Toward a Heuristic Model for Evaluating the Complexity of Computer Security Visualization Interface

Computer security visualization has gained much attention in the research community in the past few years. However, the advancement in security visualization research has been hampered by the lack of standardization in visualization design, centralized datasets, and evaluation methods. We propose a new heuristic model for evaluating the complexity of computer security visualizations. This complexity evaluation method is designed to evaluate the efficiency of performing visual search in security visualizations in terms of measuring critical memory capacity load needed to perform such tasks. Our method is based on research in cognitive psychology along with characteristics found in a majority of the security visualizations. The main goal for developing this complexity evaluation method is to guide computer security visualization design and compare different visualization designs. Finally, we compare several well known computer security visualization systems. The proposed method has the potential to be extended to other areas of information visualization

Similarity-based grouping to support teachers on collaborative activities in exploratory learning environments

This paper describes a computer-based tool that helps teachers group their students for collaborative activities in the classroom, the challenge being to organise groups of students based on their recent work so that their collaboration results in meaningful interactions. Students first work on an exploratory task individually, and then the computer suggests possible groupings of students to the teacher. The complexity of the tasks is such that teachers would require too long a time to create meaningful groups. The paper describes the design of the tool, the algorithms and metrics used for generating the groups, the evaluation of the tool, and the pedagogical context in which the tool was designed

The Intersection of Collaboration, Critical Thinking and Technology: Implications for Adult ESL Learners using an Inquiry Approach

The primary purpose of this study was to determine the types and critical thinking skills used by adult ESL students as they learned technology skills through an inquiry approach. The results are based on the types of critical thinking skills that were utilized by adult students working collaboratively on an Excel computer project. Critical thinking was measured by coding audio recordings using the Transitions Integration Framework’s critical thinking skills category. Data were quantified by frequency of occurrence for each sub skill of critical thinking. Results show the most prominent critical thinking skills used by students in this study are problem-solving and decision-making. A secondary focus of this study was to determine the cognitive complexity of the tasks involved in this study. Critical thinking data were examined using Webb’s Depth of Knowledge (DOK) scale to measure the cognitive complexity. The results indicate that students were cognitively processing at a DOK level 2 and 3 as they engaged in the critical thinking of problem-solving and evaluation. Based on the findings, 21st Century success skills such as collaboration and critical thinking may be integrated with technology and Language Arts content in the adult ESL class. Furthermore, the findings suggest that inquiry-based learning deepened students’ understanding of the computer application as a result of using critical thinking skills with their peers. This study adds to an area of educational research on inquiry-based learning, collaboration, critical thinking, English language learners, adult education and the integration of technology

Evaluating electronic textbooks : a methodology

EBONI (Electronic Books ON-screen Interface) [1] builds on the premise to emerge from the Visual Book [2] and WEB Book projects [3], that appearance is important in the design of electronic textbooks, and offers an evaluation model, or general methodology, from which ebook usability experiments in a range of areas can be extracted and remain comparable at a basic level. The methodology sets out options for selecting material, participants, tasks and techniques, which vary in cost and level of sophistication. Results from each study will feed into a set of best practice guidelines for producing electronic textbooks on the Web, reflecting the requirements of students and academics throughout the UK

Exploring individual user differences in the 2D/3D interaction with medical image data

User-centered design is often performed without regard to individual user differences. In this paper, we report results of an empirical study aimed to evaluate whether computer experience and demographic user characteristics would have an effect on the way people interact with the visualized medical data in a 3D virtual environment using 2D and 3D input devices. We analyzed the interaction through performance data, questionnaires and observations. The results suggest that differences in gender, age and game experience have an effect on people’s behavior and task performance, as well as on subjective\ud user preferences