Human-Computer Interaction

In this book the reader will find a collection of 31 papers presenting different facets of Human Computer Interaction, the result of research projects and experiments as well as new approaches to design user interfaces. The book is organized according to the following main topics in a sequential order: new interaction paradigms, multimodality, usability studies on several interaction mechanisms, human factors, universal design and development methodologies and tools

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

Self-knowledge through self-tracking devices: design guidelines for usability and a socio-technical examination from posthumanity perspective

The Digital Era introduces emerging product categories that have evolved around certain habits and concepts. One tendency in the Information Age is recording and storing quantitative and qualitative data based on an individual's life by using ubiquitous computing devices. Such products, bringing self-observation and autobiographical memory capabilities to an extreme level, have the potential to morph human beings by augmenting and altering their self-understanding through presenting previously nonexistent information regarding their lives. The diversity found in this product range is increasing parallel to the growing demand. However, the meaning of these products for human life is rarely discussed. It remains a question whether these personal logs lead to an enriched self-knowledge for their users or not. This thesis aims to investigate the design principles and the influences of self-tracking products and services on daily life within a socio-technical framework in order to establish a connection between selftracking by ubiquitous computing devices and the notion of self-concept

Enabling and Understanding Failure of Engineering Structures Using the Technique of Cohesive Elements

In this paper, we describe a cohesive zone model for the prediction of failure of engineering solids and/or structures. A damage evolution law is incorporated into a three-dimensional, exponential cohesive law to account for material degradation under the influence of cyclic loading. This cohesive zone model is implemented in the finite element software ABAQUS through a user defined subroutine. The irreversibility of the cohesive zone model is first verified and subsequently applied for studying cyclic crack growth in specimens experiencing different modes of fracture and/or failure. The crack growth behavior to include both crack initiation and crack propagation becomes a natural outcome of the numerical simulation. Numerical examples suggest that the irreversible cohesive zone model can serve as an efficient tool to predict fatigue crack growth. Key issues such as crack path deviation, convergence and mesh dependency are also discussed

Factors Influencing the Selection of Academic Help Sources

This study extends the literature on academic help-seeking by identifying factors influencing undergraduate students’ selection of a source of help. Learners engage in intentional decisions to seek help from human and non-human sources to resolve gaps in knowledge. Decision making heuristics provide a theoretical lens to understand these intentional decisions. Previous research in academic help-seeking assumed learners sought only human sources of assistance, resulting in a narrow understanding of how learners resolve knowledge gaps. Methodological trends in help-seeking research consistently favor quantitative, survey based tools with pre-defined options. As a result, the factors that influence the selection of a source in a real world setting with both human and online sources remains unexplored. This mixed methods study documented actual help-seeking behavior. Participants recorded source utilization during an in-class problem solving activity and documented out-of-class activity through a survey. The survey also captured participant’s perceptions of a newly proposed help source classification matrix as well as a recently proposed expectancy value model of source selection. A self-selected sample (n = 25) of the participants completed semi-structured follow up interviews. Grounded theory methodology guided the qualitative phase. The results demonstrate that undergraduate students utilize online and human sources with similar intentions and confirm factors unidentified by previous research influence the source selection process. These factors include an expectation of reciprocity, relevance, domain, time, type of assignment, availability of sources and an expanded understanding of the role of faculty. The findings also demonstrate evidence of decision making heuristics. The findings of this study support and expand on important recent work suggesting the inclusion of online sources in help-seeking models and the importance of relationships as well as underscore the need for the development of an integrated framework for understanding help-seeking in a realistic setting. Information seeking may serve as an appropriate theoretical framework to integrate academic help-seeking and information-searching behavior. The study suggests that the proposed expectancy value matrix and classification matrix may not prove robust enough to integrate human and non-human source usage behavior. This study demonstrates the value of qualitative approaches towards understanding academic help-seeking behavior