Does multimedia help students answer test items?

The aim of this study was to investigate the difficulty levels of test items and student perceptions of the test formats while taking a multimedia exam (Vexam). The participants were 390 students in the Department of Anthropology, at the University of Texas at Austin, who took an online, self-paced undergraduate course, integrated with Vexam. The hypothesis of the quantitative study was that the difficulty level would be influenced when multimedia formats were integrated with test items. Qualitative data was collected during and after the exams, using think–aloud activities and individual interviews respectively, to explore the effect of multimedia on students. The mixed research methods elicited findings and some suggestions for future study, and the results of this study provided implications for educators regarding student assessment of multimedia integration.     

Does tailoring help people find the information they need?

In this paper, we present an empirical study assessing the impact of tailoring on information-seeking tasks. Our aim was to evaluate whether providing tailored information would help people find the information they need more quickly and accurately. Our results show that tailored documents have an impact on information-seeking, at least when the information to be found is spread over a number of sources and needs to be synthesised. With documents tailored to their needs, people can find the information they seek more quickly, and overall, more accurately. In our study, we also investigated how people looked for information to gain a better understanding of the strategies employed by people to find information.     

Does aspect-oriented modeling help improve the readability of UML state machines?

Aspect-oriented modeling (AOM) is a relatively recent and very active field of research, whose application has, however, been limited in practice. AOM is assumed to yield several potential benefits such as enhanced modularization, easier evolution, increased reusability, and improved readability of models, as well as reduced modeling effort. However, credible, solid empirical evidence of such benefits is lacking. We evaluate the “readability” of state machines when modeling crosscutting behavior using AOM and more specifically AspectSM, a recently published UML profile. This profile extends the UML state machine notation with mechanisms to define aspects using state machines. Readability is indirectly measured through defect identification and fixing rates in state machines, and the scores obtained when answering a comprehension questionnaire about the system behavior. With AspectSM, crosscutting behavior is modeled using so-called “aspect state machines”. Their readability is compared with that of system state machines directly modeling crosscutting and standard behavior together. An initial controlled experiment and a much larger replication were conducted with trained graduate students, in two different institutions and countries, to achieve the above objective. We use two baselines of comparisons—standard UML state machines without hierarchical features (flat state machines) and standard state machines with hierarchical/concurrent features (hierarchical state machines). The results showed that defect identification and fixing rates are significantly better with AspectSM than with both flat and hierarchical state machines. However, in terms of comprehension scores and inspection effort, no significant difference was observed between any of the approaches. Results of the experiments suggest that one should use, when possible, aspect state machines along with hierarchical and/or concurrent features of UML state machines to model crosscutting behaviors.     

Object-oriented programming—what for?

Object-oriented programming can improve the structure of a program as well as its extensibility and re-usability. However, it can also cause problems: one has to master large class libraries; the control flow of a program is cluttered among many small operations; and accessing all data via procedures reduces efficiency. Therefore, objectoriented programming cannot always be recommended. It is well suited for interactive applications and for programs which maintain heterogeneous data structures where additional variants of the data may be added later. It should not be used for closed algorithms which work on simple data or for time-critical applications. This paper deals with the following questions: When should classes be used? What are the typical application areas of object-oriented programming? Examples are included which demonstrate problems that can be solved elegantly with classes. The language Object Oberon is introduced.     

When does abstraction help?

Abstraction is a leading technique for coping with large state spaces. Abstraction over-approximates the transitions of the original system or the automaton that models it and may introduce nondeterminism. In applications where determinism is essential, we say that an abstraction function is helpful if, after determining and minimizing the abstract automaton, we end up with fewer states than the original automaton. We show that abstraction functions are not always helpful; in fact, they may introduce an exponential blow-up. We study the problem of deciding whether a given abstraction function is helpful for a given deterministic automaton and show that it is PSPACE-complete.     

Giving ergonomics away? The application of ergonomics methods by novices

A re-occurring theme in applied ergonomics is the idea of "giving the methods away" to those with little formal education in the subject. Little is known, however, about the reliability and validity of these methods when applied to the design process, for novices or experts. It is important to establish just how well the methods will perform in the hands of the analyst. The study reported in this paper presents data on novice intra-analyst and inter-analyst reliability together with criterion-referenced validity across a range of methods. Considerable variation in the reliability and validity of the methods was found. The data were then used in utility analysis, to determine the cost-effectiveness of the methods for an example of car radio-cassette design. The analysis shows that estimates of cost-effectiveness may help in the selection of methods.     

