A scientometric analysis of 15 years of CHINZ conferences

CHINZ is the annual conference of the New Zealand Chapter of the Special Interest Group for Computer-Human Interaction (SIGCHI) of the ACM. In this paper we analyse the history of CHINZ through citations, authorship and online presence. CHINZ appears to compare well with the larger APCHI conference on citation-based measures. 42% of CHINZ papers were found as open access versions on the web

Designing a mobile augmented memory system for people with traumatic brain injuries

Augmented memory systems help people remember events in their lives. Individuals with Traumatic Brain Injury (TBI) often have memory impairments. We conducted a user study to learn about strategies individuals with TBI use to remember events in their lives. We explored what characteristics individuals with TBI expect of an augmented memory system. We then investigated these aspects in an initial mobile app design, and propose here a concept for a rehearsal application that addresses the issues found in our studies

Designing a mobile augmented memory system for people with traumatic brain injuries

Augmented memory systems help people remember events in their lives. Individuals with Traumatic Brain Injury (TBI) often have memory impairments. We conducted a user study to learn about strategies individuals with TBI use to remember events in their lives. We explored what characteristics individuals with TBI expect of an augmented memory system. We then investigated these aspects in an initial mobile app design, and propose here a concept for a rehearsal application that addresses the issues found in our studies

Speeding up SOR Solvers for Constraint-based GUIs with a Warm-Start Strategy

Many computer programs have graphical user interfaces (GUIs), which need good layout to make efficient use of the available screen real estate. Most GUIs do not have a fixed layout, but are resizable and able to adapt themselves. Constraints are a powerful tool for specifying adaptable GUI layouts: they are used to specify a layout in a general form, and a constraint solver is used to find a satisfying concrete layout, e.g.\ for a specific GUI size. The constraint solver has to calculate a new layout every time a GUI is resized or changed, so it needs to be efficient to ensure a good user experience. One approach for constraint solvers is based on the Gauss-Seidel algorithm and successive over-relaxation (SOR). Our observation is that a solution after resizing or changing is similar in structure to a previous solution. Thus, our hypothesis is that we can increase the computational performance of an SOR-based constraint solver if we reuse the solution of a previous layout to warm-start the solving of a new layout. In this paper we report on experiments to test this hypothesis experimentally for three common use cases: big-step resizing, small-step resizing and constraint change. In our experiments, we measured the solving time for randomly generated GUI layout specifications of various sizes. For all three cases we found that the performance is improved if an existing solution is used as a starting solution for a new layout

Augmenting Autobiographical Memory: An Approach Based on Cognitive Psychology

This thesis investigates how an interactive software system can support a person in remembering their past experiences and information related to these experiences. It proposes design recommendations for augmented autobiographical memory systems derived from Cognitive Psychology research into human memory – a perspective missing from prior work. Based on these recommendations, a conceptual design of an augmented autobiographical memory system is developed that aims to support users in retrieving cues and factual information related to experiences as well as in reconstructing those experiences. The retrieval aspects of this design are operationalised in an interactive software system called the Digital Parrot. Three important factors in the design and implementation are the context of an experience, semantic information about items in the system and associations between items. Two user studies evaluated the design and implementation of the Digital Parrot. The first study focused on the system's usability. It showed that the participants could use the Digital Parrot to accurately answer questions about an example memory data set and revealed a number of usability issues in the Digital Parrot's user interface. The second study embodied a novel approach to evaluating systems of this type and tested how an improved version of the Digital Parrot supported the participants in remembering experiences after an extended time period of two years. The study found that the Digital Parrot allowed the participants to answer questions about their own past experiences more completely and more correctly than unaided memory and that it allowed them to answer questions for which the participants' established strategies to counteract memory failures were likely to be unsuccessful. In the studies, associations between items were the most helpful factor for accessing memory-related information. The inclusion of semantic information was found to be promising especially in combination with textual search. Context was used to access information by the participants in both studies less often than expected, which suggests the need for further research. Identifying how to appropriately augment autobiographical memory is an important goal given the increasing volume of information to which users are exposed. This thesis contributes to achievement of this goal by stating the problem in Cognitive Psychology terms and by making design recommendations for augmented autobiographical memory systems. The recommendations are confirmed by the design and implementation of such a system and by empirical evaluations using an evaluation method appropriate for the field

Learning outcome dependency on contemporary ICT in the New Zealand middle school classroom

Often studies of children's technology use in the classroom is internally focused and small scale. This study attempts a globalised exploratory overview of an entire New Zealand middle school to understand the technology usages across a range of curriculum and learning outcomes. Observations of the use of technology in the classroom during eight different lessons were conducted followed by structured-open-ended interviews. From our classroom observations and through teacher interviews, we have been able to identify three levels of the dependency of learning outcome on contemporary-ICT

On Birthing Dancing Stars: The Need for Bounded Chaos in Information Interaction

While computers causing chaos is acommon social trope, nearly the entirety of the history of computing is dedicated to generating order. Typical interactive information retrieval tasks ask computers to support the traversal and exploration of large, complex information spaces. The implicit assumption is that they are to support users in simplifying the complexity (i.e. in creating order from chaos). But for some types of task, particularly those that involve the creative application or synthesis of knowledge or the creation of new knowledge, this assumption may be incorrect. It is increasingly evident that perfect order—and the systems we create with it—support highly-structured information tasks well, but provide poor support for less-structured tasks.We need digital information environments that help create a little more chaos from order to spark creative thinking and knowledge creation. This paper argues for the need for information systems that offerwhat we term ‘bounded chaos’, and offers research directions that may support the creation of such interface

Generating Graphical User Interfaces for Software Product Lines: A Constraint-based Approach

Due to a high competitive pressure on the global software market, in many areas the software industry is moving from hand crafting to semi-automatic or automatic software construction based on Software Product Lines (SPL). Techniques to automate the construction of software products from SPLs are widely available. These can handle variability in source code artifacts but they are inappropriate to handle variability in Graphical User Interfaces (GUIs). The main reason is that they are not designed to handle such fine grained configurations as they are required to configure GUI frameworks or toolkits. To nevertheless employ them in GUI generation tasks is complex and time consuming. However, in the Human Computer Interaction (HCI) community approaches to develop GUIs in a model-based manner and with constraint-based techniques are worked on that help automate the construction of GUIs. Therefore, the main hypothesis of the proposed research is that constraint-based GUIs techniques are a well suited basis for reducing the customization effort of generated GUIs of SPLs. The paper proposes a research plan to employ these new HCI techniques in generating GUIs for SPLs

Experiences from Learnersourcing SQL Exercises : Do They Cover Course Topics and Do Students Use Them?

Publisher Copyright: © 2023 Copyright held by the owner/author(s).Learnersourcing is an emerging phenomenon in computing education research and practice. In learnersourcing, a crowd of students participates in the creation of course resources such as exercises, written materials, educational videos, and so on. In computing education research, learnersourcing has been studied especially for the creation of multiple-choice questions and programming exercises, where prior work has suggested that learnersourcing can have multiple benefits for teachers and students alike. One result in prior studies is that when students create learnersourced content, the created content covers much of the learning objectives of the course. The present work expands on this stream of work by studying the use of a learnersourcing system in the context of teaching SQL. We study to what extent learnersourced SQL exercises cover course topics, and to what extent students complete learnersourced exercises. Our results continue the parade of previous learnersourcing studies, empirically demonstrating that learnersourced content covers instructor-specified course topics and that students indeed actively work on the learnersourced exercises. We discuss the impact of these results on teaching with learnersourcing, highlight possible explanations for our observations, and outline directions for future research on learnersourcing.Peer reviewe