͚Δཧ࿦తʹ༧ଌ͞Εͨݱ৅ͷͨΊͷ৽ͨͳσβΠϯख๏ʣ ※ࠨΛ௨ͯ͡ӈΛ஌Δ

48 େ͖ͳ੒ޭͷͨΊʹϦεΫΛෛ͏͜ͱ High Tolerance for Risk • େ͖ͳ࣮རΛୡ੒͢ΔͨΊʹHCI͸ൺֱత͔ͳΓͷෆ࣮֬ੑͱϦεΫΛੵۃతʹೝΊ͍ͯΔ • ݪଇͱͯ͠ɼఏҊ͞ΕͨσβΠϯΞΠσΞʹΑͬͯࣔ͞ΕΔվળͷજࡏੑ͸ɼ·ͩ஌ΒΕ͍ͯͳ͍͔΋ ͠Εͣɼ ྫ͑͹ࢢ৔΁ͷ౤ೖޙͳͲɼḪٴతʹͷΈਪఆ͞ΕΔ • HCIʹ͓͚Δଟ͘ͷઌݟతͳ࿦จ͸ɼਅ࣮Λେ͖͘௓༂͢Δ͜ͱΛඞવతʹ൐͖ͬͯͨ ࿦จྫɿ”“Put-that-there”: Voice and gesture at the graphics interface” (SIGGRAPH’80) • ·ͩඞཁͳٕज़తՄೳੑ͕ग़ͯ͘ΔΑΓԿे೥΋લͷ࣌఺ͰɼδΣενϟʔͱԻ੠ʹΑͬͯۦಈ͢Δڊ େσΟεϓϨΠγεςϜͷఏҊΛߦͬͨ࿦จ΋ଘࡏ͖ͯͨ͠

49 ࣾձ΍࢈ۀʹܗ࡞ΒΕΔ ‘Significance’ Society and Industry Shaping ‘Significance’ • ѻ͏໰୊͸ɼεςʔΫϗϧμʔूஂͷ໰୊͔Βෆฏ౳ͷΑ͏ͳੈքͷ໰୊·Ͱ༷ʑ • ֎෦ͷεςʔΫϗϧμʔͷ໰୊͕Research Problemsͷॏཁੑʹؔ࿈͢Δ͜ͱ΋͋Δ • εςʔΫϗϧμʔʹͱͬͯͷιϦϡʔγϣϯͷॏཁੑ΍໰୊ͷॏཁੑʹ͍ͭͯߟ͑Δ͜ͱ͕Ͱ͖Δ͠ɼ ໰୊͕ະղܾͷ৔߹ɼεςʔΫϗϧμʔʹͱͬͯͷίετΛධՁ͢Δ͜ͱ΋Ͱ͖Δ ྫɿ ಛผͳϢʔβʔάϧʔϓͷͨΊͷࢹઢϕʔεͷೖྗʹؔ͢Δݚڀ • ڧྗͳओு͸ɼ͜ͷΑ͏ͳೖྗख๏ͷܽ೗͕࢓ࣄ΍ࣾձੜ׆΁ͷશ໘తͳࢀՃΛ๦͛͏Δɼͱ͍͏΋ͷ • ͦͷվળʹΑͬͯͲͷ͘Β͍ͷϢʔβʔ(਺)ʹӨڹΛ༩͑ɼϢʔβʔ͕ͲΕ͘Β͍සൟʹͦͷ໰୊ʹ௚ ໘͢Δͷ͔(ස౓)ɼͱ͍͏͜ͱΛॏཁੑͷఆྔతͳ໘ͱͯ͠ΈͳͤΔ

50 ൃలͷଟ༷ͳܗଶ Multiple Forms of Progress • 2ͭͷHCIτϐοΫʹؔ͢ΔݚڀΛऔΓ্͛ͨࡍɼProblem-Solving Capacityͷʮ෼ ෍ʯ͕େ͖͘ҟͳΔ৔߹͕͋Δ • ֎෦ͷਓ͔Β͢Ε͹ɼج४ͷબͼํ࣍ୈͰݚڀ΁ͷධՁ͕ෆ࣮֬ͳ΋ͷʹͳΔ ෼ੳͷԋशͱͯ͠Problem-Solving CapacityͷҟͳΔ̎τϐοΫΛߟ͑ͯΈΔ • Interruptions and Disruptions • Interaction Techniques

51 Interruptions Research Multiple Forms of Progress Research ProblemɿHCIͷయܕతͳInterruptionΛఆ͓ٛΑͼಛ௃෇͚ɼϦϯΫ͢ΔϝΧχ ζϜΛઆ໌͠ɼHCIΛվળ͢Δํ๏ΛఏҊ͢Δ͜ͱ
 ʢEmpiricalɼConceptualɼConstructiveશؚͯΉʣ 
 1990೥୅
 ΠϯλʔϑΣΠεͷઃܭͱ৚͕݅தஅίετʹ༩͑ΔӨڹΛใࠂ͕ͨ͠ɼίϯςΩετͷมߋ࣌ʹফ͑Δ ͜ͱ͕͋ͬͨɽHCIͷݚڀऀ͸ಛఆͷঢ়گͰͲͷղܾࡦ͕੒Γཱͭͷ͔Θ͔Βͳ͔ͬͨɽ 2000೥୅
 தஅͷՄೳੑΛਓؒͷهԱͱೝ஌ͷط஌ͷೳྗ੍ݶʹ݁ͼ͚ͭΔ࿦จ͕ొ৔
 Working Memory΍ೝ஌ͷεϨουͳͲͷϝΧχζϜʹݴٴ͠ɼதஅͷՄೳੑͷલఏ৚݅ͱઃܭιϦϡʔ γϣϯͷ༗ޮੑΛΑΓΑ͘આ໌Ͱ͖ΔΑ͏ʹͳͬͨ

52 Interruptions Research Multiple Forms of Progress ໰୊ղܾͷ֯౓͔Βɼ͜ͷ෼໺ͷݚڀ͸ɼ20೥Ҏ্ͷݚڀͰProblem-Solving CapacityΛ޲্ͤ͞Δ͜ͱ ʹ੒ޭͨ͠ͱݴ͑Δ ӡసͳͲͷ࣮ࡍͷෳࡶͳঢ়گʹରͯ͠΋ɼཧ࿦తʹ઀஍͞ΕͨઃܭιϦϡʔγϣϯΛఏҊͰ͖ͨ ϚΠφε໘
 ͜ͷ෼໺͸৽͍͠σβΠϯνϟϯεͷൃ۷ʹؔͯ͠͸ͦΕ΄Ͳ͏·͍͔͘ͳ͔ͬͨ
 Conceptualͳ࿦จͰऔΓ্͛ΒΕ͍ͯΔઃܭྫ͸ɼࢢ৔ʹ͓͚Δݱࡏͷઃܭʹ͍ۙ

