Music preferences are likely to depend on contextual characteristics such as location and activity. However, most recommender systems do not allow users to adapt recommendations to their current context. We therefore built ContextPlay, a context-aware music recommender that enables user control for both contextual characteristics and music preferences. By conducting a mixed-design study (N=114) with four typical scenarios of music listening, we investigate the effect of controlling contextual characteristics in a music recommender system on four aspects: perceived quality, diversity, effectiveness, and cognitive load. Compared to our baseline which only allows to specify music preferences, having additional control for context leads to higher perceived quality and does not increase cognitive load. We also find that the contexts of mood, weather, and location tend to influence user perception of the system. Moreover, we found that users are more likely to modify contexts and their profile during relaxing activities.

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Music recommender systems typically offer a “one-size-fits-all” approach with the same user controls and visualizations for all users. However, the effectiveness of interactive interfaces for music recommender systems is likely to be affected by individual differences. In this paper, we first conduct a comprehensive literature review of interactive interfaces in recommender systems to motivate the need for personalized interaction with music recommender systems, and two personal characteristics, visual memory and musical sophistication. More specifically, we studied the influence of these characteristics on the design of (a) visualizations for enhancing recommendation diversity and (b) the optimal level of user controls while minimizing cognitive load. The results of three experiments show a benefit for personalizing both visualization and control elements to musical sophistication. We found that (1) musical sophistication influenced the acceptance of recommendations for user controls. (2) musical sophistication also influenced recommendation acceptance, and perceived diversity for visualizations and the UI combining user controls and visualizations. However, musical sophistication only strengthens the impact of UI on perceived diversity (moderation effect) when studying the combined effect of controls and visualizations. These results allow us to extend the model for personalization in music recommender systems by providing guidelines for interactive visualization design for music recommender systems, with regard to both visualizations and user control.

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Previous research has found that enabling users to control the recommendation process increases user satisfaction. However, providing additional controls also increases cognitive load, and different users have different needs for control. Therefore, in this study, we investigate the effect of two personal characteristics: musical sophistication and visual memory capacity. We designed a visual user interface, on top of a commercial music recommender, with different controls: interactions with recommendations (i.e., the output of a recommender system), the user profile (i.e., the top listened songs), and algorithm parameters (i.e., weights in an algorithm). We created eight experimental settings with combinations of these three user controls and conducted a between-subjects study (N=240), to explore the effect on cognitive load and recommendation acceptance for different personal characteristics. We found that controlling recommendations is the most favorable single control element. In addition, controlling user profile and algorithm parameters was the most beneficial setting with multiple controls. Moreover, the participants with high musical sophistication perceived recommendations to be of higher quality, which in turn lead to higher recommendation acceptance. However, we found no effect of visual working memory on either cognitive load or recommendation acceptance. This work contributes an understanding of how to design control that hits the sweet spot between the perceived quality of recommendations and acceptable cognitive load.@en

When recommendations become increasingly personalized, users are often presented with a narrower range of content. To mitigate this issue, diversity-enhanced user interfaces for recommender systems have in the past found to be effective in increasing overall user satisfaction with recommendations. However, users may have different requirements for diversity, and consequently different visualization requirements. In this paper, we evaluate two visual user interfaces, SimBub and ComBub, to present the diversity of a music recommender system from different perspectives. SimBub is a baseline bubble chart that shows music genres and popularity by color and size, respectively. In addition, ComBub visualizes selected audio features along the X and Y axis in a more advanced and complex visualization. Our goal is to investigate how individual traits such as musical sophistication (MS) and visual memory (VM) influence the satisfaction of the visualization for perceived music diversity, overall usability, and support to identify blind-spots. We hypothesize that music experts, or people with better visual memory, will perceive higher diversity in ComBub than SimBub. A within-subjects user study (N=83) is conducted to compare these two visualizations. Results of our study show that participants with high MS and VM tend to perceive significantly higher diversity from ComBub compared to SimBub. In contrast, participants with low MS perceived significantly higher diversity from SimBub than ComBub; however, no significant result is found for the participants with low VM. Our research findings show the necessity of considering individual traits while designing diversity-aware interfaces.@en

This paper aims to link student facing Learning Analytics Dashboards (LADs) to the corpus of research on Open Learner Models (OLMs), as both have similar goals. We conducted a systematic review of literature on OLMs and compared the results with a previously conducted review of LADs for learners in terms of (i) data use and modelling, (ii) key publication venues, (iii) authors and articles, (iv) key themes, and (v) system evaluation. We highlight the similarities and differences between the research on LADs and OLMs. Our key contribution is a bridge between these two areas as a foundation for building upon the strengths of each. We report the following key results from the review: in reports of new OLMs, almost 60% are based on a single type of data; 33% use behavioral metrics; 39% support input from the user; 37% have complex models; and just 6% involve multiple applications. Key associated themes include intelligent tutoring systems, learning analytics, and self-regulated learning. Notably, compared with LADs, OLM research is more likely to be interactive (81% of papers compared with 31% for LADs), report evaluations (76% versus 59%), use assessment data (100% versus 37%), provide a comparison standard for students (52% versus 38%), but less likely to use behavioral metrics, or resource use data (33% against 75% for LADs). In OLM work, there was a heightened focus on learner control and access to their own data.

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