Constructionist assessment with mobile software-based paper prototyping

Low-fidelity prototyping is a Knowledge Elicitation technique in HumanComputer Interaction (HCI). However, empirical methods for low-fidelity prototyping have remained relatively static in development. We describe artefact-driven dynamic constructionism, allowing us to view the temporal evolution of design artefacts as measurable constructs within low-fidelity prototypes. Two mobile software tools are described, PROTEUS and PROTEUS EVALUATOR, using Social Constructionism. HCI class prototyping exercises with the tools are reported with 40 HCI Postgraduate students. Artefact-driven constructionist metrics are thus applied to low-fidelity prototyping pedagogy. Advantages and disadvantages of using such methods are demonstrated and explained

Constructionism through mobile interactive knowledge elicitation (MIKE) in human-computer interaction

Mobile computing holds significant as-yet unknown applications of interest in the field of Cyberscience (e-Science) methods. This thesis provides a diverse exploration into the advancement of HC1 theory through the development and testing of mobile cyberscience tools. This is done by synthesising new metrics from learning epistemologies, with the benefits that can be provided by mobile computing solutions. This thesis aims to explore how mobile cyberscience can improve HCI knowledge elicitation (KE) methods. A review of the current state of the art in mobile computing and mobile HCI demonstrates that there is very little reported research in the direction of applying mobile computing to HCI theory (rather than the reverse which is demonstrated to be significantly considered in academia). This motivates a review of the current methods and cyberscience-based tools in the domain of KE in HCI, with several prototype mobile tool designs discussed. A review of candidate grounding theories in pedagogical epistemologies is then covered to build a theoretical foundation for this work. This facilitates the acquisition of a mobile-applicable investigation candidate, namely Constructionism theory, for software modelling in mobile computing methods in HCI KE. A framework for investigating constructionism is designed and presented, describing three key models that extend the domain of HCI KE theory. Through the design, implementation and testing (both expert and user testing) of several mobile computing tools for HCI KE, termed MIKE (Mobile Interactive Knowledge Elicitation) tools, these three key models of constructionism are explored through empirical research and are reported in this thesis as separate case studies. Case study 1 investigates the use of inert constructionism through the use of card sorting. Case Study 2 investigates the use of semi-dynamic constructionism through the use of affinity diagramming. Case Study 3 investigates the use of dynamic constructionism, through the use of low fidelity paper prototyping. The findings from these case studies indicate that mobile cyberscience has a significant scope for application in the practice of current-day HCI methods, and that new qualitative measures in HCI can be acquired through mobile cyberscience tools. There are three main contributions of this thesis that provide practitioners, educators and researchers in HCI with new knowledge. Firstly, the fields of mobile computing and mobile HCI are expanded with the empirically tested simulation of the techniques of card sorting, affinity diagramming and low-fidelity paper prototyping in HCI theory through mobile software. Secondly, a developed framework of constructionism theory successfully enhances the field of HCI KE, contributing to the growth of grounding theories in the field of HCI through the findings of three separately reported case studies. Lastly, cyberscience research for HCI has been given an expansion of research in the area of augmenting HCI with mobile computing. This is achieved through the user centred design, development and user testing of several mobile tools incorporating facilities unique to HCI practitioners, educators and researchers, leading to several related peer-reviewed publications