Mining Sequences of Developer Interactions in Visual Studio for Usage Smells

In this paper, we present a semi-automatic approach for mining a large-scale dataset of IDE interactions to extract usage smells, i.e., inefficient IDE usage patterns exhibited by developers in the field. The approach outlined in this paper first mines frequent IDE usage patterns, filtered via a set of thresholds and by the authors, that are subsequently supported (or disputed) using a developer survey, in order to form usage smells. In contrast with conventional mining of IDE usage data, our approach identifies time-ordered sequences of developer actions that are exhibited by many developers in the field. This pattern mining workflow is resilient to the ample noise present in IDE datasets due to the mix of actions and events that these datasets typically contain. We identify usage patterns and smells that contribute to the understanding of the usability of Visual Studio for debugging, code search, and active file navigation, and, more broadly, to the understanding of developer behavior during these software development activities. Among our findings is the discovery that developers are reluctant to use conditional breakpoints when debugging, due to perceived IDE performance problems as well as due to the lack of error checking in specifying the conditional

The cinematic Muthos

The Greek word muthos names the role of the viewer or the reader in the process of recognizing a given narrative form or structure. It constitutes an active work of composition, integration and synthesis of heterogeneous elements and the establishment of a dynamic identity to the story being presented. It consists also of a sort of “negotiation” between the expected and the unexpected elements of a narrative, the foreseeable and the unforeseen. Through it, the reader or spectator is able to sustain and calibrate a level of expectation that explains for much of the narrative tension and the fruition provided by it. Not everything is predictable and not everything is unpredictable. The narrative structure provides the viewer or reader with a number of macro and micro ranges of possibilities and, therefore, with the chance to discriminate between the congruity and the incongruity of any diegetic sequence (i.e., the occurrence of events or reactions within those ranges and those which fall outside them). Film theorists have introduced and developed several surveying devices that help us to better grasp how this muthos takes place in the case of film viewing as well as to realize the different levels, both diegetic and perceptual, in which this activity takes place. These devices are, for instance, the relation between point-glance and point-object focal perspectives, the relation between music and emotion, erotetic narrative, the narrative enthymeme and the relation between reading-for-the-story and reading-within-the system. The objective of this paper is to propose a panoramic and comparative view of these explanatory devices and to present and assess their common rationale. All of them describe the way films are basically constructed through complex and juxtaposed sequences consisting on the instauration of a given range of possibilities and the cropping out or selection of one of those possibilities. Another common feature lies on the way these devices attribute the viewer an active role in the extraction, elaboration and development of cinematic meaning. Film viewing appeals constantly to the memory and activates different common cognitive abilities in the spectator, namely, our common methods of decision-making. I shall expand this view by proposing other ways through which movies exert a controlled appeal to the spectators’ cognitive capabilities and to their collaboration in filling in the gaps. I shall assume the hypothesis that the spectator’s more or less conscious awareness of her active role in film viewing could lead her – as Ernst Gombrich suggested in the case of painting -“to experience something of the ‘thrill of making’ ” and thus contribute to the explanation of the power of contemporary movies.info:eu-repo/semantics/publishedVersio

Engage Wider Audience or Facilitate Quality Answers? a Mixed-methods Analysis of Questioning Strategies for Research Sensemaking on a Community Q&A Site

Discussing research-sensemaking questions on Community Question and Answering (CQA) platforms has been an increasingly common practice for the public to participate in science communication. Nonetheless, how users strategically craft research-sensemaking questions to engage public participation and facilitate knowledge construction is a significant yet less understood problem. To fill this gap, we collected 837 science-related questions and 157,684 answers from Zhihu, and conducted a mixed-methods study to explore user-developed strategies in proposing research-sensemaking questions, and their potential effects on public engagement and knowledge construction. Through open coding, we captured a comprehensive taxonomy of question-crafting strategies, such as eyecatching narratives with counter-intuitive claims and rigorous descriptions with data use. Regression analysis indicated that these strategies correlated with user engagement and answer construction in different ways (e.g., emotional questions attracted more views and answers), yet there existed a general divergence between wide participation and quality knowledge establishment, when most questioning strategies could not ensure both. Based on log analysis, we further found that collaborative editing afforded unique values in refining research-sensemaking questions regarding accuracy, rigor, comprehensiveness and attractiveness. We propose design implications to facilitate accessible, accurate and engaging science communication on CQA platforms.Comment: 31 pages, 5 figures. Accepted for publication in Proceedings of the ACM on Human-Computer Interaction (CSCW 2024

EU - Information and Communication Technology (ICT) and e-learning in Education Project - Phase II

The training needs analysis was conducted beteeen February and April 2015 for the EU funded project: ICT in Education in Kosovo. The processes required to perform the traning needs analysis have been. The design of a framework of competences; The identification of target groups; The creation and implementation of an online survey to assess the competence of education sector personnel against the competences contained in the framework; The collation, preparation and analysis of the survey data; and Reporting the research findings.European Union Office in KosovoEuropeAid/133846/C/SER/X