end-user programmers, those who write code but lack formal training in computer science, are often reliant on various tools such as API documentation or searching the Web for information in order to complete a specifi...
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ISBN:
(纸本)9780877155454
end-user programmers, those who write code but lack formal training in computer science, are often reliant on various tools such as API documentation or searching the Web for information in order to complete a specific task. This study examines the information foraging behaviors of a group of web and graphic designers engaged in a series of code modification tasks. We find that users were largely unsuccessful in their foraging activities, with few information seeking events resulting in noticeable changes to participants' source code. Participants viewed remarkably few results generated by their queries and rarely refined queries multiple times. However, these kinds of activities were positively correlated with task success metrics. We conclude with a discussion of the study's results and their implications on the design of future programming environments and search tools for end-user programmers.
This is part of a qualitative research to study the metacommunication practiced by teachers who deliver education through virtual learning environments (VLE). We are interested on traces or signs of expression, presen...
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ISBN:
(纸本)9788576692911
This is part of a qualitative research to study the metacommunication practiced by teachers who deliver education through virtual learning environments (VLE). We are interested on traces or signs of expression, presence and representation of he teachers' selves as end-user developers of the interfaces they customize for their classes. For that, we chose Moodle as the environment to conduct this work and counted with he voluntary participation of nine teachers, all with different profiles concerning to the field of work and the educational model. Instead of observing these teachers on the construction of interfaces, we adopted a different approach by interviewing them and collecting their own impressions about he way they communicate through the VLE. It has been found that teachers practice self-expression and representation through VLE in three different ways: expression through written language, interface customization and through the content. These aspects are discussed and some points concerning to training and methodologies are raised.
This paper presents an empirical study about the Nested Context Language (NCL), which is a language developed to create multimedia documents and Interactive Digital TV (IDTV) applications for the Brazilian system. The...
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ISBN:
(纸本)9788576692034
This paper presents an empirical study about the Nested Context Language (NCL), which is a language developed to create multimedia documents and Interactive Digital TV (IDTV) applications for the Brazilian system. The goal was to obtain indicators of NCL usability in the generation of content for IDTV, since this language plays the role of interface language for users. Through data collected on forms filled by 220 students from various classes of training courses conducted in some states of Brazil and later analysis by a mix of qualitative and quantitative methods, some aspects were found where the NCL profile can and should be improved in order to ease the activities of content creators for IDTV, who have a heterogeneous profile and are not necessarily familiar with computer programming.
To enable end-user composing services directly, this paper proposed a service composition approach based on Petri net models: WF_logic, WF_semantics, WM_logic, and WM_semantics (named PWF_nets jointly). This approach ...
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To enable end-user composing services directly, this paper proposed a service composition approach based on Petri net models: WF_logic, WF_semantics, WM_logic, and WM_semantics (named PWF_nets jointly). This approach can guide the end-users to stepwise model the logic, semantics and management of the process of services composition in different abstraction level. At each step, the end-user only need to concentrate on one aspect of services composition and an appropriate Petri net model will support his or her work. With this approach, not only a rational application can be built by the end-user more easily, but also the models created at each step can be formally verified.
This paper explores some a novel approaches to harnessing the Internet-of-Things (IoT) as a teaching and research vehicle in education. For teaching we argue that the Internet-of-Things provides a highly motivating to...
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ISBN:
(纸本)9781479907458
This paper explores some a novel approaches to harnessing the Internet-of-Things (IoT) as a teaching and research vehicle in education. For teaching we argue that the Internet-of-Things provides a highly motivating topic to capture students' imaginations, and a perfect platform for teaching computer science. In addition, we explain the potential for entire campuses or buildings to be constructed from Internet-of-Things technologies and the potential for this infrastructure to act as a teaching platform. This proposition is perfectly captured by the axiom "The college building (or campus) is the lab". This philosophy is part of a wider movement that started in the EU, called Living Labs. In achieving these aims, our work seeks to combine a number of concepts;first we utilise the Internet-of-Things, second we incorporate Living Labs ideas, third we harness the iCampus vision, forth we use the 'Smart Box' concept and finally we implement the Pervasive-interactive-programming (PiP) paradigm. We contend this approach can be used in various mixes to produce highly motivating and effective educational environments. We illustrate this work by describing the application of these ideas to a real-world venture, the Harlow UTC (in the UK). The main focus of this paper concerns the use of PiP, together with the Internet-of-Things, to teach elementary programming skills. In in support of this we present results of an evaluation of PiP with 18 participants (students and staff) of varied age and gender. The main conclusions of these evaluations were that PiP enabled students and staff, with diverse backgrounds, to quickly master the programming skills involved. The paper concludes by describing our future plans for this work.
What if endusers could own the software development life cycle from conception to deployment using only requirements expressed in language, images, video or audio? We explore this idea, building on the capabilities t...
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What if endusers could own the software development life cycle from conception to deployment using only requirements expressed in language, images, video or audio? We explore this idea, building on the capabilities that Generative Artificial Intelligence brings to software generation and maintenance techniques. How could designing software in this way better serve endusers? What are the implications of this process for the future of end-user software engineering and the software development life cycle? We discuss the research needed to bridge the gap between where we are today and these imagined systems of the future.
Prompting LLMs for complex tasks (e.g., building a trip advisor chatbot) needs humans to clearly articulate customized requirements (e.g., “start the response with a tl;dr”). However, existing prompt engineering ins...
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Prompting LLMs for complex tasks (e.g., building a trip advisor chatbot) needs humans to clearly articulate customized requirements (e.g., “start the response with a tl;dr”). However, existing prompt engineering instructions often lack focused training on requirement articulation and instead tend to emphasize increasingly automatable strategies (e.g., tricks like adding role-plays and “think step-by-step”). To address the gap, we introduce Requirement-Oriented Prompt Engineering (ROPE), a paradigm that focuses human attention on generating clear, complete requirements during prompting. We implement ROPE through an assessment and training suite that provides deliberate practice with LLM-generated feedback. In a randomized controlled experiment with 30 novices, ROPE significantly outperforms conventional prompt engineering training (20% vs. 1% gains), a gap that automatic prompt optimization cannot close. Furthermore, we demonstrate a direct correlation between the quality of input requirements and LLM outputs. Our work paves the way to empower more end-users to build complex LLM applications.
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