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425
How bodies matter: five themes for interaction design
- In Proc. DIS
, 2006
"... Our physical bodies play a central role in shaping human experience in the world, understanding of the world, and interactions in the world. This paper draws on theories of embodiment — from psychology, sociology, and philosophy — synthesizing five themes we believe are particularly salient for inte ..."
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Cited by 143 (11 self)
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Our physical bodies play a central role in shaping human experience in the world, understanding of the world, and interactions in the world. This paper draws on theories of embodiment — from psychology, sociology, and philosophy — synthesizing five themes we believe are particularly salient for interaction design: thinking through doing, performance, visibility, risk, and thick practice. We introduce aspects of human embodied engagement in the world with the goal of inspiring new interaction design approaches and evaluations that better integrate the physical and computational worlds. Author Keywords Embodiment, bodies, embodied interaction, ubiquitous
Scaffolding complex learning: The mechanisms of structuring and problematizing student work
- The Journal of the Learning Sciences
, 2004
"... There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex con-tent and skill demands than they could otherwise handle. Many different approaches to scaffolding techniques have been presented ..."
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Cited by 76 (0 self)
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There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex con-tent and skill demands than they could otherwise handle. Many different approaches to scaffolding techniques have been presented in a broad range of software tools. I ar-gue that two complementary mechanisms can explain how a diversity of scaffolding approaches in software act to support learners. Software tools can help structure the learning task, guiding learners through key components and supporting their plan-ning and performance. In addition, tools can shape students ’ performance and under-standing of the task in terms of key disciplinary content and strategies and thus problematize this important content. Although making the task more difficult in the short term, by forcing learners to engage with this complexity, such scaffolded tools make this work more productive opportunities for learning. I present arguments for these mechanisms in terms of the obstacles learners face, and I present several brief examples to illustrate their use in design guidelines. Finally, I examine how the mechanisms of structuring and problematizing are sometimes complementary and sometimes in tension in design, discuss design tradeoffs in developing scaffolded in-vestigation tools for learners, and consider the reliance of scaffolding on a classroom system of supports. There is much interest in education reform in using technology to support learners. One aspect of the argument for technology has been that software can be used to help learners succeed in more complex tasks than they could otherwise master (Davis &
Example-Centric Programming: Integrating Web Search into the Development Environment
, 2010
"... The ready availability of online source-code examples has fundamentally changed programming practices. However, current search tools are not designed to assist with programming tasks and are wholly separate from editing tools. This paper proposes that embedding a task-specific search engine in the d ..."
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Cited by 74 (5 self)
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The ready availability of online source-code examples has fundamentally changed programming practices. However, current search tools are not designed to assist with programming tasks and are wholly separate from editing tools. This paper proposes that embedding a task-specific search engine in the development environment can significantly reduce the cost of finding information and thus enable programmers to write better code more easily. This paper describes the design, implementation, and evaluation of Blueprint, a Web search interface integrated into the Adobe Flex Builder development environment that helps users locate example code. Blueprint automatically augments queries with code context, presents a code-centric view of search results, embeds the search experience into the editor, and retains a link between copied code and its source. A comparative laboratory study found that Blueprint enables participants to write significantly better code and find example code significantly faster than with a standard Web browser. Analysis of three months of usage logs with 2,024 users suggests that task-specific search interfaces can significantly change how and when people search the Web.
Two Studies of Opportunistic Programming: Interleaving Web Foraging, Learning, and Writing Code
, 2009
"... This paper investigates the role of online resources in problem solving. We look specifically at how programmers—an exemplar form of knowledge workers—opportunistically interleave Web foraging, learning, and writing code. We describe two studies of how programmers use online resources. The first, co ..."
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Cited by 67 (6 self)
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This paper investigates the role of online resources in problem solving. We look specifically at how programmers—an exemplar form of knowledge workers—opportunistically interleave Web foraging, learning, and writing code. We describe two studies of how programmers use online resources. The first, conducted in the lab, observed participants ’ Web use while building an online chat room. We found that programmers leverage online resources with a range of intentions: They engage in just-in-time learning of new skills and approaches, clarify and extend their existing knowledge, and remind themselves of details deemed not worth remembering. The results also suggest that queries for different purposes have different styles and durations. Do programmers’ queries “in the wild ” have the same range of intentions, or is this result an artifact of the particular lab setting? We analyzed a month of queries to an online programming portal, examining the lexical structure, refinements made, and result pages visited. Here we also saw traits that suggest the Web is being used for learning and reminding. These results contribute to a theory of online resource usage in programming, and suggest opportunities for tools to facilitate online knowledge work.
Space to think: large high-resolution displays for sensemaking
- ACM CHI Conference on Human Factors in Computing Systems
, 2010
"... Space supports human cognitive abilities in a myriad of ways. The note attached to the side of the monitor, the papers spread out on the desk, diagrams scrawled on a whiteboard, and even the keys left out on the counter are all examples of using space to recall, reveal relationships, and think. Tech ..."