53 Interaction Techniques Multiple Forms of Progress ϢʔβʔͷύϑΥʔϚϯε΍ຬ଍౓ΛߴΊΔͨΊͷɼΠϯλϥΫγϣϯʹ͓͚ Δೖྗͱग़ྗͷखஈΛมߋ͢Δٕज़։ൃ ଟ਺ͷ৽͍ٕ͠ज़ͷֵ৽ʹ੒ޭ͠ɼͦͷதʹ͸࣮ࡍʹ࢖༻͞Ε͍ͯΔ΋ͷ΋͋Δ͕ɼ
 Ұ෦ͷݚڀऀ͸ݚڀ͕ʮϙΠϯτઃܭʯʹΑͬͯਪਐ͞Ε͓ͯΓɼݸʑͷٕज़Λ௒͑ͯݪཧΛઆ໌͓Αͼ ҰൠԽͰ͖ͳ͍ͱ୰͍͍ͯΔ Interruptions Researchͱൺֱͯ͠ɼ͜ͷ෼໺Ͱͷݚڀ͸Conceptual ProblemΛ͋·Γѻ͍ͬͯͳ͍ ※͸Δ͔ʹେ͖ͳσβΠϯεϖʔε͕։ൃ͞Εͨͱ݁࿦෇͚Δͷ͸໰୊ͳ͍

54 Summary 04 ✦ HCIͱ͍͏ݚڀྖҬʹ͓͚ΔResearch ProblemΛఆٛ ✦ HCIݚڀྖҬͷಛ௃Λ͍͔ͭ͘ͷ؍఺͔Βٞ࿦͠ ✦ Problem Type͕ෳ߹Խ͢Δ఺ ✦ ઌݟతͳݚڀͷͨΊͷϦεΫΛԀΘͳ͍఺ ✦ ॏཁੑ͕֎෦ͷεςʔΫϗϧμʔʹେ͖͘Өڹ͞ΕΔ఺ ✦ ࣮ࡍͷτϐοΫΛ̎ͭऔΓ্͛ͳ͕ΒProblem-Solving Capacityʹجͮ ͘෼ੳͷ࣮ફΛߦͳͬͨ

55 A Snapshot of Today’s HCI: CHI Best Papers

56 CHI’15 ϕετϖʔύʔͷ෼ੳࡶײ Overview of Analysis of CHI’15 Best Papers ౰֘෼໺͕Ͳ͜ʹ޲͔͍ͬͯΔ͔ͷࡶײΛ஌ΔͨΊɼ2015೥ͷCHIͷϕετϖʔύʔ25ຊΛ෼ੳ ߟ࡯͸̏ͭͷϙΠϯτʹ·ͱΊΒΕΔ 1.ϕετϖʔύʔ͸ओʹEmpirical͓ΑͼConstructiveͳλΠϓʹয఺͕౰͍ͨͬͯΔ
 ConceptualλΠϓ͸աখධՁ͞Ε͍ͯΔ 2.Problem-Solving Capacityͷ5ͭͷج४͸͢΂ͯContributionͷಈػͱͯ͠ݴٴ͞Ε͍ͯΔ
 ͨͩ͠ɼج४ʹؔ͢ΔશମͷίϯηϯαεΛಛఆͰ͖ͣɼ֤࿦จ͕ಠࣗͷઓུΛऔ͍ͬͯΔ 3.࣮༻తͳݚڀ໰୊ͱཧ࿦ࢦ޲ͷݚڀ໰୊ʹ෼͔Ε͍ͯΔ
 ʢˠHCIݚڀͷଌఆෆೳੑʹد༩ʣ

57 ༏੎ͳτϐοΫᶃʙEmpirical Problemʙ Predominance of Two Problem Types 12/21ͱ͍͏਺ଟ͘ͷ࿦จ͕Empirical ProblemʹऔΓ૊ΜͰ͍Δ͜ͱ͕͙͢ʹ؍࡯Ͱ͖ͨ ΄ͱΜͲ͸ɼίϯϐϡʔλʔͱਓؒͷΠϯλϥΫγϣϯʹ͓͚Δະ஌ͷݱ৅Λઆ໌ ͍͔ͭ͘ͷ࿦จ[16,17,18]Ͱͷಈػ͸ɼHCIͷॏཁͳݱ৅ࣗମͷهड़Λ͢Δ͜ͱ ݱ৅Λܗ࡞Δະ஌ͷཁҼΛઆ໌͢Δ͍͔ͭ͘ͷEmpirical Research΋
 ex.ʮCollaborationͱInteractive Surfaceͷֶशʹد༩͢ΔཁҼʹ͍ͭͯ΄ͱΜͲ஌Βͳ͍ʯ[19] [16] Aditya Vashistha, Edward Cutrell, Gaetano Borriello, and William Thies. 2015. Sangeet Swara: A Community- Moderated Voice Forum in Rural India. [17] Erin Buehler, Stacy Branham, Abdullah Ali, et al. 2015. Sharing is Caring: Assistive Technology Designs on Thingiverse. [18] Bryan Semaan, Heather Faucett, Scott P. Robertson, Misa Maruyama, and Sara Douglas. 2015. Designing Political Deliberation Environments to Support Interactions in the Public Sphere. [19] Florian Block, James Hammerman, Michael Horn, et al. 2015. Fluid Grouping: Quantifying Group Engagement Around Interactive Tabletop Exhibits in the Wild.

58 ༏੎ͳτϐοΫᶄʙConstructive Problemʙ Predominance of Two Problem Types 8/21ͷ࿦จ͸Constructiveͳ໰୊ʹؔ͢Δ΋ͷʢ͍͔ͭ͘ͷConstructiveͳ࿦จ͸ಛఆͷٕज़ʹؔ͢Δʣ ٕज़ઃܭΛهड़͢Δ࿦จ[35]΋͋Ε͹ɼΠϯλϥΫγϣϯઃܭͷݪଇ΍֓೦ʹয఺Λ౰ͯΔ΋ͷ[29,31] ͍͔ͭ͘ͷConstructiveͳ࿦จ͸໰୊ʹ͍ͭͯ໌ࣔత ColourID [14]͸ɼࢹ֮ো֐ͷ͋ΔϢʔβʔʹΑΔ৭ͷࣝผΛվળ͢ΔͨΊͷπʔϧ ͍͔ͭ͘ͷConstructiveͳ࿦จ͸ղܾࡦΛఏࣔ͢Δ͚ͩͰɼ໰୊Λ҉໧తʹ࢒͍ͯ͠Δ[31,32] [20] Jörg Müller, Dieter Eberle, and Constantin Schmidt. 2015. BaseLase: An Interactive Focus+Context Laser Floor. [21] Moon-Hwan Lee, Seijin Cha, and Tek-Jin Nam. 2015. Patina Engraver: Visualizing Activity Logs As Patina in Fashionable Trackers. [22] Pedro Lopes, Patrik Jonell, and Patrick Baudisch. 2015. Affordance++: Allowing Objects to Communicate Dynamic Use. [23] David R. Flatla, Alan R. Andrade, Ross D. Teviotdale, Dylan L. Knowles, and Craig Stewart. 2015. ColourID: Improving Colour Identification for People with Im- paired Colour Vision. [24] Martin Weigel, Tong Lu, Gilles Bailly, Antti Oulasvirta, Carmel Majidi, and Jürgen Steimle. 2015. iSkin: Flexi- ble, Stretchable and Visually Customizable On-Body Touch Sensors for Mobile Computing.