Why can't smart students solve simple programming problems?

Computer programming education is evolving on several fronts. This study investigated aspects of the question: how adequate are our conceptions of how to best teach the subject matter? Previous research suggested that the teaching of programming should be focused on "problem solving strategies" ("Model A") rather than on the syntactic/semantic aspects of writing programs ("Model B"). This study was designed to test for student programming performance differences based upon feedback content obtained from each of these two models. The results indicate that certain Pascal loop construct definitions are too general with respect to loop construction. A stricter loop schema resulted in superior performance. The findings also argue that the WHILE construct should receive stricter instructional treatment. In addition, a "constructive" approach to "Model A" feedback (focusing on programmer processes) correlated with subsequent performance superior to that of the control group, whereas neither the conventional approach to "Model A" feedback nor "Model B" feedback (focusing on programmer errors) did so. This finding argues that an approach which relies on narrative treatments and/or error messages is ineffective and that constructive decision rules should serve as a basis for feedback generation and perhaps other aspects of teaching.     

Can aspect-oriented programming lead to more reliable software?

Aspect-oriented programming (AOP) is a novel topic in the software engineering and languages communities. AOP appears to have the potential to significantly improve the reliability of programs, particularly by modularizing error-handling policies and allowing for easier maintenance and better reuse. In this article, we introduce AspectJ, the first AOP language, and demonstrate how you can use it to construct more reliable software     

485 1170 — Can I help you?

The ergonomics aspects of the design of a domestic telephone are outlined as a case study. The main usage points investigated were: handset relationship to ear and mouth together with adequate finger clearance at the cheek; general comfort when picking up and holding the handset; replacing the handset correctly in order to operate the hook-switch; establishing an acceptable compromise for dial and keypad angle at 15 degrees ; and devising a wall mounted unit.     

Does intelligent CAD exist?

Intelligent CAD is a term which has grown in popularity in recent years as the results of research into Artificial Intelligence (AI) get applied to design problems. But there is confusion as to what the term means; e.g. whether current generations of expert systems for design are Intelligent CAD, or whether Intelligent CAD is simply an unachievable goal.This paper argues that Intelligent CAD represents a vision which is almost identical to the earliest visions of Computer Aided Design (CAD). The major difference now is that we have the opportunity through our improved knowledge of AI and cognitive science to take important strides towards delivering CAD systems close to these visions. However, the opportunity may be missed if we concentrate on the wrong issues.It is also argued that developments towards Intelligent CAD will be successful only if they accept the following tenets:

• 1.design is considered as an intellectual knowledge-based process,
• 2.systems do not need to replicate human intelligence; they are required only to exhibit behaviour regarded as intelligent, and
• 3.necessary components of such systems are knowledge-rich models of designs, the capacity for tacit knowledge, and the ability to learn.

     

Does Classicism Explain Universality?

One of the hallmarks of human cognition is the capacity to generalize over arbitrary constituents. Recently, Marcus (1998, 1998a, b; Cognition 66, p. 153; Cognitive Psychology 37, p. 243) argued that this capacity, called universal generalization (universality), is not supported by Connectionist models. Instead, universality is best explained by Classical symbol systems, with Connectionism as its implementation. Here it is argued that universality is also a problem for Classicism in that the syntax-sensitive rules that are supposed to provide causal explanations of mental processes are either too strict, precluding possible generalizations; or too lax, providing no information as to the appropriate alternative. Consequently, universality is not explained by a Classical theory.     

