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Wizard of Oz Prototype
紙上原型指導(dǎo)
- Software simulation with a human in the loop to help
用人性的關(guān)懷模擬軟件（行為）
- “wizard of Oz”＝“man behind the curtain”
“wizard of Oz”＝“人隱藏在幕后”
－wizard is usuallly but not always hidden
向?qū)峭ㄓ玫�，但不總是隱藏著
- Often used to simulate future technology
經(jīng)常使用模仿未來的技術(shù)
－Speech recognition 語音識(shí)別
－Learning 學(xué)習(xí)
- Issues 問題
－Two UIs to worry about: user’s and wizard’s
兩個(gè)UI設(shè)計(jì)師擔(dān)心的：用戶的和指導(dǎo)的
－wizard has to be mechanical 指導(dǎo)被機(jī)械化
Part of the power of paper prototypes is the depths you can achieve by having a human simulate the backend. A Wizard of Oz prototype also uses a human in the backend, but the front end is an actual computer system instead of a paper mockup. The term Wizard of Oz comes from the movie of the same name, in which the wizard was a man hiding behind a curtain, controlling a massive and impressive display.
部分紙上原型作用的發(fā)揮，你可以通過人類模擬反饋的一定深度來達(dá)到。紙上原型指導(dǎo)在后端也是使用人類（模擬）。但在前端，是真實(shí)的計(jì)算機(jī)系統(tǒng)代替紙上模型。指導(dǎo)團(tuán)隊(duì)來自與它同名的電影，在電影中，指導(dǎo)就是隱藏在幕布后的人，控制著給人留下深刻印象的表演。
（翻譯到這里，我怎么覺得這個(gè)指導(dǎo)就像躲在幕后的皮影戲演員，紙上原型測(cè)試過程就像在唱一臺(tái)皮影戲，莫非紙上原型方法是從我們老祖宗那得來的靈感，不得不驚嘆，歷史有時(shí)驚人的相似，不得不感嘆中華文化的博大精深，再過幾十年，這些祖宗留下的文化遺產(chǎn)和精神財(cái)富還會(huì)有嗎？）
In a Wizard of Oz prototype, the “wizard” is usually but not always hidden from the user. Wizard of Oz prototypes are often used to simulate future technology that isn’t available yet, particularly artificial intelligence. A famous example was the listening typewriter (Gould, Conti, & Hovanyecz, “Composing letters with a simulated listening typewriter,” CACM v26 n4, April 1983). This study sought to compare the effectiveness and acceptability of isolated-word speech recognition, which was the state of the art in the early 80’s, with continuous speech recognition, which wasn’t possible yet. The interface was a speech-operated text editor. Users looked at a screen and dictated into a microphone, which was connected to a typist (the wizard) in another room. Using a keyboard, the wizard operated the editor showing on the user’s screen.
在原型指導(dǎo)中，指導(dǎo)是常態(tài)的，但并不總是隱藏在用戶后面。原型指導(dǎo)經(jīng)常用來模擬未來科技，盡管它們（未來技術(shù)）當(dāng)前并不可用，獨(dú)特的人工智能。一個(gè)著名的例子是語音識(shí)別打字機(jī)。(Gould, Conti, & Hovanyecz, “Composing letters with a simulated listening typewriter,” CACM v26 n4, April 1983).這項(xiàng)研究試圖比較單詞語音識(shí)別的作用和可行性，這是在80年代早期的技術(shù)發(fā)展水平上，做到連續(xù)的語音識(shí)別還是不可能的事情。那個(gè)界面就是一個(gè)拼寫操作的文字編輯器。用戶看著一個(gè)屏幕，然后對(duì)著麥克風(fēng)發(fā)出指令，麥克風(fēng)連著另一個(gè)房間的打字員。利用鍵盤，指導(dǎo)操作編輯的過程展示在用戶的屏幕上。
The wizard’s skill was critical in this experiment. She could type 80 wpm, she practiced with the simulation for several weeks (with some iterative design on the simulator to improve her interface), and she was careful to type exactly what the user said, even exclamations and parenthetical comments or asides. The computer helped make her responses a more accurate simulation of computer speech recognition. It looked up every word she typed in a fixed dictionary, and any words that were not present were replaced with X’s, to simulate misrecognition. Furthermore, in order to simulate the computer’s ignorance of context, homophones were replaced with the most common spelling, so “done” replaced “dun”, and “in” replaced “inn”. The result was an extremely effective illusion. Most users were surprised when told (midway through the experiment) that a human was listening to them and doing the typing.
在這個(gè)試驗(yàn)中，指導(dǎo)的技能處于臨界狀態(tài)。她必須能每分鐘打80字，她要花數(shù)周的時(shí)間模擬練習(xí)，（在模擬中迭代設(shè)計(jì)來改進(jìn)她的界面）她很仔細(xì)的打出正是用戶所說的，甚至是感嘆，附加注釋或者其它。“計(jì)算機(jī)模擬人”的幫助使她的反應(yīng)更加精確的模擬計(jì)算機(jī)的語音識(shí)別。她從敲入的備好的字典中找到每一個(gè)單詞。任何單詞只要沒有出現(xiàn)過的都將用X’s取代，來模擬識(shí)別。并且，為了模擬計(jì)算機(jī)不知道上下文的效果，同音字被共同的拼寫代替，因此“done”代替“dun”，“in”代替“inn”。結(jié)果是一個(gè)非常深刻的夢(mèng)幻般的效果。大部分用戶感到很驚訝，當(dāng)他們述說時(shí)（在試驗(yàn)過程中），實(shí)際是真人在聽他們?nèi)缓笞龅妮斎搿?/p>
Thinking and acting mechanically is harder for a wizard than it is for a paper prototype simulator, because the tasks for which Wizard of Oz testing is used tend to be more “intelligent”. It helps if the wizard is personally familiar with the capabilities of similar interfaces, so that a realistic simulation can be provided. (See Maulsby, 1993) It also helps if the wizard’s interface can intentionally dumb down the responses, as was done in the Gould study.
相比指導(dǎo)和紙上原型的模擬者，思維和行動(dòng)的機(jī)械化程度更高；因?yàn)椋瑴y(cè)試指導(dǎo)中使用的任務(wù)傾向更加“智能化”。如果親自指導(dǎo)熟悉類似的界面性能很有幫助。因此，就能提供真實(shí)的模擬(See Maulsby, 1993)。（好難懂啊～～～）如果指導(dǎo)界面在提供反饋時(shí)故意沉默，也會(huì)有幫助，象在做古爾德研究。
A key challenge in designing a Wizard of Oz prototype is that you actually have two interfaces to worry about: the user’s interface, which is presumably the one you’re testing, and the wizard’s.
設(shè)計(jì)原型向?qū)б粋�(gè)關(guān)鍵的挑戰(zhàn)是你實(shí)際有兩個(gè)界面要考慮：用戶的界面，（大概是你正在測(cè)試的那個(gè)）和向?qū)Ы缑妗?/p>
本文鏈接：http://m.95time.cn/design/doc/2007/4716.asp 
出處：大智交互設(shè)計(jì)
責(zé)任編輯：moby
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