Overview of 203CR Term 1

Learning Outcome in relation to blogs

Term one was explored though with various tools and techniques through usability in pervasive computing. Below shows the studio that I was given and did through term 1.


Definitions/Images of Pervasive Computing
reading Week 1
iPod Usability Explorations
Design Approaches
Usability Tools
Writing Reports
Identifying Research Activities and Methods; Advice/Supervision on Key Assignment


The terms ended with a evaluation on the learning outcomes of the module so far and how they relate to what was learnt.

Learning Outcomes
Demonstrate understanding of the concept of pervasive computing and how this differs from, and extends, desktop-based computing.

This learning outcome was successfully met as I did the research on pervasive computing as seen on the blogs and in the report.

Discuss issues and challenges in designing for usability in the area of pervasive computing (i.e., designing for ‘pervasive usability’).
The learning outcome links to what I did for the tutorial where I did a evaluation on my Samsung device. This broaden my knowledge of the effects and understanding of what pervasive computing are designed for
Demonstrate knowledge of a range of problem spaces for pervasive usability,including single-user and collaborative systems; systems for work, learningand leisure; and mobile devices, smart devices and information appliances.

As part of the tutorial exercise I explored a variety of usability evaluations, where pervasive devices are used, and prototyping when creating iterations of designs. I identified the limitation or problems to these areas. The tutorial was stating Yes But x y and z are an issue. So I feel I met this outcome.
Appropriately select a usability method whether this be user testing, metrics,ethnography, or other; and effectively carry out usability evaluations.

This is demonstrated this in the report where it can be seen that Ive outlined the usability methods, techniques, cognitive walkthroughs. I have test these by getting real user to test my statements made. I have identified the differences between qualitative and quantitative methods and the research activates. In addition to design principles and how the issues concerning the mobile device.Generate prototype solutions appropriately for given design problems. Critically reflect on approaches and achievements.
I clearly identified the limitations to the design problems that I had with the mobile device. This data was collected from the users that tested the device. Once I obtained their results I was able to do critical summaries of the design problem if any and any solutions for this. Improvements were made further more and how this can be used to make the device better.

Identifying research activities and methods

The purpose of this task was to identify research activities and the methods for them. We identified this by looking at a real academic publication. The first part was to list all the research activities that were on.

Below shows most of the research activities found in the hand out publication. Along side of them is written whether the activity was quantitative method – it is counting quantities (numbers, statistics, graphs etc), qualitative method – looking at qualities (description, explanation, argument etc) or both.

Ref Source: http://www.cogentcomputing.org/~john_h/DIS06.pdf

Research Activities

• Users may be encouraged to be ‘hands on’, engaging with and enacting the activity. Some methods ask users to role-play envisioned activities employing the future technology in the actual use environment. Others build full-scale models or provide high-fidelity simulations, e.g. video-prototypes that users can evaluate (page 110 – paragraph 7) - Quantitative

• At Chawton House we used a variety of methods, mixing ‘hands-on’ and ‘reflective’ activities. We worked with maps to ground discussions, had curators experience prototypes in situ, enacting how visitors to the estate would interact with the system, and ran a full-scale ‘demonstrator’ of the system in the grounds of Chawton House. (page 111 – paragraph 2) - Both

• Chawton House staff was interested in working with us to explore the possibilities for new kinds of technology-enhanced tours of the grounds. We met and interacted with several of the (approximately 15) staff, mainly working with three key people: Greg, the acting director; Sue, the assistant librarian; and Alan, the estate manager. (page 111 – paragraph 4) - Both

• As a first cut into the large space of possible visitor experiences we decided together with the curators to focus on two kinds of visitor experience: one for adult visitors; the other an educational experience for schoolchildren. We further decided to develop the educational experience as an early demonstrator to bootstrap the curators’ understanding of what was possible, which we would then build on in the future when creating further visitor experiences. (page 111 – paragraph 7) – Qualitative

• Our co-design activities consisted of four workshops of about two hours each, which involved the three core staff members on all occasions apart from Alan’s absence from the fourth. The workshops focused on understanding their work and the setting, developing ideas for visitor tours including the educational experience, and collecting material to be presented by the mobile devices. After the third workshop, the educational experience, a school fieldtrip designed in collaboration with teachers, took place. The fourth workshop focused on reflection on this experience, particularly how other kinds of visitor experience could be developed as part of our longer-term co-design relationship. (page 111 – paragraph 8) - Both

