Design as conversation with digital materials

This paper explores Donald Schön's concept of design as a conversation with materials, in the context of designing digital systems. It proposes material utterance as a central event in designing. A material utterance is a situated communication act that depends on the particularities of speaker, audience, material and genre. The paper argues that, if digital designing differs from other forms of designing, then accounts for such differences must be sought by understanding the material properties of digital systems and the genres of practice that surround their use. Perspectives from human-computer interaction (HCI) and the psychology of programming are used to examine how such an understanding might be constructed.</p

Supporting End-User Development through a New Composition Model: An Empirical Study

End-user development (EUD) is much hyped, and its impact has outstripped even the most optimistic forecasts. Even so, the vision of end users programming their own solutions has not yet materialized. This will continue to be so unless we in both industry and the research community set ourselves the ambitious challenge of devising end to end an end-user application development model for developing a new age of EUD tools. We have embarked on this venture, and this paper presents the main insights and outcomes of our research and development efforts as part of a number of successful EU research projects. Our proposal not only aims to reshape software engineering to meet the needs of EUD but also to refashion its components as solution building blocks instead of programs and software developments. This way, end users will really be empowered to build solutions based on artefacts akin to their expertise and understanding of ideal solution

On-line support - a virtual treasure trove for end-user developers in small organisations?

End-user development of spreadsheet applications or models is both a problem and opportunity for small organisations. In an educational programme aimed at small-business owners, we have observed the problems end-user developers in small organisations are facing. They lack essential basic computer skills, yet when they have been taught these they will soon find that their ideas for further development outstrip their actual skills. The problems are similar to those that other end-user developers face with one additional factor: in small organisations access to the traditional sources of support are limited or even nonexistent. In an explorative study we try to pinpoint what, if anything, the participants feel about on-line support and if they use it to solve problems. It seems that in this case while Internet is recognized as a source of information for work related problems this does not extend to computer related problems

Implementation of end-user development success factors in mashup development environments

[EN] The Future Internet is expected to be composed of a mesh of interoperable web services accessed from all over the Web. This approach has been supported by many software providers who have provided a wide range of mash up tools for creating composite applications based on components prepared by the respective provider. These tools aim to achieve the end-user development (EUD) of rich internet applications (RIA); however, most, having failed to meet the needs of end users without programming knowledge, have been unsuccessful. Thus, many studies have investigated success factors in order to propose scales of success factor objectives and assess the adequacy of mashup tools for their purpose. After reviewing much of the available literature, this paper proposes a new success factor scale based on human factors, human-computer interaction (HCI) factors and the specialization-functionality relationship. It brings together all these factors, offering a general conception of EUD success factors. The proposed scale was applied in an empirical study on current EUD tools, which found that today's EUD tools have many shortcomings. In order to achieve an acceptable success rate among end users, we then designed a mashup tool architecture, called FAST-Wirecloud, which was built taking into account the proposed EUD success factor scale. The results of a new empirical study carried out using this tool have demonstrated that users are better able to successfully develop their composite applications and that FAST-Wirecloud has scored higher than all the other tools under study on all scales of measurement, and particularly on the scale proposed in this paper. (C) 2016 Elsevier B.V. All rights reserved.This research was partially supported by the European Union co-funded IST projects FAST: Fast and Advanced Storyboard Tools (GA 216048), FI-WARE: Future Internet Core Platform (GA 285248) and FI-CORE: Future Internet - Core (GA 632893). The FI-WARE and FI-CORE projects are part of the European Commission's Futuree Internet Public-Private Partnership (FI-PPP) initiative.Lizcano, D.; López, G.; Soriano, J.; Lloret, J. (2016). Implementation of end-user development success factors in mashup development environments. Computer Standards & Interfaces. 47:1-18. https://doi.org/10.1016/j.csi.2016.02.006S1184

End user programming of awareness systems : addressing cognitive and social challenges for interaction with aware environments

The thesis is put forward that social intelligence in awareness systems emerges from end-Users themselves through the mechanisms that support them in the development and maintenance of such systems. For this intelligence to emerge three challenges have to be addressed, namely the challenge of appropriate awareness abstractions, the challenge of supportive interactive tools, and the challenge of infrastructure. The thesis argues that in order to advance towards social intelligent awareness systems, we should be able to interpret and predict the success or failure of such systems in relationship to their communicational objectives and their implications for the social interactions they support. The FN-AAR (Focus-Nimbus Aspects Attributes Resources) model is introduced as a formal model which by capturing the general characteristics of the awareness-systems domain allows predictions about socially salient patterns pertaining to human communication and brings clarity to the discussion around relevant concepts such as social translucency, symmetry, and deception. The thesis recognizes that harnessing the benefits of context awareness can be problematic for end-users and other affected individuals, who may not always be able to anticipate, understand or appreciate system function, and who may so feel their own sense of autonomy and privacy threatened. It introduces a set of tools and mechanisms that support end-user control, system intelligibility and accountability. This is achieved by minimizing the cognitive effort needed to handle the increased complexity of such systems and by enhancing the ability of people to configure and maintain intelligent environments. We show how these tools and mechanisms empower end-users to answer questions such as "how does the system behave", "why is something happening", "how would the system behave in response to a change in context", and "how can the system’s behaviour be altered" to achieve intelligibility, accountability, and end-user control. Finally, the thesis argues that awareness applications overall can not be examined as static configurations of services and functions, and that they should be seen as the results of both implicit and explicit interaction with the user. Amelie is introduced as a supportive framework for the development of context-aware applications that encourages the design of the interactive mechanisms through which end-users can control, direct and advance such systems dynamically throughout their deployment. Following the recombinant computing approach, Amelie addresses the implications of infrastructure design decisions on user experience, while by adopting the premises of the FN-AAR model Amelie supports the direct implementation of systems that allow end-users to meet social needs and to practice extant social skills

Development and Specification of Virtual Environments

This thesis concerns the issues involved in the development of virtual environments (VEs). VEs are more than virtual reality. We identify four main characteristics of them: graphical interaction, multimodality, interface agents, and multi-user. These characteristics are illustrated with an overview of different classes of VE-like applications, and a number of state-of-the-art VEs. To further define the topic of research, we propose a general framework for VE systems development, in which we identify five major classes of development tools: methodology, guidelines, design specification, analysis, and development environments. Of each, we give an overview of existing best practices

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