Multi-Touch Table for Enhancing Collaboration during Software Design

Encouraging collaborative software design through the use of Multi-touch interfaces has become increasingly important because such surfaces can accommodate more than one user concurrently, which is particularly useful for collaborative software design. This study investigated the differences in collaborative design among groups of students working in PC-based and Multi-touch table conditions to determine the potential of the Multi-touch table to increase the effectiveness of collaboration during software design. The literature includes several interesting studies reflecting the role of Multi-touch tables in enhancing collaborative activities. Research has found that Multi-touch tables increase group interaction and therefore increase the attainment of group goals. Although many research efforts have facilitated collaboration among users in software design using Unified Modelling Language (UML), these studies examined distributed collaboration and not face-to-face collaboration. However, existing research that studied facilitating co-located collaborative software design has some limitations such as using technologies that prevent parallel design activities. Collaborative software design using Multi-touch table has not been widely explored. A structured literature review revealed that no Multi-touch collaborative UML design tool is available. Thus, a Multi-touch enabled tool called MT-CollabUML was developed for this study to encourage students to work collaboratively on software design using UML in a co-located setting. Eighteen master’s level students enrolled in the Software Engineering for the Internet module were selected to participate in the study. The participants formed nine pairs. The experiment followed a counterbalanced within-subjects design where groups switched experiment conditions to ensure each group used the Multi-touch table and PC-based conditions. All collaborative UML diagramming activities were video recorded for quantitative and qualitative analysis. Results show that using the MT-CollabUML tool in the Multi-touch table condition enhanced the level of collaboration among the team members and increased their shared contribution. It also increased the equity of participation; the individuals contributed almost equally to the task, and single-person domination decreased in the Multi-touch condition. Results also show that the Multi-touch table encourages parallel-participative design where both group members work in a parallel manner to accomplish the final agreed-upon design. The analysis of verbal communication shows that both experiment conditions encouraged subjects to use collaborative learning skills

Experimental Object-Oriented Modelling

This thesis examines object-oriented modelling in experimental system development. Object-oriented modelling aims at representing concepts and phenomena of a problem domain in terms of classes and objects. Experimental system development seeks active experimentation in a system development project through, e.g., technical prototyping and active user involvement. We introduce and examine "experimental object-oriented modelling" as the intersection of these practices

fteval JOURNAL for Research and Technology Policy Evaluation (54). Special Issue: Participatory Evaluation and Impact Assessment in Citizen Science

Sonderausgabe zu partizipativen Methoden in der Evaluierung und Wirkungsmessung von Bürger:innenwissenschafte

Promoting Andean children's learning of science through cultural and digital tools

Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio

Investigating the Impact of Co-located and Distributed Collaboration Using Multi-touch Tables

With the intention to study the role of new interfaces in multi-user applications, multi-touch tabletops are investigated to examine if they effectively aid their users in working together synchronously. Multi-player games are selected as a case of collaborative work. Early studies of distributed multi-touch tabletops did not cover the HCI related aspects associated with multi-player games, especially in distributed configuration. The performance, collaboration, and usability aspects of HCI are studied in this research. A simple multi-player maze game has been designed and implemented over two connected and physically separated multi-touch tabletops. The aim of this work is to investigate the effects of distribution on players performance, collaboration, and usability of multi-player games over multi-touch tabletops, compared to playing in a co-located condition. Groups of participants have been randomly selected and assigned to play the game in pairs under two conditions: co-located where two players are playing the game on the same table, and distributed where they are playing the game but on separate tables. The collected data is statistically analysed to test for differences between the two conditions, as well as the differences of the strength of the correlation between the underlying factors. The results indicate that, in general, the differences are not significant for such type of applications if a simple and efficient communication mechanism is provided for the players in the distributed condition. Players expressed almost the same level of usability engagement and enjoyment for the two conditions. This may have a strong impact on the HCI aspects when designing such type of applications on the future

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

Ontology-based personalisation of e-learning resources for disabled students

Students with disabilities are often expected to use e-learning systems to access learning materials but most systems do not provide appropriate adaptation or personalisation to meet their needs.The difficulties related to inadaptability of current learning environments can now be resolved using semantic web technologies such as web ontologies which have been successfully used to drive e-learning personalisation. Nevertheless, e-learning personalisation for students with disabilities has mainly targeted those with single disabilities such as dyslexia or visual impairment, often neglecting those with multiple disabilities due to the difficulty of designing for a combination of disabilities.This thesis argues that it is possible to personalise learning materials for learners with disabilities, including those with multiple disabilities. This is achieved by developing a model that allows the learning environment to present the student with learning materials in suitable formats while considering their disability and learning needs through an ontology-driven and disability-aware personalised e-learning system model (ONTODAPS). A disability ontology known as the Abilities and Disabilities Ontology for Online LEarning and Services (ADOOLES) is developed and used to drive this model. To test the above hypothesis, some case studies are employed to show how the model functions for various individuals with and without disabilities and then the implemented visual interface is experimentally evaluated by eighteen students with disabilities and heuristically by ten lecturers. The results are collected and statistically analysed.The results obtained confirm the above hypothesis and suggest that ONTODAPS can be effectively employed to personalise learning and to manage learning resources. The student participants found that ONTODAPS could aid their learning experience and all agreed that they would like to use this functionality in an existing learning environment. The results also suggest that ONTODAPS provides a platform where students with disabilities can have equivalent learning experience with their peers without disabilities. For the results to be generalised, this study could be extended through further experiments with more diverse groups of students with disabilities and across multiple educational institutions