59 ݽಠͳτϐοΫʙConceptual Problemʙ Predominance of Two Problem Types Conceptualͳ໰୊Λѻ͍ͬͯΔϕετϖʔύʔ͸1͚ͭͩ Borst et.al[7]͸ɼ౷߹͞Εͨཧ࿦Λ௨ͯ͡ҎલͷൃݟΛௐ੔͢Δͱ͍͏໌֬ͳ໨తͰதஅͷϞσϧΛఏࣔ ͨ͠ ൴Βͷ࿦จ͸ɼதஅʹؔ͢ΔҎલͷ݁ՌΛௐ੔͢Δඞཁ͕͋ΓɼʮதஅͷཧղΛվળ͢Δʹ͸ɺ͜ΕΒ ͷݚڀΛೝ஌ཧ࿦ʹ౷߹͢Δඞཁ͕͋Δʯͱ͍͏ҟৗੑΛࢦఠ͍ͯ͠Δ [20] Jelmer P. Borst, Niels A. Taatgen, and Hedderik van Rijn. 2015. What Makes Interruptions Disruptive?: A Process- Model Account of the Effects of the Problem State Bot- tleneck on Task Interruption and Resumption.

60 ૯ׅ Predominance of Two Problem Types ϕετϖʔύʔͰ͸໰୊ͷλΠϓ͕Mix͞Ε͍ͯΔ͜ͱ͕ଟ͍ͨΊɼओλΠϓͰ෼ྨ͖ͯͨ͠ ྫ̍ɿϢʔβʔ͕FacebookͷχϡʔεϑΟʔυΞϧΰϦζϜΛೝ͍ࣝͯ͠ΔൣғΛௐࠪ[13]
 ൴Β͸ΠϯλϏϡʔΛ࣮ࢪ͠(Emprical)ɼχϡʔεϑΟʔυͷΞϧΰϦζϜͷ݁ՌΛϢʔβʔʹࣔ͢γε ςϜ΋ߏஙͨ͠(Constructive) ྫ̎ɿΤωϧΪʔ༧ଌͷཧղࢧԉʹϓϩτλΠϓΛ༻͍ɼEmpirical໰୊ͱConstructive໰୊ΛMix[44] Best PaperͰ͸Conceptualͳ໰୊ʹয఺Λ౰ͯͨ࿦จ͸໌നʹܽ೗͓ͯ͠Γɼ͞ΒʹHonorble Mention ͷ98ͷ࿦จͷதʹ΋ɼ΄ΜͷҰ෦͔͠ݟ͔ͭΒͳ͔ͬͨ[12,47] [20] Motahhare Eslami, Aimee Rickman, Kristen Vaccaro, et al. 2015. “I Always Assumed That I Wasn’T Really That Close to [Her]”: Reasoning About Invisible Algorithms in News Feeds. [20] Will Simm, Maria Angela Ferrario, Adrian Friday, et al. 2015. Tiree Energy Pulse: Exploring Renewable Energy Forecasts on the Edge of the Grid. [20] Serge Egelman and Eyal Peer. 2015. Scaling the Security Wall: Developing a Security Behavior Intentions Scale (SeBIS). [20] Radu-Daniel Vatavu and Jacob O. Wobbrock. 2015. For- malizing Agreement Analysis for Elicitation Studies: New Measures, Significance Test, and Toolkit.

61 Best PapersʹΈΔ̑ͭͷج४ Problem-Solving Capacities: Diverse and Under-defined Significance ଟ͘ͷ৔߹ɼSignificance͸໌֬ʹهड़͞ΕɼͦΕʹର͢Δ֬ݻͨΔ࿦ڌ͕ఏࣔ͞Εͨ
 ex. ιʔγϟϧϝσΟΞͷ෕਌ͷݚڀ[1]ɼը૾ݕࡧͷੑผόΠΞε[24]ɼFacebookͷχϡʔεϑΟʔυΞ ϧΰϦζϜͷೝࣝ[13] [20] Motahhare Eslami, Aimee Rickman, Kristen Vaccaro, et al. 2015. “I Always Assumed That I Wasn’T Really That Close to [Her]”: Reasoning About Invisible Algorithms in News Feeds. [20] Will Simm, Maria Angela Ferrario, Adrian Friday, et al. 2015. Tiree Energy Pulse: Exploring Renewable Energy Forecasts on the Edge of the Grid. [20] Serge Egelman and Eyal Peer. 2015. Scaling the Security Wall: Developing a Security Behavior Intentions Scale (SeBIS). [20] Radu-Daniel Vatavu and Jacob O. Wobbrock. 2015. For- malizing Agreement Analysis for Elicitation Studies: New Measures, Significance Test, and Toolkit.

62 Best PapersʹΈΔ̑ͭͷج४ Problem-Solving Capacities: Diverse and Under-defined Effectiveness Constructive paperͷ৔߹ɼEffectivenessΛࣔ͢ͷ͸؆୯ͳ৔߹͕ଟ͘ɼσϞϯετϨʔγϣϯͰ༗ޮੑ Λࣔ͢ͷʹे෼ͳ͜ͱ͕Α͋͘Δʢ͜Ε͸ଘࡏূ໌[16]ͱݺ͹ΕΔ͜ͱ΋͋Γ·͢ʣ ࿦จྫɿVelocitap[48]
 λονεΫϦʔϯͷςΩετೖྗͷจϨϕϧͷσίʔυΛΠϯλϥΫςΟϒͳϨʔτͰ࣮ߦ͢Δ͜ͱ͕ٕ ज़తʹՄೳͰ͋Δ͜ͱΛࣔ͢ Constructiveͳଞͷ࿦จɿιϦϡʔγϣϯͷٕज़తੑೳ΍ϢʔβʔΤΫεϖϦΤϯεΛධՁ[29,31,35,50] Empirical Problem͸ະ஌ͷݱ৅ʹؔ܎͍ͯ͠Δ΋ͷ͕΄ͱΜͲͳͷͰɼEffectivenessࣔ͢͜ͱ͸ࠔ೉
 ͍͔ͭ͘ͷ࿦จʢSemaan et alɻͷ[43]ͳͲʣ͚͕ͩɼݱ৅ͷઆ໌ͱɼͦͷઆ໌ͷ࢖༻๏Λࣔ͢

