Evaluating system utility and conceptual fit using CASSM

There is a wealth of user-centred evaluation methods (UEMs) to support the analyst in assessing interactive systems. Many of these support detailed aspects of use – for example: Is the feedback helpful? Are labels appropriate? Is the task structure optimal? Few UEMs encourage the analyst to step back and consider how well a system supports users’ conceptual understandings and system utility. In this paper, we present CASSM, a method which focuses on the quality of ‘fit’ between users and an interactive system. We describe the methodology of conducting a CASSM analysis and illustrate the approach with three contrasting worked examples (a robotic arm, a digital library system and a drawing tool) that demonstrate different depths of analysis. We show how CASSM can help identify re-design possibilities to improve system utility. CASSM complements established evaluation methods by focusing on conceptual structures rather than procedures. Prototype tool support for completing a CASSM analysis is provided by Cassata, an open source development

An empirical study of the “prototype walkthrough”: a studio-based activity for HCI education

For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. Our findings suggest that PWs provide valuable opportunities for students to actively learn HCI design by participating in authentic practice, and provide insight into how such opportunities can be best promoted

Parametric Schedulability Analysis of Fixed Priority Real-Time Distributed Systems

Parametric analysis is a powerful tool for designing modern embedded systems, because it permits to explore the space of design parameters, and to check the robustness of the system with respect to variations of some uncontrollable variable. In this paper, we address the problem of parametric schedulability analysis of distributed real-time systems scheduled by fixed priority. In particular, we propose two different approaches to parametric analysis: the first one is a novel technique based on classical schedulability analysis, whereas the second approach is based on model checking of Parametric Timed Automata (PTA). The proposed analytic method extends existing sensitivity analysis for single processors to the case of a distributed system, supporting preemptive and non-preemptive scheduling, jitters and unconstrained deadlines. Parametric Timed Automata are used to model all possible behaviours of a distributed system, and therefore it is a necessary and sufficient analysis. Both techniques have been implemented in two software tools, and they have been compared with classical holistic analysis on two meaningful test cases. The results show that the analytic method provides results similar to classical holistic analysis in a very efficient way, whereas the PTA approach is slower but covers the entire space of solutions.Comment: Submitted to ECRTS 2013 (http://ecrts.eit.uni-kl.de/ecrts13

Exploring participatory design for SNS-based AEH systems

The rapidly emerging and growing social networking sites (SNS) offer an opportunity to improve adaptive e-learning experience by introducing a social dimension, connecting users within the system. Making connections and providing communication tools can engage students in creating effective learning environment and enriching learning experiences. Researchers have been working on introducing SNS features into adaptive educational hypermedia systems. The next stage research is centered on how to enhance SNS facilities of AEH systems, in order to engage students’ participation in collaborative learning and generating and enriching learning materials. Students are the core participants in the adaptive e-learning process, so it is essential for the system designers to consider students’ opinions. This paper aims at exploring how to apply participatory design methodology in the early stage of the SNS-based AEH system design process