400,708 research outputs found
An approach to computer-based knowledge representation for the business environment using empirical modelling
The motivation
for the thesis arises from the difficulties
experienced by
business people who are non-programmers with the inflexibilities
of
conventional packages and tools for
model-making. After
a review of
current business software an argument is made for the need for
a new
computing paradigm that would offer more support
for the way that
people actually experience their business activities. The Empirical Mod-
elling
(EM) approach is introduced as a
broad theoretical and practical
paradigm for
computing that can be viewed as a
far-reaching generali-
sation of the spreadsheet concept.
The concepts and principles of
EM
emphasise the experiential pro-
cesses underlying
familiar
abstractions and by
which we come to iden-
tify reliable components in
everyday life
and,
in
particular,
business
activities. The emphasis on experience and on interaction leads to the
new claim that EM
environments offer a
framework for
combining
propositional, experiential and tacit knowledge in
a way that is more
accessible and supportive of cognitive processes than conventional
computer-based modelling. It is proposed that such environments offer
an alternative kind
of
knowledge representation. Turning to the imple-
mentation and
development of systems, the difficulties inherent in
con-
ventional methods are discussed and then the practical aspects of
EM,
and its
potential for
system building,
are outlined.
Finally, a more detailed study
is
made of
Decision Support Systems
and the ways
in
which the EM focus
on experience, and
knowledge
through interaction, can contribute to the representation of qualitative
aspects of
business activities and their use in
a more
human-centred,
but
computer-supported, process of
decision making.
Illustrations of
the practical application of EM
methods to the requirements of a
deci-
sion support environment are given
by
means of extracts from
a num-
ber of existing EM
models
Genetic Criticism and Analysis of Interface Design: A Case Study
The paper proposes a methodology that combines theoretical and practical aspects from human-computer interaction (HCI) and genetic criticism to trace and analyse prototype evolution. A case study illustrates this type of enquiry by examining the iterations and the dynamics of change in the design and development of the Transviewer, an interface for digital editions. The initial assumption is that such an analysis can inform existing models in interface design and possibly provide new ground for discussion in humanistic HCI. For instance by fostering broader reflections on software production as a technological and cultural artefact and the gradual shaping of the principles and metaphors underlying the construction of a certain type of knowledge, argument, or interpretation through an interface
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Knowledge mentoring as a framework for designing computer-based agents for supporting musical composition learning
An approach to the design of teaching agents in problem-seeking domains - that is based on a systematic relationship between theoretical framework, analysis of empirical data, computational model and computational implementation - has been developed.
The theoretical framework, called the Knowledge Mentoring framework (KMf), was developed to investigate how studies of dialogue and interaction can be exploited in a practical way by designers of computer-based teaching agents. A particular focus was the following musical education problem: when interacting with a computer-based music system, many students do not spontaneously reflect on their activity, they often need to be encouraged to do this. The KMf provides a taxonomy and definitions of the pedagogical goals involved in a 'mentoring' style of teaching. Mentoring is an approach to teaching that aims to support learners' creative, metacognitive and critical thinking, these being essential to musical composition and other open-ended, problem-seeking domains.
This theoretical framework was used to guide the analysis and modelling of data produced by an empirical study of human teacher-learner interactions. Information on the temporal ordering of teacher-learner interactions was revealed (modelled as. state transition networks and a mentoring script). Findings from the analysis also included a pause taxonomy (that provided evidence of a link between pause length and learner ability) and the occurrence of reciprocal modelling (where participants in learning interactions built up models of the other participants' expectations).
The theoretical framework and the analysis findings were then used to develop a computational model for teaching agents in problem-seeking domains. Aspects of our theory, analysis findings and computational model were incorporated into a computational implementation: a pre-prototype teaching agent called MetaMuse. A Cooperative Evaluation of MetaMuse with teacher-composers showed that it had the potential to promote creative reflection in learners
Using Augmented Reality as a Medium to Assist Teaching in Higher Education
In this paper we describe the use of a high-level augmented reality
(AR) interface for the construction of collaborative educational applications
that can be used in practice to enhance current teaching
methods. A combination of multimedia information including spatial
three-dimensional models, images, textual information, video,
animations and sound, can be superimposed in a student-friendly
manner into the learning environment. In several case studies different
learning scenarios have been carefully designed based on
human-computer interaction principles so that meaningful virtual
information is presented in an interactive and compelling way. Collaboration
between the participants is achieved through use of a
tangible AR interface that uses marker cards as well as an immersive
AR environment which is based on software user interfaces
(UIs) and hardware devices. The interactive AR interface has been
piloted in the classroom at two UK universities in departments of
Informatics and Information Science
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Asymmetrical Multi-User Co-operative Whole Body Interaction in Abstract Domains
Designerly Tools
An assumption behind this paper is that research aimed at improving interaction design practice is not as successful as it could be. We will argue that one reason for this is that the understanding of what constitutes designerly tools is not enough recognized among those who propose new tools for interaction design. We define designerly tools as methods, tools, techniques, and approaches that support design activity in way that is appreciated by practicing interaction designers. Based on a two empirical studies, we have developed a framework and a way of studying designers and their tools. We discuss some insights about what characterizes designerly tools and what kind of implications these insights might have for the further development of tools aimed at supporting design practice.
Keywords:
Design, Tools, Interaction Design, Activities, Support For Design</p
Virtual reality: Theoretical basis, practical applications
Virtual reality (VR) is a powerful multimedia visualization technique offering a range of mechanisms by which many new experiences can be made available. This paper deals with the basic nature of VR, the technologies needed to create it, and its potential, especially for helping disabled people. It also offers an overview of some examples of existing VR systems
PRIMA — Privacy research through the perspective of a multidisciplinary mash up
Based on a summary description of privacy protection research within three fields of inquiry, viz. social sciences, legal science, and computer and systems sciences, we discuss multidisciplinary approaches with regard to the difficulties and the risks that they entail as well as their possible advantages. The latter include the identification of relevant perspectives of privacy, increased expressiveness in the formulation of research goals, opportunities for improved research methods, and a boost in the utility of invested research efforts
Culture-based artefacts to inform ICT design: foundations and practice
Cultural aspects frame our perception of the world and direct the many different ways people interact with things in it. For this reason, these aspects should be considered when designing technology with the purpose to positively impact people in a community. In this paper, we revisit the foundations of culture aiming to bring this concept in dialogue with design. To inform design with cultural aspects, we model reality in three levels of formality: informal, formal, and technical, and subscribe to a systemic vision that considers the technical solution as part of a more complex social system in which people live and interact. In this paper, we instantiate this theoretical and methodological view by presenting two case studies of technology design in which culture-based artefacts were employed to inform the design process. We claim that as important as including issues related to culture in the ICT design agenda—from the conception to the development, evaluation, and adoption of a technology—is the need to support the design process with adequate artefacts that help identifying cultural aspects within communities and translating them into sociotechnical requirements. We argue that a culturally informed perspective on design can go beyond an informative analysis, and can be integrated with the theoretical and methodological framework used to support design, throughout the entire design process
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