63 Best PapersʹΈΔ̑ͭͷج४ Problem-Solving Capacities: Diverse and Under-defined Efficiency Best PapersͷதͰେ͖ͳτϐοΫͰ͸ͳ͍ ଟ͘ͷConstructiveͳ࿦จ͕֓೦࣮ূΛओு͍ͯ͠·͢ɻ ͨͱ͑͹ɺʮVelocitapʯ[48]͸ɺจϕʔεͷσ ίʔυʹ͸๲େͳετϨʔδͱॲཧೳྗʢ2 GBݴޠϞσϧɺ8ίΞαʔόʔͰͷೝࣝʣ͕ඞཁͰ͋Δͱड़ ΂͍ͯ·͕͢ɺ͜Ε͸ॏཁͳؔ৺ࣄͰ͸͋Γ·ͤΜɻ Transfer Constructive Problemͷ৔߹ɼ͠͹͠͹Ԡ༻ྫΛ௨ͯࣔ͠͞ΕΔ[27,31,32]
 ex. [27] 9ͭͷϝΧχζϜͷྫɼ[31] ͍͔ͭ͘ͷλΠϓͷλεΫʹద༻ɼ[32] ༷ʑͳΞϓϦέʔγϣϯ Empirical ProblemͰ͸͸Δ͔ʹࠔ೉

64 Best PapersʹΈΔ̑ͭͷج४ Problem-Solving Capacities: Diverse and Under-defined Confidence ෳ਺ͷݚڀͷ࣮ࢪ[7,24,48,50]ɺେ͖ͳαϯϓϧͷ࢖༻[4]ɺ௕ظతͳϑΥϩʔΞοϓͷ࣮ࢪ[13]ɺ͓Αͼ ࣮ࢪʹؔ͢ΔใࠂͳͲɺෳ਺ͷํ๏Ͱରॲ͞Ε͍ͯ·͢ -[13,44]ɻ αϯϓϧ͸͜ͷଆ໘ΛඇৗʹΑ͘Χόʔ͍ͯ͠·͢ɻ

65 ݚڀ΍࣮຿্ͷΠϯύΫτ͸ڞ௨ Research and Practical Impacts: Equally Common CHIϕετϖʔύʔͷ໿൒෼͕࣮ࡍͷ໰୊ʹରॲ͢ΔͨΊʹॻ͔Ε͓ͯΓɼಛʹ࣮ੈքͰ࢖༻͢ΔͨΊͷ ΠϯλϥΫςΟϒςΫϊϩδʔͷߏஙΛֶͿͷ͸ڻ͘΂͖͜ͱ ͜ΕΒͷ΄ͱΜͲ͸Empiricalͳ໰୊ʹؔ͢Δ΋ͷ ࣮ફऀ͕औΓ্͛ͯ࢖༻Ͱ͖ΔΞ΢τϓοτΛఏڙ͢Δݐઃ্ͷ໰୊ʹऔΓ૊Ή࿦จΛݟΔ͜ͱ͸Ίͬͨ ʹͳ͔ͬͨʢྫ֎͸ଘࡏ͢Δ͕[14,50]ʣ ࿦จͷ໿൒਺͸ɼݚڀऀͷ໰୊ղܾೳྗΛߴΊΔ͜ͱ΍஌ࣝͷঢ়ଶΛߴΊΔ͜ͱʹ͍ͭͯ໌Β͔ ex. Menking, Erickson[33]͸ɼ΢ΟΩϖσΟΞͰঁੑͷݚڀΛݚڀ͠ʮ΢ΟΩϖσΟΞͷੑ͕ࠩҰൠతͳ ײ৘ϧʔϧ΍ࢀՃઓུʹͲͷΑ͏ʹؔ܎͢Δ͔ʯΛࢦఠ ͍͔ͭ͘ͷ࿦จ͸ɼResearch Methodology[4]͓ΑͼModeling[7,51]΁ͷӨڹʹ͍ͭͯ΋આ໌

66 Summary 05 ✦ HCIݚڀྖҬͷݱঢ়Λ஌ΔͨΊɼCHI’15ͷϕετϖʔύʔΛ෼ੳ ✦ Empirical, Constructiveͳݚڀʹूத͕ͪ͠ͰɼConceptualͳݚڀ͕ܽ ೗͍ͯ͠Δ͜ͱ͕֬ೝ͞Εͨ ✦ Problem-Solving Capacityͷ؍఺͔ΒϕετϖʔύʔΛ෼ੳ͢ΔͨΊɼ ̑ͭͷج४ͦΕͧΕͰͷݱঢ়Λ၆ᛌ ✦ ϕετϖʔύʔʹ͸ɼ࣮ࡍతͳ໰୊ʹରॲ͢Δ΋ͷͱݚڀతҙٛͷ͋Δ΋ ͷ͕ಉ͘͡Β͍ଘࡏͨ͠

67 Moving HCI Forward ~Can we do an even better job in HCI research? ~

68 ࣮ߦՄೳͳཧ࿦΁ͷ஫ྗ More Work on Actionable Theories of Interaction ΑΓେن໛ͳαϯϓϧɾΑΓෳࡶͳηοτΞοϓɾΑΓચ࿅͞Εͨݚڀ͸࣮ߦՄೳ͕ͩɼEmpiricalͳ஌ ݟͱٕज़ઃܭΛ݁ͼ͚ͭΔConceptual Contribution͕ͳ͚Ε͹ɼ݁Ռ͸࣮ߦෆՄೳͷ·· ໰୊ղܾͷ؍఺͔ΒɼConceptualͳ͠Ͱ͸෦෼త໰୊ղܾͷྖҬΛग़ͳ͍ ϥ΢μϯᐌ͘ʮࢲͨͪ͸ੈքΛ௚઀ѻ͍ͬͯΔͷͰ͸ͳ͘ɼੈքͷهड़Λѻ͍ͬͯΔʯͱ͍͏ҙຯͰɼೋ ࣍໰୊ͱͯ֓͠೦తͳ໰୊ʹ͍ͭͯޠ͍ͬͯ·͢ɻ Empirical or Constructive SolitionΛϦϯΫͰ͖Δ౷߹తͳ֓೦ɾཧ࿦ɾํ๏ɾϞσϧʹ΋ͬͱ౒ྗ͢Δ ͜ͱΛڧ͘קΊΔ Empirical ResearchͰ͸ɼԾઆ͕σβΠϯΛ஌ΒͤΔํ๏ͰߦΘΕΔ΂͖Ͱ͋ΓɼσβΠϯ͸ܦݧతʹݕ ূ͞ΕͨԾઆΛ۩ମԽ͠ɺͦΕʹΑͬͯਪਐ͞ΕΔ΂͖Ͱ͢ɻ Constructive Research΋Ծઆͳ͠ʹਐΊΒΕɼ·ͨͦͷٯʹɼ௚઀తͳؔ࿈ੑ͕ͳ͍ཧ࿦ͷྫ΋਺ଟ͍ Conceptual Contribution͸ॏཁʂʂʂʂ

