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

Reconfigurable Intelligent Surfaces for Energy Efficiency in Wireless Communication

The adoption of a Reconfigurable Intelligent Surface (RIS) for downlink multi-user communication from a multi-antenna base station is investigated in this paper. We develop energy-efficient designs for both the transmit power allocation and the phase shifts of the surface reflecting elements, subject to individual link budget guarantees for the mobile users. This leads to non-convex design optimization problems for which to tackle we propose two computationally affordable approaches, capitalizing on alternating maximization, gradient descent search, and sequential fractional programming. Specifically, one algorithm employs gradient descent for obtaining the RIS phase coefficients, and fractional programming for optimal transmit power allocation. Instead, the second algorithm employs sequential fractional programming for the optimization of the RIS phase shifts. In addition, a realistic power consumption model for RIS-based systems is presented, and the performance of the proposed methods is analyzed in a realistic outdoor environment. In particular, our results show that the proposed RIS-based resource allocation methods are able to provide up to $300\%$ higher energy efficiency, in comparison with the use of regular multi-antenna amplify-and-forward relaying.Comment: Accepted by IEEE TWC; additional materials on the topic are included in the 2018 conference publications at ICASSP (https://ieeexplore.ieee.org/abstract/document/8461496) and GLOBECOM 2018 (arXiv:1809.05397

Reconfigurable Intelligent Surfaces for Wireless Communications: Principles, Challenges, and Opportunities

Recently there has been a flurry of research on the use of reconfigurable intelligent surfaces (RIS) in wireless networks to create smart radio environments. In a smart radio environment, surfaces are capable of manipulating the propagation of incident electromagnetic waves in a programmable manner to actively alter the channel realization, which turns the wireless channel into a controllable system block that can be optimized to improve overall system performance. In this article, we provide a tutorial overview of reconfigurable intelligent surfaces (RIS) for wireless communications. We describe the working principles of reconfigurable intelligent surfaces (RIS) and elaborate on different candidate implementations using metasurfaces and reflectarrays. We discuss the channel models suitable for both implementations and examine the feasibility of obtaining accurate channel estimates. Furthermore, we discuss the aspects that differentiate RIS optimization from precoding for traditional MIMO arrays highlighting both the arising challenges and the potential opportunities associated with this emerging technology. Finally, we present numerical results to illustrate the power of an RIS in shaping the key properties of a MIMO channel.Comment: to appear in the IEEE Transactions on Cognitive Communications and Networking (TCCN

Linking students' timing of engagement to learning design and academic performance

In recent years, the connection between Learning Design (LD) and Learning Analytics (LA) has been emphasized by many scholars as it could enhance our interpretation of LA findings and translate them to meaningful interventions. Together with numerous conceptual studies, a gradual accumulation of empirical evidence has indicated a strong connection between how instructors design for learning and student behaviour. Nonetheless, students' timing of engagement and its relation to LD and academic performance have received limited attention. Therefore, this study investigates to what extent students' timing of engagement aligned with instructor learning design, and how engagement varied across different levels of performance. The analysis was conducted over 28 weeks using trace data, on 387 students, and replicated over two semesters in 2015 and 2016. Our findings revealed a mismatch between how instructors designed for learning and how students studied in reality. In most weeks, students spent less time studying the assigned materials on the VLE compared to the number of hours recommended by instructors. The timing of engagement also varied, from in advance to catching up patterns. High-performing students spent more time studying in advance, while low-performing students spent a higher proportion of their time on catching-up activities. This study reinforced the importance of pedagogical context to transform analytics into actionable insights

The design of field experiments with survey outcomes: A framework for selecting more efficient, robust, and ethical designs

There is increasing interest in experiments where outcomes are measured by surveys and treatments are delivered by a separate mechanism in the real world, such as by mailers, door-To-door canvasses, phone calls, or online ads. However, common designs for such experiments are often prohibitively expensive, vulnerable to bias, and raise ethical concerns. We show how four methodological practices currently uncommon in such experiments have previously undocumented complementarities that can dramatically relax these constraints when at least two are used in combination: (1)Â online surveys recruited from a defined sampling frame (2)Â with at least one baseline wave prior to treatment (3)Â with multiple items combined into an index to measure outcomes and, (4)Â when possible, a placebo control. We provide a general and extensible framework that allows researchers to determine the most efficient mix of these practices in diverse applications. Two studies then examine how these practices perform empirically. First, we examine the representativeness of online panel respondents recruited from a defined sampling frame and find that their representativeness compares favorably to phone panel respondents. Second, an original experiment successfully implements all four practices in the context of a door-To-door canvassing experiment. We conclude discussing potential extensions

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed