Usability issues and design principles for visual programming languages

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Despite two decades of empirical studies focusing on programmers and the problems with programming, usability of textual programming languages is still hard to achieve. Its younger relation, visual programming languages (VPLs) also share the same problem of poor usability. This research explores and investigates the usability issues relating to VPLs in order to suggest a set of design principles that emphasise usability. The approach adopted focuses on issues arising from the interaction and communication between the human (programmers), the computer (user interface), and the program. Being exploratory in nature, this PhD reviews the literature as a starting point for stimulating and developing research questions and hypotheses that experimental studies were conducted to investigate. However, the literature alone cannot provide a fully comprehensive list of possible usability problems in VPLs so that design principles can be confidently recommended. A commercial VPL was, therefore, holistically evaluated and a comprehensive list of usability problems was obtained from the research. Six empirical studies employing both quantitative and qualitative methodology were undertaken as dictated by the nature of the research. Five of these were controlled experiments and one was qualitative-naturalistic. The experiments studied the effect of a programming paradigm and of representation of program flow on novices' performances. The results indicated superiority of control-flow programs in relation to data-flow programs; a control-flow preference among novices; and in addition that directional representation does not affect performance while traversal direction does - due to cognitive demands imposed upon programmers. Results of the qualitative study included a list of 145 usability problems and these were further categorised into ten problem areas. These findings were integrated with other analytical work based upon the review of the literature in a structured fashion to form a checklist and a set of design principles for VPLs that are empirically grounded and evaluated against existing research in the literature. Furthermore, an extended framework for Cognitive Dimensions of Notations is also discussed and proposed as an evaluation method for diagrammatic VPLs on the basis of the qualitative study. The above consists of the major findings and deliverables of this research. Nevertheless, there are several other findings identified on the basis of the substantial amount of data obtained in the series of experiments carried out, which have made a novel contribution to knowledge in the fields of Human-Computer Interaction, Psychology of Programming, and Visual Programming Languages

Artistic Path Space Editing of Physically Based Light Transport

Die Erzeugung realistischer Bilder ist ein wichtiges Ziel der Computergrafik, mit Anwendungen u.a. in der Spielfilmindustrie, Architektur und Medizin. Die physikalisch basierte Bildsynthese, welche in letzter Zeit anwendungsübergreifend weiten Anklang findet, bedient sich der numerischen Simulation des Lichttransports entlang durch die geometrische Optik vorgegebener Ausbreitungspfade; ein Modell, welches für übliche Szenen ausreicht, Photorealismus zu erzielen. Insgesamt gesehen ist heute das computergestützte Verfassen von Bildern und Animationen mit wohlgestalteter und theoretisch fundierter Schattierung stark vereinfacht. Allerdings ist bei der praktischen Umsetzung auch die Rücksichtnahme auf Details wie die Struktur des Ausgabegeräts wichtig und z.B. das Teilproblem der effizienten physikalisch basierten Bildsynthese in partizipierenden Medien ist noch weit davon entfernt, als gelöst zu gelten. Weiterhin ist die Bildsynthese als Teil eines weiteren Kontextes zu sehen: der effektiven Kommunikation von Ideen und Informationen. Seien es nun Form und Funktion eines Gebäudes, die medizinische Visualisierung einer Computertomografie oder aber die Stimmung einer Filmsequenz -- Botschaften in Form digitaler Bilder sind heutzutage omnipräsent. Leider hat die Verbreitung der -- auf Simulation ausgelegten -- Methodik der physikalisch basierten Bildsynthese generell zu einem Verlust intuitiver, feingestalteter und lokaler künstlerischer Kontrolle des finalen Bildinhalts geführt, welche in vorherigen, weniger strikten Paradigmen vorhanden war. Die Beiträge dieser Dissertation decken unterschiedliche Aspekte der Bildsynthese ab. Dies sind zunächst einmal die grundlegende Subpixel-Bildsynthese sowie effiziente Bildsyntheseverfahren für partizipierende Medien. Im Mittelpunkt der Arbeit stehen jedoch Ansätze zum effektiven visuellen Verständnis der Lichtausbreitung, die eine lokale künstlerische Einflussnahme ermöglichen und gleichzeitig auf globaler Ebene konsistente und glaubwürdige Ergebnisse erzielen. Hierbei ist die Kernidee, Visualisierung und Bearbeitung des Lichts direkt im alle möglichen Lichtpfade einschließenden "Pfadraum" durchzuführen. Dies steht im Gegensatz zu Verfahren nach Stand der Forschung, die entweder im Bildraum arbeiten oder auf bestimmte, isolierte Beleuchtungseffekte wie perfekte Spiegelungen, Schatten oder Kaustiken zugeschnitten sind. Die Erprobung der vorgestellten Verfahren hat gezeigt, dass mit ihnen real existierende Probleme der Bilderzeugung für Filmproduktionen gelöst werden können

SEPEC conference proceedings: Hypermedia and Information Reconstruction. Aerospace applications and research directions

Papers presented at the conference on hypermedia and information reconstruction are compiled. The following subject areas are covered: real-world hypermedia projects, aerospace applications, and future directions in hypermedia research and development

Breaking Virtual Barriers : Investigating Virtual Reality for Enhanced Educational Engagement