69 ࣥචจԽͷվળ Improvement of Writing Culture ࢲͨͪͷࣥචจԽ͸໰୊ղܾͷݟํΛαϙʔτ͍ͯ͠·ͤΜɻ Best Paperαϯϓϧ͔Βͷҹ৅͸ɺଟ͘ͷ࿦จ͕ɺऔΓ૊ΜͰ͍Δ໰୊Λઆ໌͢ΔͷʹΑΓྑ͍࢓ࣄΛ͢ Δ͜ͱ͕Ͱ͖Δͱ͍͏͜ͱͰͨ͠ɻ ͜Ε͸໰୊ղܾͷ֯౓͔ΒෆՄܽͰ͢ɻ Ұ෦ͷ࿦จͰ͸ɺղܾࡦʢྫɿ৽͍͠ςΫϊϩδʔʣ·ͨ͸Ξϓϩʔνʢྫɿ൴Β͕ߦͬͨ͜ͱʣͷΈΛ ໌͍ࣔͯ͠·͕͢ɺͲͪΒ΋ݚڀ໰୊ʹؔ͢Δ΋ͷͰ͸͋Γ·ͤΜɻ ͜ΕΒͷ࿦จ͸ɺ݁Ռ͕ͲͷΑ͏ʹ໰୊ղܾೳྗΛ޲্ͤ͞Δ͔Λઆ໌͢Δ͜ͱ͸Ίͬͨʹͳ͘ɺ୅Θ Γʹ‘we know little about’, ‘significant gap in knowledge’, ‘no researchers have developed systems that’ͳͲͷݴ༿Λ࢖༻͍ͯ͠·͢ɻ Α͘Θ͔ΒΜ

70 ໰୊ղܾೳྗͷγεςϜతൃల Systematic Improvement of Problem-Solving Capacities ̑ͭͷج४ͷධՁج४ͱͲͷΑ͏ʹࣗΒΞΠσΞΛվળͯ͠ߦ͔͘ʹؔ͢Δ஌ݟ

71 ໰୊ղܾೳྗͷγεςϜతൃల Systematic Improvement of Problem-Solving Capacities ྫɿϑΟοπͷ๏ଇ HCIͰపఈతʹݚڀ͞Ε͍ͯΔ਺গͳ͍Ϟσϧͷ1ͭͰ͋ΓɼΠϯλϥΫγϣϯͷ޿ൣͳݱ৅ʹରॲ ϑΟοπͷ๏ଇ͸߹ཧతʹTransferՄೳͰ΋͋Γɼ෯޿͍छྨͷσόΠεͱίϯςΩετʢਫதͰ΋ʣʹ ద༻͞ΕΔ͜ͱ͕Θ͔͍ͬͯΔ[45] →SignificanceͱTransferͷ؍఺͔ΒϑΟοπͷ๏ଇ͸໰୊ղܾೳྗΛߴΊͨ ͨͩ͠ɼEffectivenessɾEfficiencyɾConfidenceͷ؍఺͔Β൷൑͢Δ͜ͱ͕Մೳ

72 ໰୊ղܾೳྗͷγεςϜతൃల Systematic Improvement of Problem-Solving Capacities ໰୊ղܾͷݟํ͸ɺ࣍ͷ3ͭͷํ๏Ͱ͜ΕΒʢر๬త؍ଌɺ࠮ٗɺޮՌͷތுɺ͓ΑͼΞυϗοΫͳݴ͍ ༁ʣΛճආ͢Δͷʹ໾ཱͭՄೳੑ͕͋Δ 1ʣ୯ʹ݁ՌΛఏࣔ͢ΔͷͰ͸ͳ͘ɼݚڀऀʹݚڀ໰୊Λղ໌͢ΔΑ͏ʹґཔ͢Δ 2ʣʮϙΠϯτઃܭʯʮnoveltyʯʮexistence proofʯΛ௒͑ͨ݁Ռͷج४Λఏڙ͢Δ 3ʣݚڀऀ͕ΑΓ֬ݻͨΔূڌΛఏࣔ͠ɼͦΕʹΑΓ৴པੑΛߴΊΔΑ͏ʹଅ͢

73 ʮԿ͕ྑ͍HCIݚڀͳͷ͔ʁʯͷ࠶ߟ Rethinking What Constitutes ‘Good’ Research ܦݧత໰୊λΠϓ͸ɺ৺ཧతɺࣾձֶతɺఆྔతɺఆੑతɺ͓ΑͼաڈʹϥϯΫΛ෼͚͖ͯͨଞͷελ ϯεΛ۠ผ͠·ͤΜɻ ֓೦తͳ໰୊λΠϓ͸ɺઃܭϓϩʔϒʹΑͬͯੜ੒͞ΕΔ஌ࣝͱೝ஌ϞσϧʹΑͬͯੜ੒͞ΕΔ஌ࣝΛ۠ ผ͠·ͤΜɻ ݐઃతͳ໰୊λΠϓ͸ɺʮઃܭʯɺʮΤϯδχΞϦϯάʯɺ͓ΑͼʮίϯϐϡʔλʔαΠΤϯεʯλΠϓ ͷ໰୊Λ۠ผ͠·ͤΜɻ ॏཁͳͷ͸ɺ໰୊ղܾೳྗ͕ͲͷΑ͏ʹվળ͞ΕΔ͔Ͱ͢ɻ ෼໺ͷແ஌ʹ͓͍ͯɺ໰୊ղܾ͸ɺͦͷ։ ൃͱͦͷखޱʹରॲ͢ΔHCIͷଟ͘ͷطଘͷ֓೦ʹ൓͠·͢ɻ ໰୊ղܾ͸ɺHCIͰอ࣋͞Ε͍ͯΔ͍ͭ͘ ͔ͷද໘తͳج४ʹର͢Δ৽ͨͳٞ࿦Λఏڙ͢Δͱ৴͍ͯ͡·͢ɻ ࠓ·Ͱͷද໘తͳ෼ྨʹͱΒΘΕͣʹ
 ໰୊ղܾೳྗʢProblem-Solving Capacityʣʹج͍ͮͯ
 ධՁΛ͠Α͏