• We asked curators what they know about the house and grounds, what kinds of things they tell visitors when giving tours, and what themes are important for tours. Inspired by the use of maps and small-scale models in Participatory Design [17, 19], we printed a large map and populated it with models of buildings. The map provided a shared reference for discussion, enabling the curators to point out key locations and to tell us the things that are interesting about those locations. (page 112 – paragraph 1) – Qualitative

• Sue, Alan and Greg took three researchers on separate guided tours. A second researcher on each tour videotaped it. The tapes provided us with material for possible reuse in audio tours. (page 112 – paragraph 2) – Quantitative

• Following this workshop, a set of audio segments were selected and cut by the research team from the recordings. These were of sufficient quality and interest to be used as content for our system. (page 112 – paragraph 2) – Qualitative

• We showed curators a short video of the Ambient Wood project to provide an impression both of the technology and the kinds of activities that can be created for children. We then took the curators on a walk around the grounds with a laptop, playing selected audio clips to give an impression of how visitors might experience this. (page 112 – paragraph 3) - Both

• It took around two hours and consisted of four phases. First, Sue gave a guided tour of the house to the whole group. Then the children explored the grounds in pairs, free to go wherever they wanted. They were followed by researchers recording what they did, but not by teachers. Each pair of children shared a single portable device with location sensing and the ability to record audio and text. (page 112 – paragraph 5) - Both

• We presented a 30 minute video (providing an overview of the fieldtrip itself and the subsequent writing activity), summarized feedback from teachers and children, and showed them the stories the children had written. (page 113 – paragraph 3 – Qualitative

• Then the curators walked around the grounds, with the device and content used by the children. For this activity, unlike the fieldtrip, there was no location detection and thus no dynamic delivery of information. We used a ‘static deck’, the device giving directions of where to go next, after a set of instructions and information related to one location had been finished. (page 113 – paragraph 3) – Quantitative

• Over the course of the project, curators were repeatedly exposed to new ways of thinking about how content could be used to construct novel forms of tours. In particular, content being delivered by technology rather than humans; content being broken up into separate clips that could be shuffled, allowing visitors to follow flexible rather than fixed paths; and visiting locations in any order. (page 113– paragraph 5) - Qualitative

• In Workshop 1, we asked curators to think of different kinds of tours of the grounds; particularly whether and how far they needed to be guided or whether visitors could go where they liked. (page 113– paragraph 6) - Qualitative

• We walked with the three curators and a laptop to different locations in the grounds and played a few clips at places where visitors might hear them. As part of the demonstration, we started in a different place to where tours normally start. Later-on curators remarked that it was an intriguing idea to start tours at the gate, a different route to their usual one. (page 114– paragraph 3) - Both

• In the second hour of Workshop 3, the curators examined transcripts of audio clips. (page 114– paragraph 5) – Qualitative

• Interviewed directly after the fieldtrip, Alan commented: “The children were walking – sort of scurrying around. [We] would be interested, because if you can say to children, go off and they come back 2 or 3 hours later, you haven’t spent that time doing that.” (page 114– paragraph 6) - Qualitative

Planning my Key Assignment

After having a look at the Key Assignment Specification, I have come to a decision that i will be choosing option 1. I will be making a Usability Evaluation report on a Walkman device. Now i will start to plan how to write a report.

I will make sure the report is a well organized document which defines and analysis a subject or problem. In this case being an evaluation report and the subject being on a Walkman device. The things which I may include are:

• the record of a sequence of events
• Analysis of the significance of these events or facts
• evaluation of the facts or results of research presented
• discussion of the outcomes of a decision or course of action
• conclusions
  
• recommendations

The report may also contain the following parts:

• Title Page
• Abstract/ Executive Summary
• Table of Contents
• Introduction
• Discussion
• Charts/ Tables
• Conclusions & Recommendations
• Appendices

Theses are some issues to be though about and included in a report. Also, other elements to consider are accuracy of grammar and result, concision, clear and well structured consistently.

Another element will include the contents page. This must be clear and well formatted list of all the section and sub-sections of the report. Along with page number and decimal number.

A Reference is a key element which show research of study that has been done into the topic area. This being online, CD, magazine, digital interactive forms of media that was used through research. This part will show a list of full details of all the sources which i have made a reference for. I will consider the Harvard method to compile my references to give a clear and professional structure.

Usability Tools

The objective for this task in the studio is to decide how far and in what ways Usability Goals and Design Principles have been used in the design of a mobile phone. The mobile phone that will be analysed is the Samsung D900 (FIG 1).

