A METHODOLOGY FOR ADAPTIVE USER INTERFACE DESIGN

A methodology, AUI (Adaptive User Interface), is presented in this paper for the design of user interfaces that can accommodate users of different skill levels. The conceptual user interface model, referred to as the dialogue schema in the AUI methodology, is derived by analyzing the control structure of task requirements from the real time system and formal language perspectives. The dialogue schema is used to generate three forms of dialogues: question/answer, menu/form, and formal language. Alternative software tools to facilitate the AUI methodology are also discussed

A Linguistic Analysis of Group Support Systems Interactions for Uncovering Social Realities of Organizations

Language represents the medium through which we encounter reality and can be viewed as a human social action (Holtgraves 2002). In this study, we apply speech act theory to analyze the data collected in a study by Trauth and Jessup (2000) and demonstrate that GSS can be an effective tool for diagnosing the social life of an organization. Our linguistic analysis confirms previous research findings that both the topic and the group size influence the pattern of discussion, especially when issues are threatening. In addition, when GSS is applied to such an issue, linguistic analysis helps to uncover hidden defensive speech routines. Identifying the speech acts of GSS discussions may therefore complement positivist and interpretive analysis by examining if participants’ engagement is superficial or profound, if consensus is reached or blocked, and if certain speech acts lead to dysfunctional organizational learning. Taken together with Trauth and Jessup (2000)’s study, we show that social realities revealed in GSS discussions are multi-dimensional and that, by adopting a different research stance to better understand the role of GSS, a variety of research benefits may be derived

Investigating the Development of Work-oriented Groups in an e-Learning Environment

[[abstract]]In this study, we have investigated developmental patterns of virtual groups in the e-learning environment. Our findings suggest that for virtual groups formed for the purpose of e-learning, dependency and inclusion characterize the initial stage of group development, as such characteristics reinforce cooperative relationships and help to build a stronger social bond among group members. This is followed by the second stage, swift work, which enables participants to labor as a team and facilitates continual collaboration among members. However, the third stage, conflict, is inevitable, as conflicts provide important diagnostic evidence for each member to assess and adjust his or her values and preference. Finally, by overcoming conflicts, partners build strong bonding, which fosters intimate communication and provides many opportunities for frequent interactions that demonstrate concern and desire to satisfy the needs and wishes of one another. Our finding suggests that initial active dependency interactions in the first period provide a sense of coherence. Accordingly, the instructor of a virtual learning system should encourage learners to express their concern for one another in order quickly to build strong norms. In addition, as work intensifies, the instructor could aim to support both the effective interaction channels of groups as well as their task-focused activities. Finally, to improve members’ involvement and information sharing, the instructor could provide feedback to groups regarding their level of interactivity and encourage members to remind each other about the quality and quantity of individual contribution.[[notice]]補正完畢[[journaltype]]國外[[incitationindex]]SSCI[[booktype]]紙本[[booktype]]電子版[[countrycodes]]NZ

ICT for Development: Two Contradictory Stories of an ICT Initiative

In this study we explore two different perspectives of one ICT project. The “mainstream” believed that an educational ICT project for Taiwanese aboriginals was successful, while the local aboriginals and local teachers did not. Using ethnographic research, we investigated the possible reasons for the disparity between the views of the mainstream and the locals. Our findings indicate that the paternalistic nature of the ICT project as well as a belief in technological supremacy contributed to the discrepancy of views regarding the success of the project. We use postcolonial theory to draw attention to the (often forgotten) voice of the aboriginals