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

Age group differences in performance using diverse input modalities: insertion task evaluation

Novel input modalities such as touch, tangibles or gestures try to exploit human's innate skills rather than imposing new learning processes. However, no work has been reported that systematically evaluates how these interfaces influence users' performance, that is, assesses if one interface can be more or less appropriate for interaction regarding: (1) different age groups; and (2) different basic tasks, as content insertion or manipulation. This work presents itself as an exploratory evaluation about whether or not the users' efficiency is indeed influenced by different input modalities and age. We conducted a usability evaluation with 60 subjects to understand how different interfaces may influence the speed and accuracy of three specific age groups (children, young adults and older-adults) when dealing with a basic content insertion task. Four input modalities were considered to perform the task (keyboard, touch, tangibles and gestures) and the methodology was based on usability testing (speed, accuracy and user preference). Overall, results show that there is a statistically significant difference in speed of task completion between the age groups, and there may be indications that the type of interface that is used can indeed influence efficiency in insertion tasks, and not so much other factors like age. Also, the study raises new issues regarding the "old" mouse input versus the "new" input modalities.FCT – Fundação para a Ciência e a Tecnologia (SFRH/BD/81541/2011)COMPETE: POCI-01-0145- FEDER-007043 and FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/201

Hashtags Functions in the Protests Across Brazil

In this article, we discuss the communicative functions of hashtags during a period of major social protests in Brazil. Drawing from a theoretical background of the use of Twitter and hashtags in protests and the functions of language, we extracted a sample of 46,090 hashtags from 2,321,249 tweets related to Brazilian protests in June 2013. We analyzed the hashtags through content analysis, focusing on functions, and co-occurrences. We also qualitatively analyzed a group of 500 most retweeted tweets to understand the users’ tagging behavior. Our results show how users appropriate tags to accomplish different effects on the narrative of the protests

Information and Communication Flows through Community Multimedia Centers: Perspectives from Mozambican Communities.

Community multimedia centers (CMCs) are considered by initiating agencies as instruments able to inform, entertain and educate the population, as well as to offer them a voice into knowledge society and to public initiatives. This article presents a quali-quantitative content analysis of 230 interviews held with staff members, users of the venues, people of the community who listen to their radio component but do not use their telecenters, and community members not using CMCs. The sample includes 10 CMCs around Mozambique. The purpose of the study is to investigate the perception of local communities of inbound, outbound, and shared information and communication flows connected to CMCs. Results highlight how CMCs are perceived as inbound information enablers, mostly by means of their community radio component, and as means to share information and communication within the communities' boundaries. Yet, CMCs still do not appear to be widely recognized as participation means to a reality that transcends the communities' physical borders

IN THIS ISSUE: What Are Characteristics of Significant Research?

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67303/2/10.1177_108056999505800214.pd

Radiokemian relevanssi : Tulevien radiokemistien käsityksiä

Radiokemi står inför en väldokumenterad utbildning och rekryteringskris. Äldre radiokemister går i pension och färre unga studerar radiokemi. I sin tur leder detta till brist på nyutbildade radiokemister, såväl som förlust av historisk kunskap (eftersom kunskap ofta inte förmedlas). Här analyserade vi relevansen av studien av radiokemi i högre utbildning genom framtida radiokemists uppfattningar. Vårt mål var att ge inblick i framtida radiokemisternas tänkande och ge några tydliga exempel på hur man stöder relevans. En kvalitativ studie genomfördes genom en forskningsfråga: Vilka uppfattningar om relevans upplever framtida radiokemister om radiokemistudier och radiokemi som fält? Vi använde relevansmodellen av Stuckey et al. (2013) som ram för relevans. Detta valdes eftersom det erbjuder en omfattande definition av relevans inklusive individuella, samhälleliga och yrkesmässiga dimensioner. Uppgifterna samlades in från forskarstudenter i radiokemi (magister- och doktorsexamen) genom användning av ett kvalitativt frågeformulär som utformades med den valda relevansramen. Totalt deltog 15 framtida radiokemister i studien. Uppgifterna analyserades genom teoribaserad innehållsanalys med användning av det valda relevansramverket. Enligt våra uppgifter upplever framtida radiokemister att deras universitetsstudier och kemifältet är mycket relevanta. De upplevde att ämnen för radiokemi är intressanta (individuell relevans), fältet har stor samhällseffekt genom radiofarmaceutika, energilösningar och miljöproblemlösning (samhällsrelevans) och att deras professionella framtid var tydlig, till exempel ett jobb inom kärnkraftsområdet industri (yrkesrelevans). Dessa resultat kan användas för studentrekrytering och för att utveckla radiokemiundervisning mot en mer relevant inriktning.Radiokemialla on koulutus- ja rekrytointikriisi. Vanhemmat radiokemistit siirtyvät eläkkeelle, ja yhä vähemmän nuoria valitsee radiokemiaa opiskelualakseen. Asetelman vuoksi on pulaa pätevistä radiokemisteistä, ja hiljaista tietoa häviää. Tässä tutkimuksessa selvitetään tulevien radiokemistien kokemuksia radiokemian relevanssista. Tavoitteena on selvittää, miksi radiokemiaa valinneet opiskelijat ovat alan valinneet. Tutkimus oli luonteeltaan laadullinen tutkimus. Aineisto kerättiin sähköpostikyselyillä sisältäen kaksi aineistonkeruusykliä. Ainesot analysoitiin teoriapohjaisella sisällnöanalyysillä tunnetun Stuckeyn et al. (2013) relevanssia hyödyntäen. Tutkimuksen mukaan tulevat radiokemistit kokivat alan erittäin relevanssiksi. He kokivat, että radiokemian olevan mielenkiintoista (henkilökohtainen relevanssi), radiokemian yhteiskunnallisen merkityksen olevan suuri esim. lääke- ja energiateollisuuden kautta (yhteiskunnallinen relevanssi) ja heillä oli selkeä kuva tulevaisuuden työllistymisestä (ammatillinen relevanssi). Tutkimuksen tuloksia voidaan käyttää opiskelijoiden rekrytointiin ja radiokemian opetuksen relevanssin vahvistamiseen.Radiochemistry faces a well-documented training and recruitment crisis. Older radiochemists are retiring, and fewer young people are studying radiochemistry. In turn, this is leading to a shortage in newly qualified radiochemists, as well as a loss of historical knowledge (as know-how is often not passed-on). Here, we analyzed the relevance of the study of radiochemistry in higher education through future radiochemists’ perceptions. Our objective was to provide insights into future radiochemists’ thinking and provide some clear examples on how to support relevance. A qualitative study was conducted through a research question: What perceptions of relevance do future radiochemists experience about radiochemistry studies and radiochemistry as a field? We used the relevance model of Stuckey et al. (2013) as the relevance framework. This was selected because it offers a comprehensive definition of relevance including individual, societal, and vocational dimensions. The data were gathered from postgraduate radiochemistry students (masters and Ph.D. level) through use of a qualitative questionnaire that was designed using the selected relevance framework. In total, 15 future radiochemists participated in the study. The data were analyzed through theory-based content analysis using the selected relevance framework. According to our data, future radiochemists experience their university study and the chemistry field as being highly relevant. They experienced that radiochemistry topics are interesting (individual relevance), the field has great societal impact through radiopharmaceuticals, energy solutions, and environmental problem-solving (societal relevance), and that their professional future was clear, for example, a job in the nuclear industry (vocational relevance). These results can be used in student recruitment and in developing radiochemistry teaching toward a more relevance-oriented direction.Peer reviewe