FIG 1 – Samsung D900

What are Usability Goals?

Usability goals are defined when building or designing technologies. It is a measurable design purpose relating to how functional a system needs to be. The six usability goals will now be applied to the mobile device which target specific scenarios and functions of the phone.

Effectiveness

The Samsung D900 is very far fetched in terms of how good the phone is delivering for what it is suppose to do. It has many useful features and functions that give satisfaction to the user of what an advanced technology phone should do. It has features such as, Java games, a 3.15 Mega pixel flash camera, Bluetooth, EDGE/GPRS WAP network technology, photo editing expandable memory etc,. It meets the needs for what the device should do as an advanced phone and for the user. As explained acceptability fits in with the people’s ways of working and is productive since it designed to be a human centered device.

Efficiency

This device supports the user in carrying out their tasks in a very well-organized and structured way in terms of shortcuts and easily accessible functions on the mobile phone. The device has an external button short cut which allows the user to, click to take a photo, increase and decrease volume on speaker/keypad tone. It has a quick launch button which allows the user to search through their contacts in alphabetical order while giving the user power to search and find selected contact directly.

The user can also man quick phone called by finding contact or using the hold down keypad button to phone in a single key process. While to user is on the phone, he/she can make effective use of the device itself giving more that one functions to carry out at one including, sending text message while on the phone, looking through phonebook, looking at o2 services. Etc. This device allows the every-day usage of the phone to be well-ordered on these ways.

Safety

The D900 Samsung device is a safe phone to use to an extent. You will not get any electric shock from but the common issue in radiation is an issue but that is not a heavy problem in this case. There is the issue of the battery overheating if you leave it in certain conditions but this is up to the user to be aware of this common sense realization. As a device the internal protection is very good as it allows you do put passwords on anything menu or folder you want which gives the user great confident in the breach of privacy.

The device is reliable in giving the user frequent prompts when he/she is making a permanent change to setting or action of the phone i.e. canceling a message it will prompt ‘ok, back’. If the user accidentally presses the red phone button while creating a message, it will prompt the user to save it to draft folder. Once the phone is closed, slider closes; this automatically locks the phone and makes it safer in terms of accidental keypad actions. But there is still a safety issue where the user can accidentally press the right sequence of buttons to deactivate the keypad and make unexpected actions i.e. phoning someone.

Utility

The device allows the user to perform many actions with simplicity like the phone side buttons when the user can take a photo in two step by opening the application and taking the photo. Also, there are two up/down button which enables to user to directly changing the volume, scrolling/paging down a menu. Listening to music via the built in Mp3 player, viewing PDF, PPT files to view documents which can be utilized very effectible.

A limitation in terms of make the most of out the device would be how the user can’t randomly selects menus for example since they have to use the keypad to move up, down, left or right in a number of sequences. A solution to this would be having a touch sensitive screen which makes all operation of the phone allot easier and time consuming.

Learnability

Learnability is a key principle in the design of any mobile phone. In this can The D900 (FIG 1) is relatively uncomplicated in providing the user to understand quickly where things are located across the device. For example, the menus are structured in a way the user can categorized itself where the function might be where for what the user is looking for and in general this can come to terms of common sense relating to how the D900 phone is structured. When using an mp3 player to user can relate to other devices like a computer, laptop, PDA, or mp3 player. It clearly has stop, play skip buttons displayed. The phone offers informative feedbacks showing prompt and strives for consistency which makes it easier to learn how the phone operates.

Memorability

There mobile device incorporates many ways to able the user not to forget how the device is used in terms of remembrance and consistency. Firstly the design interface is structured in a very consistent layout using the same colour scheme and menu structure throughout the phone. The menus are divided onto separate categories and in certain rows/columns that the user will remember after use it a couple of time. It will soon be natural for the user to automatically understand what buttons to press (up/down/left/right or keypad) to get to the outcome.

When the user takes a photo, it will save it into the photos folder. The menu shows blocked icons which clearly pictifies what the menu will consist of. So it gives the user understand and remembrance of what it is before the user clicks on it and after the user used the feature.

What are Design Principles?

Design Principles is like a set of guide lines which direct the designer during the design process. This can be incorporated to evaluate and analysis prototype designs in this case, the Samsung D900 mobile device will be evaluated under the six principles that was introduced by Don Norman.

