Abstract
Technological advancements have revolutionized the proliferation and availability of information to users, which has created more complex and intensive interactions between users and systems. The learning process of users is essential in the construction of new knowledge when pursuing improvements in user experience. In this paper, the interruption factor is considered in relation to interaction quality due to human–computer interaction (HCI) being seen to affect the learning process. We present the results obtained from 500 users in an interactive museum in Tijuana, Mexico as a case study. We model the HCI of an interactive exhibition using belief–desire–intention (BDI) agents; we adapted the BDI architecture using the Type-2 fuzzy inference system to add perceptual human-like capabilities to agents, in order to describe the interaction and interruption factor on user experience. The resulting model allows us to describe content adaptation through the creation of a personalized interaction environment. We conclude that managing interruptions can enhance the HCI, producing a positive learning process that influences user experience. A better interaction may be achieved if we offer the right kind of content, taking the interruptions experienced into consideration.
Highlights
We are currently involved in an information revolution where technology facilitates tasks and the daily activities of people, making them more productive; it is important to evaluate if the evolution of technology is truly helping people
We find a variety of interactive exhibitions from which different situations emerge due to the presence of groups of people; otherwise, we find interruption factors causing incomplete interactions, reducing performance and increasing error rates, affecting user attention, as well as the emergence and variety of scenarios that can provide feedback to the research
These inputs are essential for feedback to the fuzzy inference system (FIS); the FIS was configured with one output
Summary
We are currently involved in an information revolution where technology facilitates tasks and the daily activities of people, making them more productive; it is important to evaluate if the evolution of technology is truly helping people. Technology is not necessarily appropriately adopted; for example, if something that is new or novel is being misused, impacting misinformation and ignorance, it could mean the opposite [1]. In order to argue how technology can help in the interaction among educators and learners during the learning process, it is desirable that educators act as facilitators in the learning process, meaning that they are more interested in the learners learning than in the delivery of teaching.
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