Do patterns help novice evaluators? A comparative study

Evaluating e-learning systems is a complex activity which requires considerations of several criteria addressing quality in use as well as educational quality. Heuristic evaluation is a widespread method for usability evaluation, yet its output is often prone to subjective variability, primarily due to the generality of many heuristics. This paper presents the pattern-based (PB) inspection, which aims at reducing this drawback by exploiting a set of evaluation patterns to systematically drive inspectors in their evaluation activities. The application of PB inspection to the evaluation of e-learning systems is reported in this paper together with a study that compares this method to heuristic evaluation and user testing. The study involved 73 novice evaluators and 25 end users, who evaluated an e-learning application using one of the three techniques. The comparison metric was defined along six major dimensions, covering concepts of classical test theory and pragmatic aspects of usability evaluation. The study showed that evaluation patterns, capitalizing on the reuse of expert evaluators know-how, provide a systematic framework which reduces reliance on individual skills, increases inter-rater reliability and output standardization, permits the discovery of a larger set of different problems and decreases evaluation cost. Results also indicated that evaluation in general is strongly dependent on the methodological apparatus as well as on judgement bias and individual preferences of evaluators, providing support to the conceptualisation of interactive quality as a subjective judgement, recently brought forward by the UX research agenda.     

Successful extreme programming: Fidelity to the methodology or good teamworking?

ContextDeveloping a theory of agile technology, in combination with empirical work, must include assessing its performance effects, and whether all or some of its key ingredients account for any performance advantage over traditional methods. Given the focus on teamwork, is the agile technology what really matters, or do general team factors, such as cohesion, primarily account for a team’s success? Perhaps the more specific software engineering team factors, for example the agile development method’s collective ownership and code management, are decisive.ObjectiveTo assess the contribution of agile methodology, agile-specific team methods, and general team factors in the performance of software teams.MethodWe studied 40 small-scale software development teams which used Extreme Programming (XP). We measured (1) the teams’ adherence to XP methods, (2) their use of XP-specific team practices, and (3) standard team attributes, as well as the quality of the project’s outcomes. We used Williams et al.’s (2004a) [33] Shodan measures of XP methods, and regression analysis.ResultsAll three types of variables are associated with the project’s performance. Teamworking is important but it is the XP-specific team factor (continuous integration, coding standards, and collective code ownership) that is significant. Only customer planning (release planning/planning game, customer access, short releases, and stand-up meeting) is positively related to performance. A negative relationship between foundations (automated unit tests, customer acceptance tests, test-first design, pair programming, and refactoring) is found and is moderated by craftsmanship (sustainable pace, simple design, and metaphor/system of names). Of the general team factors only cooperation is related to performance. Cooperation mediates the relationship between the XP-specific team factor and performance.ConclusionClient and team foci of the XP method are its critical active ingredients.     

Comparing learning ecologies of primary graphical programming: create or fix?

In the last few years, programming, computational thinking, and robotics are more frequently integrated into elementary education. This integration can be done in many different ways. However, it is still unclear which teaching methods work in which situations. To provide some clarity in this area, we compared two methods of integrating programming into a primary robotics workshop for learners aged ten to twelve. In one method, students create programs from scratch; in the other, they start with a faulty program they have to fix. These teaching methods were evaluated using the framework of learning ecology, which provides a holistic framework for assessing complex learning environments. We identified different indicators of learning ecology and assessed our workshops using a mixed-methods approach. Our results showed no difference between the groups on the intrinsic dimension of a learning ecology. However, on the experiential dimension, the learners in the create group scored better on all tests. Our results show the value of a multidimensional assessment of learning ecology to understand different teaching techniques. Additionally, the results provide us with important insights on how to integrate programming into a primary robotics curriculum enabling teachers to select better methods for teaching computing in their classroom.     

Can experts' explanations help students develop program design skills?

This paper reports and experimental investigation of the effectiveness of case studies for teaching programming. A case study provides an “expert commentary” on the complex problem-solving skills used in constructing a solution to a computer programming problem as well as one or more worked-out solutions to the problem. To conduct the investigation, we created case studies of programming problems and evaluated what high school students in ten Pascal programming courses learned from them. We found that the expert's commentary on the decisions and activities required to solve a programming problem helped students gain integrated understanding of programming. Furthermore, the expert's commentary imparted more integrated understanding of programming than did the worked-out solution to the problem without the expert's explanation. These results support the contention that explicit explanations can help students learn complex problem-solving skills.We developed case studies for teaching students to solve programming problems for the same reasons that they have been developed in other disciplines. The case method for teaching complex problem solving was first used at Harvard College in 1870 and has permeated curricula for business, law and medicine across the country. These disciplines turned to the case method to communicate the complexity of real problems, to illustrate the process of dealing with this complexity and to teach analysis and decision making skills appropriate for these problems.