Visibility

The D900 enables to users to see what functions are available and what the device is doing when these functions are in use. The keypads are clearly defined and labelled again to an extent (FIG 1). The top two main buttons just have three dots on them so it isn’t very visible to the user to understand the function for the button. But when you look at the screen, it clearly shows the description for them which is menu and contacts. This is placed above the buttons on the bottom of the screen so it does do the job when you look at the screen.

It has a cancel button defined as ‘C’, it has two phone button, the green phone meaning pick up, and red phone with switch of button meaning, put down/switch off/cancel all actions and return to main screen desktop. The phone gives the user to recognise keys and functions instated of recalling what they mean or where to find it. In addition visibility in also included through the use sounds.

Feedback

The Samsung D900 device gives the user quick feedback informing the user what effect their actions have had. When the user us sending a message it clearly says ‘Sending Message’ and when it is sent is prompts, ‘Message Sent’, also giving you the option of cancelling. Feedback is shown in different forms through sounds and visual display.

When the user sends a message or makes has a correct outcome it has a high pitches sounds and when it isn’t it has a low pitched dull sound. When a user deletes a message, image/video/sound file, they are always prompted to confirm their actions. With the device frequent feedback this will emphasise the concept of the user feeling in control.

Constraints

This device was made so that it prevented user from trying to do things that are inappropriate. This givens the user restricted access to options and results in a reduced chance that the user will make a mistake. A physically example is that the memory card, charger and headphones can only be slotted in one ways. Also the keypad can only be pressed down instead of being pulled or sided to have a result. So this prevents errors happened but giving a result due to this constraint.

The logical constraint for this device is how selected menus options are disabled when it is not appropriate for the task. For example when you select wallpaper, you have two options for have a built in wallpaper and your own wallpaper. When you select normal this allow you to get your wallpaper and you ave different options for this. However if you chose the theme wallpaper option, all the other options are disable since it is a built in configuration. As a result the other disable options are shaded grey to notify the user of their constraints or limitation.

An example of a cultural constraint is when you delete a message; a red question mark will appear saying ‘delete –yes or no’ which symbolises danger which alerts the user of something that will be permanent, or something that will make a significant different to the functions or actions. The same applies to when the user types the wrong password in, it had a red exclamation mark for this action.

Mapping

The mapping on this device isn’t very understandable. It is easily acknowledgeable for people who have an understanding of the layout. For example, there are two buttons which that there dots on them. That doesn’t show what it’s for. In the centre of the top keypad it has a four way navigation (up, down, left and right) movement which shows no mapping jus a plain face and not even a shaped indentation to show grip. This isn’t very clear. There is a centred button showing ok/i. User will easily map this to its functions. On the screen through various menus, it has different functions for the two top left and right button of the keypad. Also for the mp3 player it has clear play, forward and stop button to map its function.

Consistency

This device is definitely consistent through its physical design features and its standard ways of working. The menu structure and design are consistent throughout giving the user ease of use and understanding how things will operate similarly. Also the red phone button will always cancel what you are doing and take you to the desktop after a prompt. This is consistent through all operations.

Affordances

The design of the phone is clear in what they are for. For example allot the button on the phone afford the user to press or push them. The user will be aware of this since it is raised 1 to 2 mm which gives the user understanding. There is a micro SD slot on the side of the phone which is flat on the phone. It has a indentation on the side of it so it will afford the user to put its nail or finger n it and pull the cover off.

Design Approaches

The purpose of this task is to think about the “Yes Buts” of applying UCD to pervasive computing. Also, thinking about the implications for technology design from the IDEO photos given for the task.

The “Yes Buts” for using UCD for Pervasive Computing

Statement	YES BUT
The aim of User Centred Design is to design user interactive technologies, i.e. to meet the user’s requirements, prototyping alternate design or evaluating them.	YES BUT, do we actually know whether they have the needs for the system in practice.
Establishing requirements and understanding user needs; what do users want, what do users need.	YES BUT, User Centred Design relies on understanding there is a set of needs for an activity. This concept holds back the idea of giving users experiences of the concept.
Hi-fi prototypes results in the idea of the final outcome using materials, features and functions likely to be used in the final product.	YES BUT, using such graphics tools and applications, are they considered to be examples of the pervasive computing model.
The evaluating design process, involving users or experts through usability testing, field studies or predictive evaluation.	YES BUT, when we compile the product or system to get the user’s feedback, will things be as expected, what will occur. This is acceptable in principle but still contentious in evaluation.