74 ʮԿ͕ྑ͍HCIݚڀͳͷ͔ʁʯͷ࠶ߟ Rethinking What Constitutes ‘Good’ Research ͨͱ͑͹ɺHCIͷҰ෦ͷ෼ੳͰ͸ɺςʔθ͔ΒΞϯνςʔθɺγϯηγεʹࢸΔ·ͰɺͦͷਐߦΛμΠϨ ΫςΟϒͱݟͳ͍ͯ͠·͢ɻ HCIͷʮ3ͭͷ೾ʯ[5]·ͨ͸ʮ4ͭͷΤϙοΫʯ[42]·ͨ͸͞·͟·ͳʮλʔ ϯʯʢྫɿ࿅श[26]·ͨ͸໺ੜ[10]ʣΛߟྀ͍ͯͩ͘͠͞ɻ ͜ΕΒͷ෼ੳʹΑΕ͹ɺHCIͷݚڀ͸ݹయతͳೝ஌ओ͔ٛΒ࢝·Γ·͕ͨ͠ɺͦͷݶքͷͨΊʹɺଞͷஈ ֊ΛܦͯਐԽ͠·ͨ͠ɻ ໰୊ղܾͷ؍఺͸ɺςΫϊϩδʔɺϢʔβʔάϧʔϓɺίϯςΩετɺ͓ΑͼΞ ΫςΟϏςΟͷܶతͳมԽʹର͢ΔධՁͱিಥ͠·ͤΜɻ ͜Ε͸ɺॏཁͳ໰୊ͷঢ়گΛܗ੒͠·͢ɻ ৽͍͠໰୊͕ൃੜ͢Δͱɺݹ͍ιϦϡʔγϣϯ͸ͦͷॏཁੑͱҰൠԽՄೳੑͷҰ෦Λࣦ͏Մೳੑ͕͋Γ ·͢ɻ ͔͠͠ɺݹ͍໰୊͕ͦͷॏཁੑΛ׬શʹࣦ͍ɺೳྗΛղܾͨ͜͠ͱΛࣔࠦ͢Δ͜ͱ͸ɺΧςΰϦʔͷؒ ҧ͍ʢWritingͷΑ͏ʹͣͬͱੲ͔Β໰୊͕ଘଓ͠ଓ͚Δ΋ͷ΋Δʣ ݹయతͳೝ஌ՊֶΛ࢝ΊɼHCIͰ͸ࠓ·Ͱʹ৭Μͳ͜ͱ͕
 ͕͋ͬͨɼݹ͘ͳͬͨ΋ͷ͸શͯແʹؼ͢ΔΘ͚Ͱ͸ͳ͍

75 ʮԿ͕ྑ͍HCIݚڀͳͷ͔ʁʯͷ࠶ߟ Rethinking What Constitutes ‘Good’ Research ·ͨɼଞͷܗࣜͷཧ࿦ΑΓ΋ϞσϧΛ༏ઌ͢Δཧ༝͸ͳ͍ɽ Ҏલͷஶ໊ͳݟղͷ1ͭ͸ɼʰHCI͸ϞσϧۦಈܕͰ͋Γɼ༧ଌͱ੍ޚΛ໨ࢦ͢΂͖ͩʱͱ͍͏΋ͷ ͜ͷٞ࿦ͷओཁͳࢧ࣋ऀ͸χϡʔ΢ΣϧͱΧʔ[36] Ϟσϧ͸ԾઆͷޮՌతͳදݱͰ͋Γɺܦݧతݱ৅Λ؆ܿʹઆ໌͠ɺઃܭʹ๛෋ͳؚҙΛಋ͖ग़͢͜ͱΛՄ ೳʹ͢Δɻ ͦΕΒ͸ɺઃܭΛʮΦϑϑοΫʯʹͤ͞ͳ͍ڧྗͳཧ࿦Ͱ͢ɻ Ϟσϧ͸ɺ֓೦తɺܦݧతɺ ݐઃతͳ໰୊ղܾೳྗΛߴΊΔՄೳੑ͕͋Γ·͢ɻ ʮϋʔυαΠΤϯεʯͷελϯε͸ڱ͗͢Δͱࢦఠ͢Δ͜ͱͰɺޙͷ൷൑͸ਖ਼͔ͬͨ͠ɻ ϥ΢μωεΫ ͷ؍఺͔Β͸ɺϑΟʔϧυͱͯ͠ͷHCIͷ໰୊ղܾೳྗΛ੍ݶ͠·͢ɻ Ϟσϧ͸ɺࢲ͕ͨͪରॲ͠ͳ͚Ε ͹ͳΒͳ͍͢΂ͯͷλΠϓͷݚڀ໰୊ʹ୯ʹରॲ͢Δ͜ͱ͸Ͱ͖·ͤΜɻ Model͸ॏཁ͕ͩɼॏࢹ͗͢͠΋ྑ͘ͳ͍ χϡʔ΢Σϧͷཱ৔

