From ethnographic record to system design

This paper explores the issues involved in moving from ethnographic explorations of work in context to a practical contribution to system design. It does so using the example of an interdisciplinary research project involving sociologists and computer scientists in the domain of air traffic control systems. It forms a pair with another paper (Sommerville et al., 1992) exploring these questions from the perspective of our computer science partners. We characterise ethnography as a research method, and consider the differences between undertaking it for strictly sociological or anthropological purposes by contrast with interdisciplinary and design purposes. We summarise some of our results in ethnographic explications of the work of air traffic controllers, and the sociality which it manifests. We describe the dialogues involved in rendering these observations informative for systems design, and the mutual translations implied in attempting to reconcile sociological with software engineering questions about supporting the work. We conclude by specifying some features of cooperative work which an engineering approach is in danger of overlooking; the ways, and limits, in which ethnographers can form a bridge between users and designers; and some of the conflicts of interest entrained in generating technical change.The research is funded by the UK MRC/SERC/ESRC Cognitive Science/HCI Initiative with the title Social Analysis of Control Systems for HCI Design, grant number SPG 8931598. The computer science partners are Professor Ian Sommerville, Dr Tom Rodden, Dr Pete Sawyer and Mr Richard Bentley. Thanks are due to Val King, Kjeldt Schmidt, Ian Sommerville and Tom Rodden for very helpful comments on earlier drafts of this paper.     

Developing a talent training model related to chemical process safety based on interdisciplinary education in China

While chemical industrial development in China is growing rapidly, the corresponding safety training resources remain inadequate, which may often lead to increased risk of chemical accidents. These accidents are often associated with the negligence of safety management, poor safety hazard awareness, and lack of safety practice. In order to alleviate these prominent risk factors in chemical industries in China, our study develops a talent training model related to chemical process safety. First, we propose an approach for establishing the “talent training model” related to chemical process safety, consisting of three steps: analyzing the current status and existing problems of talent training related to chemical process safety, determining the theoretical basis and training objectives for developing interdisciplinary talents, and designing a new talent training model. Second, we establish a talent training model using the proposed method, which includes a comprehensive curriculum system, a diversified teaching pattern, and a quintuple evaluation method. Furtherly, we determine the expected outcomes of the talent training model. The research results provide an innovative chemical process safety training method that is applicable nationwide, also it works as a reference for other rapidly developing countries in the chemical process industry to improve safety within the chemical industry.     

学科交叉融合对计算机基础教学的新挑战

学科交叉融合是现代世界一流大学注重培养的新思路,也越来越受到普通高校教学研究者们的重视。《大学计算机基础》课程则是高校教改的重点和难点。就如何在《大学计算机基础》课程中引入新的教学思路,让学科交叉融合能在高等教育的开展之初就能融入到大学生的学习和研究中,进行部分实践和探索。随着计算机在现代科学研究中的重要性越来越突出,计算机教学改革势在必行。     

Building a research network to better understand climate governance in the Great Lakes

Climate-driven disturbances threaten the sustainability of coastal communities in the Great Lakes Basin. Because such disturbances are unpredictable, their magnitude, number and intensity are changing, and they occur at varying temporal and spatial scales. Consequently, communities struggle to respond in effective ways. The expected intensification of climate-driven disturbances will require that community capacity and governance structures match the spatial and temporal scales of these disturbances, as the most sustainable social and economic systems will be those that can respond at similar frequencies to key natural system drivers. The Climate Governance Variability in the Great Lakes Research Coordination Network (CGVG-RCN) was recently established to address questions about the relationship between climate-driven disturbances and community response. The objective of this short communication is to introduce the ideas behind the CGVG-RCN, outline its goals, and facilitate engagements and collaboration with social and natural scientists interested in social-ecological systems in the Great Lakes Basin.     

Inducing attitude change toward online gaming among adolescent players based on dissonance theory: The role of threats and justification of effort

The negative impact of online gaming on adolescents has received much attention. The question of how to reduce their pathological use of online gaming is a critical issue. Based on the concept of external justification in dissonance theory, this experimental study aimed to examine whether severity of threat and justification of effort would impact adolescent players’ attitude change toward online gaming and their subjective estimations of online gaming addiction. The results echoed predictions from classic studies in dissonance theory. When participants engaged in attitude–discrepant behavior, i.e., persuading other adolescents that an apparently interesting online game is not fun at all, their attitudes toward online gaming shifted more dramatically to the negative side in the context of a low level of threat rather than a high level of threat. Additionally, the magnitude of attitude change was more prominent when participants exerted more rather than less effort to engage in attitude–discrepant behavior. Moreover, a similar pattern of participants’ evaluations of the likelihood of online gaming addiction was also observed. The findings show that dissonance theory has the potential to be useful for inducing adolescent players to disengage in online gaming.     