Virtual reality (VR) is an innovative technology that has regained popularity in recent years. In the field of education, VR has been introduced as a tool to enhance learning experiences. This thesis presents an exploration of how VR is used from the context of educators and learners. The research employed a mixed-methods approach, including surveying and interviewing educators, and conducting empirical studies to examine engagement, usability, and user behaviour within VR. The results revealed educators are interested in using VR for a wide range of scenarios, including thought exercises, virtual field trips, and simulations. However, they face several barriers to incorporating VR into their practice, such as cost, lack of training, and technical challenges. A subsequent study found that virtual reality can no longer be assumed to be more engaging than desktop equivalents. This empirical study showed that engagement levels were similar in both VR and non-VR environments, suggesting that the novelty effect of VR may be less pronounced than previously assumed. A study against a VR mind mapping artifact, VERITAS, demonstrated that complex interactions are possible on low-cost VR devices, making VR accessible to educators and students. The analysis of user behaviour within this VR artifact showed that quantifiable strategies emerge, contributing to the understanding of how to design for collaborative VR experiences. This thesis provides insights into how the end-users in the education space perceive and use VR. The findings suggest that while educators are interested in using VR, they face barriers to adoption. The research highlights the need to design VR experiences, with understanding of existing pedagogy, that are engaging with careful thought applied to complex interactions, particularly for collaborative experiences. This research contributes to the understanding of the potential of VR in education and provides recommendations for educators and designers to enhance learning experiences using VR

Multimodal metaphors for generic interaction tasks in virtual environments

Virtual Reality (VR) Systeme bieten zusätzliche Ein- und Ausgabekanäle für die Interaktion zwischen Mensch und Computer in virtuellen Umgebungen. Solche VR Technologien ermöglichen den Anwendern bessere Einblicke in hochkomplexe Datenmengen, stellen allerdings auch hohe Anforderungen an den Benutzer bezüglich der Fähigkeiten mit virtuellen Objekten zu interagieren. In dieser Arbeit werden sowohl die Entwicklung und Evaluierung neuer multimodaler Interaktionsmetaphern für generische Interaktionsaufgaben in virtuellen Umgebungen vorgestellt und diskutiert. Anhand eines VR Systems wird der Einsatz dieser Konzepte an zwei Fallbeispielen aus den Domänen der 3D-Stadtvisualisierung und seismischen Volumendarstellung aufgezeigt

A comparison of programming notations for a tertiary level introductory programming course

Increasing pressure from national government to improve throughput at South African tertiary education institutions presents challenges to educators of introductory programming courses. In response, educators must adopt effective methods and strategies that encourage novice programmers to be successful in such courses. An approach that seeks to increase and maintain satisfactory throughput is the modification of the teaching model in these courses by adjusting presentation techniques. This thesis investigates the effect of integrating an experimental iconic programming notation and associated development environment with existing conventional textual technological support in the teaching model of a tertiary level introductory programming course. The investigation compares the performance achievement of novice programmers using only conventional textual technological support with that of novice programmers using the integrated iconic and conventional textual technological support. In preparation for the investigation, interpretation of existing knowledge on the behaviour of novice programmers while learning to program results in a novel framework of eight novice programmer requirements for technological support in an introductory programming course. This framework is applied in the examination of existing categories of technological support as well as in the design of new technological support for novice programmers learning to program. It thus provides information for the selection of existing and the design of new introductory programming technological support. The findings of the investigation suggest strong evidence that performance achievement of novice programmers in a tertiary level introductory programming course improves significantly with the inclusion of iconic technological support in the teaching model. The benefits are particularly evident in the portion of the novice programmer population who have been identified as being at risk of being successful in the course. Novice programmers identified as being at risk perform substantially better when using iconic technological support concurrently with conventional textual technological support than their equals who use only the latter form. Considerably more at risk novice programmers using the integrated form of technological support are in fact successful in the introductory programming course when compared with their counterparts who use conventional textual technological support only. The contributions of this thesis address deficiencies existing in current documented research. These contributions are primarily apparent in a number of distinct areas, namely: • formalisation of a novel framework of novice programmer requirements for technological support in an introductory programming course; • application of the framework as a formal evaluation technique; • application of the framework in the design of a visual iconic programming notation and development environment; • enhancement of existing empirical evidence and experimental research methodology typically applied to studies in programming; as well as • a proposal for a modified introductory programming course teaching model. The thesis has effectively applied substantial existing research on the cognitive model of the novice programmer as well as that on experimental technological support. The increase of throughput to a recommended rate of 75 percent in the tertiary level introductory programming course at the University of Port Elizabeth is attributed solely to the incorporation of iconic technological support in the teaching model of the course

Approximate text generation from non-hierarchical representations in a declarative framework

This thesis is on Natural Language Generation. It describes a linguistic realisation system that translates the semantic information encoded in a conceptual graph into an English language sentence. The use of a non-hierarchically structured semantic representation (conceptual graphs) and an approximate matching between semantic structures allows us to investigate a more general version of the sentence generation problem where one is not pre-committed to a choice of the syntactically prominent elements in the initial semantics. We show clearly how the semantic structure is declaratively related to linguistically motivated syntactic representation — we use D-Tree Grammars which stem from work on Tree-Adjoining Grammars. The declarative specification of the mapping between semantics and syntax allows for different processing strategies to be exploited. A number of generation strategies have been considered: a pure topdown strategy and a chart-based generation technique which allows partially successful computations to be reused in other branches of the search space. Having a generator with increased paraphrasing power as a consequence of using non-hierarchical input and approximate matching raises the issue whether certain 'better' paraphrases can be generated before others. We investigate preference-based processing in the context of generation

Proceedings of the 8th international conference on disability, virtual reality and associated technologies (ICDVRAT 2010)

The proceedings of the conferenc