76 ʮԿ͕ྑ͍HCIݚڀͳͷ͔ʁʯͷ࠶ߟ Rethinking What Constitutes ‘Good’ Research ࠷ޙʹɼHCI࿦จͷධՁʹ͓͚Δ༗֐ͳج४ͷ1ͭ͸৽نੑ
 ϓϩάϥϜҕһձͷձٞͰͷ࿦จ΍ٞ࿦ͷืूʹ͓͍ͯڧྗͳ໾ׂΛՌͨ͢Ұํɼ৽نੑ͸໰୊ղܾೳྗ ͱͷΈ૬ؔʹ࿦จ͸৽نੑ͕ͳͯ͘΋ͦͷೳྗΛେ෯ʹ޲্ͤ͞Δ͜ͱ͕Ͱ͖Δ ໰୊ղܾೳྗΛ·ͬͨ͘૿΍͞ͳͯ͘΋࿦จ͸࢐৽͔΋͠Εͣɼ৽نੑ͸αϒλΠϓ1ͷߩݙʹؔ࿈ͯ͠ ͍ΔͱೝΊΔ ͜ͷछͷߩݙͷpreԆ͸ɺධՁج४͚ͩͰͳ͘ɺٸ଎ʹਐԽ͢Δٕज़৘੎Λ൓ө͢Δ܏޲͕͋Γ·͢ɻ CHI’15αϯϓϧ͔ΒɺΠϯλϥΫγϣϯͷ࢐৽ͳίϯηϓτͷσϞϯετϨʔγϣϯ͕࣌ʑ৽͍͠ιϦ ϡʔγϣϯΛઃܭ͢Δͷʹ໾ཱͭ͜ͱ͸໌Β͔Ͱ͢ʢAffordance ++ͱಉ༷ʣɻ ͍͔ͭ͘ͷ৔߹ɺܦݧత ݚڀ͸ɺޙͷݚڀΛܹࢗ͠ɺ࣮ફʹ৘ใΛ༩͑Δݱ৅Λ࠷ॳʹ໌Β͔ʹ͢Δ΋ͷͰ͋Δʢྫɿը૾ݕࡧ ʹ͓͚ΔੑผόΠΞεʣɻ ໰୊͸ɺද໘ͷಛ௃ͱਐߦঢ়گͷࠞཚͰ͢ɻ ৽نੑʹΑΓɺݚڀऀ͸αϒλ Πϓ1ͷ໰୊ͷ਺Λ࠷େԽ͠·͕͢ɺͦΕΒΛղܾ͢Δೳྗ͸࠷େԽ͠·ͤΜɻ 1ͭ͸αϒλΠϓ1ͷڧ ৽نੑ͸େࣄ͕ͩɼ৽نੑͷ᠘ʹϋϚΔ͜ͱͷͳ͖Α͏ʹ

77 Limitations and Critiques of Problem-Solving

78 ൷൑ͱஶऀͷճ౴ Q. Ϟϩκϑ[34]ʹΑͬͯઆ໌͓Αͼ൷൑͞Ε͍ͯΔΑ͏ʹɼ໰୊ղܾ͸HCIΛղܾओٛ΁ಋ͘ Design Problem΍User ProblemΛத৺ͱͨ͠ݚڀ͸ٻΊ͍ͯͳ͍ɽConceptualͳؔ৺ͷͨΊͷΠϯλϥΫγϣϯݚڀ ΍ɼ୳ࡧతͳσβΠϯ։ൃɼܦݧతݱ৅Λֶश͢ΔͨΊͷݚڀΛೝΊ͓ͯΓɼ͢΂ͯʮResearch ProblemʯͰ͋Δɽ
 Q. HCI͸ଞͷ෼໺ͱ໌֬ʹॏෳ͠ɼڥքΛ࣋ͭ෼໺ͱཱͯ֬͠͠ͳ͍ HCIʹؚ·ΕΔଞͷϑΟʔϧυΛྻڍ͢Δ͜ͱͰHCIΛఆٛͰ͖Δͱ͍͏֓೦͸൱ఆɽ
 Ή͠Ζɼௐࠪର৅ɾ໨తɾಛੑʹΑͬͯઢҾ͖͞ΕΔ΂͖ɽ
 Q. HCIʹ͓͚Δܳज़ͷ໾ׂ͕ແࢹ͞ΕΔ σβΠϯʹ͓͚Δඒత໨ඪ΋Constructive Problemͱͯ͠෼ੳ͞ΕΔ৔߹͕͋Δɽ
 ͨͩ͠ɼΞʔςΟετ͕͜ͷઆ໌ʹ఍߅͢Δ৔߹΋͋Δɽ Critiques and Authors’ Answer

79 ൷൑ͱஶऀͷճ౴ Q. ଟ͘ͷՊֶతൃݟͱֵ৽͸ɼ໰୊ղܾͰ͸ͳ͘ɼ޷ح৺͔Βੜ͡Δ ໰୊ղܾ͸޷ح৺Λഉআ͠ͳ͍ɽଟ͘ͷ৔߹ɼ޷ح৺υϦϒϯͷ໰୊Λಛఆ͢Δݚڀ͕ධՁ͞ΕΔɽ
 ໰୊Λಛఆ͢Δ͜ͱ͸ɼޙͰιϦϡʔγϣϯ͕ొ৔͢ΔͨΊͷલఏ৚݅Ͱ͋Δ͕ɼ໰୊Λղܾ͢Δ͜ͱ͕޷ح৺Λਪ ਐ͢Δ΋ͷͰ͸ͳ͍͜ͱʹ͸ಉҙɽ
 ୯ʹຊ࿦จ͸ɼݚڀऀ͕໰୊ΛఆࣜԽ͢ΔΑ͏ͳ׆ಈʹ௜໧͍ͯ͠Δ͜ͱʹ୺Λൃ͍ͯ͠Δɽ
 Q. ϢʔβʔΤΫεϖϦΤϯεͳͲͷಛఆͷτϐοΫ͸ɼଌఆෆՄೳͰओ؍తͳΫΦϦςΟʹؔ܎͢Δͨ Ίɼ໰୊΍ղܾࡦͱͯ͠આ໌Ͱ͖ͳ͍ HCIͷ͍͔ͭ͘ͷྑ͍ྫ͸ɼओ؍ੑͱඇଌఆੑ͕࠷ॳ͸Problem-Solving Capacityͷ૿ՃΛ஗ΒͤΔ͔΋͠Εͳ͍͕ɼ վળΛ๦͛Δඞཁ͸ͳ͍͜ͱΛ͍ࣔͯ͠·͢ɻͦͷΑ͏ͳྫͷ1ͭʹೝ஌ϫʔΫϩʔυͷ֓೦͕͋Γ·͢ɻ͜Ε͸ɺݚ ڀͰ͜ͷ֓೦Λ೔ৗతʹ࢖༻͢ΔΑ͏ͳϨϕϧʹఆٛ͞Εɺ૷උ͞Ε͍ͯ·͢ʢTLXΞϯέʔτͳͲʣɻίϯϐϡʔλ ʔͷ࢖༻ʹ͓͚Δओ؍తͳੑ࣭ʹରॲ͢Δ͜ͱ͸ɺHCIͷਂࠁͳཧ࿦ͷཁ݅Ͱ͢ɻ Critiques and Authors’ Answer