Implications for technology design (IDEO photos)

Relating to some photos from the IDEO, the aim of this exercise will be to get ideas and notice:

· What people do in their everyday lives

· What they use

· How they do it

· How that might inform design

Photo 1

This photo shows three people, one female and two male people sitting down reading a newspaper on what looks like a long marble raised bench, which is attached or built to the exterior of a building. There is no interacting with their surroundings and between each other since they are sitting far apart and look isolated individually involved in themselves.

The design implications for this may reflect the linear style of the bench and its stretched size. This surface can be used as a table style concept or a seating areas relating to its height. It is limited. The increase size reflects the comfortability factor. Two people are sitting relaxed utilizing the space yet another looks intense and lonely. On the other hand this may not be an intended seating areas, may since there no benches around. To increase interactivity he seat spacing should be limited or have a number of individual sets of benches/seating. In terms of sitting down on this platform area may apply to User Centered Design. But there are no user centered design principles working around specific user needs as stated above.

Photo 2

The second photo shows four people walking in alternate direct in a long, wide corridor or walkway. The walls and floors are very simple, bright but boring giving the impression that the destination is their focus. This is the impression I got.

The implications for technology design lurk in the interaction and of the people and their surroundings as they walk down this corridor area. There is no photo frames, posters, literature on the walls. In response, I feel the lighting should be reduced and digital videos or advertisements should be displayed on the walls so people accessing this area will have something to look at and appreciated. UCD will apply to these new design ideas since user needs are being targeted for better design.

Photo 3

This photo shows the photo shot focused on the screen of the monitor which displays some sort of graph and there two hands pointing at the graph i.e. pointing at particular parts of the graph using both hands. Maybe there is no mouse to aid the user.

The implications shown here relate to how the user is pointing at the screen pointing to certain areas of the screen and the being two hands. It could be certain features are not there to do this for the user or it is visually difficult for the user to notice this without pointing at the screen. So UCD design needs to be considered to reduce the physically need to aid the user. Using technology would be at a design ease and reduce problems or errors.

IPod usability explorations

The purpose of this task is to think about usability in itself, looking at the ways to do usability evaluations of iPod from this perspective.

Golden Rules of Design

Here I have defined in my own words what the 8 rules of interface design are. This is relating to Schneiderman’s concept.

Strive for consistency

The application must be consistent internally; the consistency must spread throughout the internal design and implementation so it’s easier for the user recognises menus and navigations.

Enable frequent user to use the shortcuts

Giving users the options to allow them to create such shortcuts with the hot keys. For example understand the users most used feature (manually/auto) of the device and providing them access to do this without preset buttons causing complication for the users.

Other informative feedback

Showing error messages or other informative messages clearly and specifically after the time event of action so the user will be familiar to understand the situation.

Design dialogues to yield closure

Shows clear display functions or messages to interact with the user that the ending of the closure is near.

Strive to prevent errors and help users to recover quickly from them

Make sure the phone is internally/externally designed not to mislead or prevent incorrect input. Sufficient space between keypad buttons, clearly defined menus and solutions or automated error fixing.

Allow ‘undo’

Giving easy access for users to change or go back on their errors or input.

Make User Feel in control of a responsive system

Show instant prompts or output when user changes or makes an action. The internal system is been overloaded with complexity with slow output or input actions. Keep performance, ease of use and complexity at the same level.

Reduce short-term memory load

Use simple interface input and output structure. Not overloading information about a track for example, but showing specific, aesthetically appealing information about the track.

Designing a Usability Evaluation

I have selected three of the eight rules and I will design a usability evaluation. The three rules are as follows:

• Strive to prevent errors and help users to recover quickly from them

• Other informative feedback

• Design dialogues to yield closure

The Task

Find the Kyle Minogue song called out of my head and add it to the play list.

The Users

This test will be conducted in Coventry Town Centre to the member of the public from 14 years and over to get an open feedback usability result of the interface.

The instructions given

The user will be given given specific instructions to “Find Kyle Minogue song called Out of my head and add it to the play list. If the user wants to know how to operate the device they can ask and these will b recorded down for evaluative record.

How the data will be analysed

This will be a think aloud protocol observation. I will ask two members to assist me with this. One team member will hold a video camera to record the users physical and verbal reactions and a short interviewed questionnaire will take place about the test carried out. I and my final team member will record notes. We will have criteria’s for this test being, duration of task, number of button clicks, the method of finding the song and general notes. The video tape will be played back and analysed to see the process of how the user carried out the task looking at verbal/body language, linking reactions to the actions events on the iPod.

In terms of the task how far does the iPod satisfy the rules?

After collecting all the results, the data will be analysed and from this I will be able to determine whether the iPod itself satisfy the rules that I have set. If the user has problems (or not) finding or accessing areas of the iPod this will establish if it strives to prevent errors and if it does help the user to recover from this. If the user has troubles with the task other information or general navigation, feedback will be shown to support the user and reduce delay. Once the user knows that he/she has successfully added the selected song to the play list from start to finish, then it will determine that design dialogues productively yield to closure.

The learning outcome that this studio has been relevant to is working towards appropriately selecting a usability method. Whether this is testing, metrics, ethnography or other, I it will show effectiveness in carrying out a usability evaluation.

Pervasive Computing

Definitions and images of Pervasive Computing

Pervasive Computing

Definition 1

The trend towards an information environment in which users have access to ICTs throughout the environment.

Ref: www.parliament.vic.gov.au/SARC/Emocracy/Final_Report/Glossary.htm

Definition 2

Pervasive computing is the trend towards increasingly ubiquitous (another name for the movement is ubiquitous computing), connected computing devices in the environment, a trend being brought about by a convergence of advanced electronic - and particularly, wireless technologies and the Internet.

Ref:http://searchnetworking.techtarget.com/sDefinition/0,,sid7_gci759337,00.html

Definition 3

Pervasive computing refers to the use of computers in everyday life, including PDAs, smart phones and other mobile devices. It also refers to computers contained in commonplace objects such as cars and appliances and implies that people are unaware of their presence.

Ref: http://www.answers.com/topic/pervasive-computing

Ubiquitous Computing

Definition 1

Ubiquitous computing, or calm technology, is a paradigm shift where technology becomes virtually invisible in our lives. Instead of having a desk-top or lap-top machine, the technology we use will be embedded in our environment.

Ref:ahttp://www.cc.gatech.edu/classes/cs6751_97_fall/projects/say-cheese/marcia/mfinal.html


Definition 2

Computers everywhere. Making many computers available throughout the physical environment, while making them effectively invisible to the user.

Ref: http://mobileman.projects.supsi.ch/glossary.html

Ambient Computing

Definition 1

Ambient Computing, Inc. was founded in 2000 in Lawrence, Kansas to develop and commercialize technologies for pervasive computing and networking environments. The core approach was based on architecture for coordinating disparate devices while maintaining preferences, location awareness, and security.

Ref: http://www.ittc.ku.edu/~evans/companies/ambient.html

Definition 2

Ambient computing promises to deliver a smooth end-user experience where computers integrated into the environment automatically and transparently support users in their daily tasks.

Ref:http://64.233.183.104/search?q=cache:1wzon6A_pMwJ:www.ist-palcom.org/publications/files/OT4AMI-prevm.pdf+Ambient+computing+promises+to+deliver+a&hl=en&ct=clnk&cd=1&gl=uk

Disappearing computing

Definition 1

The mission of the initiative is to see how information technology can be diffused into everyday objects and settings, and to see how this can lead to new ways of supporting and enhancing people's lives that go above and beyond what is possible with the computer today. This also shows how things are communicating with one other through various technologies.
Ref: http://www.disappearing-computer.net/



Analysing the definitions

What is similar and different about the definitions of the same different things?

All the definitions are reflecting up on a certain thing but in different contexts and are touching around the same idea. It’s showing how we are interacting and using technology that we see and how this is being incorporated around us, something we aren’t visible to. This is being shown effectively through the physical environment and how technology and us people are adapting around this concept.

What is similar and different about definition of different things?

Pervasive computing refers to tools and devices that are physically used in everyday life, everywhere and something visible to us and how they are there to adjust and assist our requirements. Ubiquitous computing demonstrates how everyday uses of such devices are always there for us users whether we know or not, but this is not always seen by us while disappearing computing refers to how technology correspond to each other and how they’re there to support and enhance our lives through various concepts.

Image illustration of definitions


Pervasive Computing
Ref: http://mceer.buffalo.edu/EE_Expertise/Images/demirbas_fig01.jpg



Ubiquitous Computing


Ref:http://www.ciadvertising.org/sa/spring_06/adv391k/smhong1113/Midterm/i1a.gif



Ambient Computing




Ref: http://www.sfu.ca/~sparki/art_portfolio/ambient_technology/media/fig7.jpg



Disappearing computing

Image ref - http://www.w3.org/2000/Talks/WWW9-Mobile-Web/devices.gif