308 research outputs found

    Human Factors in End-user Development of Marketing-IS: A Behavioral User Profiling Approach

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    AbstractMarketing-IS research has recently focused on the development of personalization systems that are based on the modeling of consumer behavior and consumer heterogeneity regarding their distinct needs and preferences. However, personalization approaches in the design and development stage of Marketing-IS have not been widely studied in the End-User Development (EUD) research area. The lack of such research studies results in the development of Marketing-IS tools that neglect the differences in the end-user behavior, and artifacts of low performance and reusability. Attempting to figure out how end-users can participate in the design and construction of Marketing-IS in an efficient way, research suggests the ‘construction’ of end- users behavioral profiles based on human factors. Recent evidence reveal that human factors such as gender and expertise level can influence and even determine the end-users’, behavior, and consequently performance, while end-users interact with EUD environments. This paper presents a methodological approach in which we identify different behavioral user-profiles, named ‘user-categories’ based on behavioural attributes derived by the human factors of gender and expertise level. The resulting user- categories can be applied in the modeling mechanism of adaptive EUD system environments. Such an approach is projected to implicitly assist the end-users in the enhancement of their performance during the development task of Marketing-I

    Gender differences and programming environments: Across programming populations

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    ABSTRACT Although there has been significant research into gender regarding educational and workplace practices, there has been little investigation of gender differences pertaining to problem solving with programming tools and environments. As a result, there is little evidence as to what role gender plays in programming tools-and what little evidence there is has involved mainly novice and enduser programmers in academic studies. This paper therefore investigates how widespread such phenomena are in industrial programming situations, considering three disparate programming populations involving almost 3000 people and three different programming platforms in industry. To accomplish this, we analyzed four industry "legacy" studies from a gender perspective, triangulating results against each other and against a new fifth study, also in industry. We investigated gender differences in software feature usage and in tinkering/exploring software features. Furthermore, we examined how such differences tied to confidence. Our results showed significant gender differences in all three factors-across all populations and platforms

    Female Students in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation

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    Although female students engage in coding courses, only a small percentage of them plan to pursue computer science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at an early age. This article presents an overview of gender stereotypes in CS and summarizes negative impressions female students between 12 and 15 experience during CS classes, as well as influences that may be preventing girls from taking an interest in CS. The study herein draws on a systematic review of 28 peer-reviewed articles published since 2006. The findings of the review point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computer Science". It may be even more troubling a construct than that of the geeky, nerdy male counterpart, as it is rooted in the notion that women are technologically inept and ill-suited for CS careers. Thus, girls think they must be naturally hyper-intelligent in order to pursue studies in CS, as opposed to motivated, interested, and focused to succeed in those fields. Second, based on the review, suggestions for inclusive CS education were summarized. The authors argue that in order to make CS more inclusive for girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be recognized as harmful. These stereotypes and cultural ideas should be eliminated by empowering female students through direct encouragement, mentoring programs, or girls-only initiatives.Comment: 22 page
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