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Cited by 64 (24 self)
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Space supports human cognitive abilities in a myriad of ways. The note attached to the side of the monitor, the papers spread out on the desk, diagrams scrawled on a whiteboard, and even the keys left out on the counter are all examples of using space to recall, reveal relationships, and think. Technological advances have made it possible to construct large display environments in which space has real meaning. This paper examines how increased space affects the way displays are regarded and used within the context of the cognitively demanding task of sensemaking. A study was conducted observing analysts using a prototype large, high-resolution display to solve an analytic problem. This paper reports on the results of this study and suggests a number of potential design criteria for future sensemaking tools developed for large, high-resolution displays.
Formulation and Preliminary Test of an Empirical Theory of Coordination in Software Engineering
- In 2003 International Conference on Foundations of Software Engineering
, 2003
"... Motivated by evidence that coordination and dependencies among engineering decisions in a software project are key to better understanding and better methods of software creation, we set out to create empirically testable theory to characterize and make predictions about coordination of engineering ..."
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Cited by 55 (13 self)
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Motivated by evidence that coordination and dependencies among engineering decisions in a software project are key to better understanding and better methods of software creation, we set out to create empirically testable theory to characterize and make predictions about coordination of engineering decisions. We demonstrate that our theory is capable of expressing some of the main ideas about coordination in software engineering, such as Conway's law and the effects of information hiding in modular design. We then used software project data to create measures and test two hypotheses derived from our theory. Our results provide preliminary support for our formulations.
Understanding Design as a Social Creative Process
, 2005
"... The Human-Computer Interaction community has long been concerned with design. Terms such as `creativity' and `innovation' are frequently used when referring to the design process and in this paper we examine what creativity is with respect to design. Design is often a collaborative and, th ..."
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Cited by 45 (3 self)
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The Human-Computer Interaction community has long been concerned with design. Terms such as `creativity' and `innovation' are frequently used when referring to the design process and in this paper we examine what creativity is with respect to design. Design is often a collaborative and, therefore, a social activity. We review the evolution of definitions of creativity, leading to our proposal of a unified definition, we present a theoretical account of why social creativity should in principle be more productive than individual creativity. We explain findings to the contrary in terms of three social influences on creativity and suggest that research in supporting design should focus on mitigating the effects of these social influences on the creativity of design teams.
Socio-technical environments supporting people with cognitive disabilities using public transportation
- Transactions on Human-Computer Interaction (ToCHI
, 2005
"... Public transportation systems are among the most ubiquitous and complex large-scale systems found in modern society. For those unable to drive such as people with cognitive disabilities, these systems are essential gateways for participation in community activities, socialization, and independence. ..."
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Cited by 44 (16 self)
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Public transportation systems are among the most ubiquitous and complex large-scale systems found in modern society. For those unable to drive such as people with cognitive disabilities, these systems are essential gateways for participation in community activities, socialization, and independence. To understand the magnitude and scope of this national problem, we highlight deficiencies identified in an international study by the Transportation Research Board of the National Research Council and present specific cognitive barriers identified in empirical studies of transportation systems in several U.S. cities. An interdisciplinary team of HCI researchers, urban transportation planners, commercial technologists, and assistive care specialists are now collaborating on the Mobility-for-All project to create architectures and prototypes that support those with cognitive disabilities and their caregivers. We have grounded our research and design efforts using a distributed cognition framework. We have derived requirements for our designs by analyzing “how things are ” for individuals with cognitive disabilities who learn and use public transportation systems. We present a socio-technical architecture that has three components: a) a personal travel assistant that uses real-time Global Positioning Systems data from the bus fleet to deliver just-in-time prompts; b) a mobile prompting
Technology affordances for intersubjective learning: A thematic agenda for CSCL. Paper presented at the international conference of Computer Support for Collaborative Learning (CSCL 2005
- Proceedings of the Computer Supported Collaborative Learning 2005 (CSCL2005
, 2005
"... Abstract. The study of technology affordances for intersubjective learning is proposed as the thematic agenda for CSCL. Work that does not consider intrinsically interactional mechanisms of learning or does not study affordances specific to technology support is still valuable but is not considered ..."
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Cited by 43 (6 self)
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Abstract. The study of technology affordances for intersubjective learning is proposed as the thematic agenda for CSCL. Work that does not consider intrinsically interactional mechanisms of learning or does not study affordances specific to technology support is still valuable but is not considered central to the CSCL agenda. A fusion of experimental, ethnographic and design methodologies is also proposed. A working definition of intersubjective learning as joint accretion of interpretations on a dynamically evolving context is provided, along with an outline for analysis under this definition.
Leveraging mobile technology for sustainable seamless learning
- British Journal of Educational Technology
, 2010
"... Nanyang Technological University (NTU). He has over two decades of experience with educational technology research in research institutes and universities. He is an editorial member of the Interna-tional Journal on AI & Education and the International Journal on CSCL. Peter Seow is a senior soft ..."
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Cited by 35 (10 self)
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Nanyang Technological University (NTU). He has over two decades of experience with educational technology research in research institutes and universities. He is an editorial member of the Interna-tional Journal on AI & Education and the International Journal on CSCL. Peter Seow is a senior software engineer with the LSL, NIE. He has over 10 years of industrial experience in leading projects, consulting and systems development. Zhang BaoHui is an assistant professor in the Learning Sciences and Technologies Academic Group (LSTAG) and LSL, NIE, Nanyang Technological University (NTU). His current research foci are designing and assessing interactive environments when using computer-based modelling or mobile technologies for inquiry-based science learning. So Hyo-Jeong is an assistant