Development of a diagnostic system using a testing-based approach for strengthening student prior knowledge

Students learn new instructions well by building on relevant prior knowledge, as it affects how instructors and students interact with the learning materials. Moreover, studies have found that good prior knowledge can enable students to attain better learning motivation, comprehension, and performance. This suggests it is important to assist students in obtaining the relevant prior knowledge, as this can enable them to engage meaningfully with the learning materials. Tests are often used to help instructors assess students’ prior knowledge. Nevertheless, conventional testing approaches usually assign only a score to each student, and this may mean that students are unable to realize their own individual weaknesses. To address this problem, instructors can diagnose the test results to provide more detailed information to each student, but this is obviously a time-consuming process. Therefore, this study proposes a testing-based diagnosis system to assist instructors and students in diagnosing and strengthening prior knowledge before new instruction is undertaken. Furthermore, an experiment was conducted to evaluate the effectiveness of the proposed approach in an interdisciplinary course, since several studies have indicated that students learn more and better in such courses when applying relevant prior knowledge to what they are learning. The experimental results show that the developed system is able to effectively diagnose students’ prior knowledge and enhance their learning motivation and performance on an interdisciplinary course. In addition, two diagnostic evaluations were also conducted to assess whether the diagnoses given by the system were consistent with the decisions of experts. The results demonstrate that the proposed system can effectively assist instructors and students in diagnosing and strengthening prior knowledge before new instruction is undertaken, since the diagnoses produced by the system were broadly consistent with those of experts.     

Exploring the relationship between Internet ethics in university students and the big five model of personality

The widespread use of the Internet and the convenient mechanism it provides, such as easy access, easy downloads, and easy copy and paste functions have made many types of unethical behaviors easier, particularly those involving students in academic settings. Among the issues in ethics within the academic environment that can be triggered by the Internet are fraudulence, plagiarism, falsification, delinquency, unauthorized help, and facility misuse. Given these issues, the study seeks to investigate the extent to which students at a public university in Malaysia engage in such unethical behavior and their relationship with the big five personality model. This study was conducted using a survey method of 252 students in three different academic faculties. The results of factor analyses confirm and refine the reliability of the scales for both big five personality variables and unethical Internet behaviors as conceptualized through Internet triggered academic dishonesty (ITADS). The findings indicate that personality traits such as (1) agreeableness, (2) conscientiousness and (3) emotional stability are significantly and negatively correlated with unethical Internet behavior in university students. Significant differences in facility misuse are also observed between the three academic faculties investigated. This research should provide significant contributions to educators in designing the computer ethics curriculum and in allowing for educational institutions as well as other organizations in developing relevant policies and guidelines on matters pertaining to academic conduct, utilization of computers and Internet, and recruitment exercises.     

A semiotic engineering approach to user interface design

Designing software involves good perception, good reasoning, and a talent to express oneself effectively through programming and interactive languages. Semiotic theories can help HCI designers increase their power to perceive, reason and communicate. By presenting some of the results we have reached with semiotic engineering over the last few years, we suggest that the main contributions of semiotic theory in supporting HCI design are: to provide designers with new perceptions on the process and product of HCI design; to bind together all the stages of software development and use, giving them a unique homogeneous treatment; and to pose innovative questions that extend the frontiers of HCI investigations.     

A pattern approach to interaction design

To create successful interactive systems, user interface designers need to cooperate with developers and application domain experts in an interdisciplinary team. These groups, however, usually lack a common terminology to exchange ideas, opinions and values. This paper presents an approach that uses pattern languages to capture this knowledge in software development, human-computer interaction (HCI) and the application domain. A formal, domain-independent definition of design patterns allows for computer support without sacrificing readability, and pattern use is integrated into the usability engineering life cycle. As an example, experience from building an award-winning interactive music exhibit was turned into a pattern language, which was then used to inform follow-up projects and support HCI education.An earlier version of this paper appeared in theProceedings of the DIS 2000 International Conference on Designing Interactive Systems (16–19 August 2000, New York) and appears by permission of the ACM Press.     

Video gameplay, personality and academic performance

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time spent playing video games per week (habitual players), the second asked the total time spent playing favorite video games (selective players), and the third asked the number of different video games played in a year (diverse players). Students who were medium in selective player style (spent 11-50 h) had significantly higher GPAs than students low on selective player style (spent 0-10 h). Students high on habitual playing style (7 or more hours a week) showed significantly lower levels of Conscientiousness compared to students low on habitual playing style (0-1 h a week). Students who were high on the diverse style (i.e., 7 or more games played a year) showed significantly higher Openness scores than students low on the diverse style (0-3 games a year). Finally, several notable relations were found between video game genre preference, GPA, and personality. Results are discussed in terms of the positive implications of video gameplay on academic performance.