80 ൷൑ͱஶऀͷճ౴ Q. HCIͷ໰୊͸໘౗Ͱ͢ɻෆ໌֬ͳ໰୊·ͨ͸ʮअѱͳʯ໰୊ͷ໰୊ղܾ͸ͲͷΑ͏ʹߦΘΕ·͔͢ʁ ৽͍͠τϐοΫ͸͍͋·͍Ͱɺ࠷ॳ͸͋·Γཧղ͞Ε͍ͯͳ͍܏޲͕͋Γ·͕͢ɺHCIͷݚڀ͸໘౗Ͱ͋Δͱ͍͏ओு ʹ൓ର͠·͢ɻΑΓ໌֬ʹఆࣜԽ͞Εͨ໰୊ͱΑΓྑ͍ղܾࡦ͸ɺ໌շ͞΋վળ͠·͢ɻ
 Q. ݚڀ΁ͷߩݙͷଟ͘͸ɺղܾࡦͰ͸ͳ͘ϏδϣϯͰ͢ɻ MemexͱϢϏΩλείϯϐϡʔςΟϯάΛ ݕ౼͍ͯͩ͘͠͞ ࢲͨͪ͸ɺͦͷΑ͏ͳϏδϣϯ͸αϒλΠϓ1ͷ֓೦త͔ͭݐઃతͳ໰୊ʢ͢ͳΘͪɺ͋Γಘͳ͍ɺ·ͨ͸ط஌ͷղܾ ࡦ͕ͳ͍ʣͱͯ͠આ໌Ͱ͖Δͱओு͠·ͨ͠ɻ໰୊ղܾ͸͜ͷߩݙλΠϓΛΩʔͱͯ͠ೝࣝ͠·͕͢ɺͦΕ͕ͲͷΑ ͏ʹੜ੒͞ΕΔ΂͖͔ʹ͍ͭͯ͸Կ΋ݴٴ͍ͯ͠ͳ͍͜ͱ͸ࣄ࣮Ͱ͢ɻ
 Critiques and Authors’ Answer

81 ൷൑ͱஶऀͷճ౴ Q. Ϗϡʔ͸ෆ໌ྎͰɺଟ͘ͷʮҰํͷखʯͱʮଞํͷखʯʹͭͳ͕Γ·͢ɻ HCIʹର͢ΔΑΓڧ͍࢟੎ ΛՄೳʹ͠·͔͢ʁ ͓ͦΒ͘ɺϥ΢μϯͷ࢓ࣄͷ࠷΋ऑ͍ଆ໘͸ɺԿ͕ॏཁͰ͋Δ͔ʹ͍ͭͯͷίϯηϯαεͳ͠Ͱ͸ɺʮ༗ҙʯΛධՁ Ͱ͖ͳ͍ͨΊɺ໰୊ղܾೳྗΛఆٛͰ͖ͳ͍͜ͱͰ͢ɻ ΑΓҰൠతʹ͸ɺ໰୊ղܾೳྗͷ͍͔ͭ͘ͷཁૉ͕ओ؍తͰ ٞ࿦ͷ༨஍͕͋Δ͜ͱΛड͚ೖΕΔඞཁ͕͋Γ·͢ɻ ͋Δར֐ؔ܎ऀʹͱͬͯॏཁ͔ͭޮ཰తͳ͜ͱ͸ɺଞͷਓʹͱ ͬͯ͸ඇৗʹҟͳΔՄೳੑ͕͋Γ·͢ɻ
 Q. HCIݚڀͷॏཁͳ໨ඪ͸ɺ໰୊ղܾͰ͸ͳ͘ɺࣾձͱ࢈ۀ΁ͷӨڹͰ͢ɻ ໰୊ղܾೳྗ͸ɺݚڀίϛϡχςΟ֎ͷར֐ؔ܎ऀʹ͍ͭͯ΋ධՁͰ͖·͢ɻ ՝୊͸ɺ൴Βͷ໰୊Λݚڀ໰୊ʹม׵ ͢Δ͜ͱͰ͢ɻ Laudan͕͜ͷ຋༁ϓϩηεͷΨΠμϯεΛ΄ͱΜͲఏڙ͍ͯ͠ͳ͍͜ͱ͸࢒೦Ͱ͢ɻ ͔͠͠ɺͳͥେ ֶ͸ۀքͷ໰୊Λղܾ͠Α͏ͱ͢Δͷ͔ͱਘͶΔ͔΋͠Ε·ͤΜɻ Critiques and Authors’ Answer

82 Conclusion

83 ݁࿦ HCIͷݚڀ͸ɺձٞɺδϟʔφϧɺ࿦จɺࢿۚԉॿਃ੥ɺ؂ಜɺ࿦จͷτϐοΫɺ͓ΑͼΩϟϦΞʹେ͖ ͳӨڹΛ༩͑·͢ɻ ͜ͷϗϫΠτϖʔύʔͰ͸ɺHCIͷݚڀ͸ίϯϐϡʔςΟϯάͷਓؒʹΑΔ࢖༻ʹؔ ࿈͢Δ໰୊ͷղܾʹؔ͢Δ΋ͷͰ͋Δͱ͍͏ݟղΛਐΊ·ͨ͠ɻ HCI͕͜ΕΛߦ͏ൣғΛ࢖༻ͯ͠ɺݸʑ ͷ࿦จ΍ݚڀϓϩάϥϜશମΛ෼ੳ͢Δํ๏Λࣔ͠·ͨ͠ɻ ໰୊ղܾͷࢹ఺͸ɺݚڀͷΞΠσΞΛੜΈ ग़͢͜ͱ΋Ͱ͖ɺHCIݚڀͱ͸Կ͔ʹؔ͢Δ௕೥ͷٞ࿦ͷ৽઱ͳࢹ఺Λఏڙ͠·͢ɻ ·ͨɺ৽͍ٞ͠࿦͕ ੜ·ΕΔ͜ͱΛظ଴͍ͯ͠·͢ɻ ໰୊ղܾͷ؍఺͸ɺଞͷHCIݚڀͷߩݙͱͯ͠൑அ͞ΕΔ΂͖Ͱ͢ɻaʣͦΕ͕औΓ૊Ή໰୊ͱbʣ໰୊ղ ܾೳྗͷ૿ՃΛݟΔ͜ͱʹΑͬͯɻ ࢲͨͪ͸ɺ໰୊ղܾͷࢹ఺͕HCIͷͦͷΑ͏ͳ໰୊΁ͷରॲʹ໾ཱͭ ͱओு͠ɺ࠷ॳͷূڌΛ༩͑·ͨ͠ɻ ࣮ࡍɺHCIݚڀͱ͸Կ͔ʢ໰୊ղܾʣɺHCIͷ༏Εͨݚڀͱ͸Կ͔ ʢ໰୊ղܾೳྗΛߴΊΔղܾࡦʣɺͦͯ͠ͲͷΑ͏ʹ ࢲͨͪͷ෼໺Λલਐͤ͞·͢ʢܦݧͱݐઃͷڮ౉ ͠Λ͠·͢ʣɻ ໰୊ղܾ͕͢΂ͯͷHCIݚڀʹద༻͞ΕΔɺ·ͨ͸͢΂ͯͷ໰୊Λղܾ͢Δͱ͍͏;ΓΛ Critiques and Authors’ Answer ΋͏όΠϒε͸఻ΘͬͯΔ͜ͱͱࢥ͏