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WOZ pro: A pen-based low fidelity prototyping environment to support wizard of oz studies

WOZ pro: A pen-based low fidelity prototyping environment to...

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25th SIGCHI Conference on Human Factors in Computing Systems 2007, CHI 2007

作者： Hundhausen, Christopher D. Balkar, Anzor Nuur, Mohamed Trent, Stephen Visualization and End User Programming Lab. School of Electrical Engineering and Computer Science Washington State University Pullman WA 99164-2752 United States School of Electrical Engineering and Computer Science Washington State University Tri-Cities Richland WA 99354-1671 United States

ISBN: (纸本)1595936424

Because they are easy to create and modify, low fidelity prototypes are commonly used in early evaluations of user interface designs. Designers typically use either pen-and-paper or various computer-based tools to create and test low fidelity prototypes;however, our informal analyses of these existing technologies indicate that they do not optimally support the two key, complementary tasks of (a) prototype creation and (b) wizard of oz testing. To address this problem, we have been developing WOZ Pro (Wizard of Oz Prototyper), a pen-based software environment for the quick and easy creation and testing of low fidelity user interface prototypes. We are designing WOZ Pro to be as easy to use as pen-and-paper, but to hold key advantages over pen-and-paper and existing computer-based tools. When designing interface screens in WOZ Pro, designers can easily (a) propagate a design change to other related screens, and (b) specify the set of screens that are reachable from a given screen. In a wizard of oz test, WOZ Pro reduces the cognitive load on the wizard by allowing navigation only to those next screens that are valid. We are planning a controlled experiment to compare WOZ Pro against paper-and-pencil along several measures in a set of prototype creation and evaluation tasks.

关键词： Software prototyping

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Adding procedures and pointers to the ALVIS algorithm visualization software: A preliminary design 06

Adding procedures and pointers to the ALVIS algorithm visual...

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SOFTVIS 06: ACM Symposium on Software visualization

作者： Hundhausen, Christopher D. Brown, Jonathan L. Farley, Sean Visualization and End User Programming Lab. School of Electrical Engineering and Computer Science Washington State University Pullman WA 99164-2752

ISBN: (纸本)1595934642

Since the late 1990s, we have been developing ALVIS, a new breed of algorithm visualization software that supports a novel, "studio based" approach to teaching introductory programming. In this approach, students, working in pairs, use the ALVIS software to construct their own algorithmic solutions to appropriate algorithm design problems. ALVIS automatically generates accompanying algorithm visualizations, which students can augment with their own visual and storytelling elements prior to presenting them to their peers and instructor for feedback and discussion. We believe the pedagogical value of this approach rests in students' active engagement in constructing and subsequently discussing their algorithmic solutions. Previous versions of the ALVIS software have enabled students to create only single-procedure, array iterative algorithms. We describe here our preliminary work toward expanding ALVIS so that it supports parameterized procedures and pointers. Our ultimate aim is to explore the pedagogical value of using ALVIS as the basis of an entire "studio based" introductory programming course for students without prior programming experience. © 2006 by the Association for Computing Machinery, Inc.

关键词： Software design

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A methodology for analyzing the temporal evolution of novice programs based on semantic components 06

A methodology for analyzing the temporal evolution of novice...

引用

ICER 2006 - 2nd International Computing Education Research Workshop

作者： Hundhausen, Christopher D. Brown, Jonathan L. Farley, Sean Skarpas, Daniel Visualization and End User Programming Lab School of Electrical Engineering and Computer Science Washington State University Pullman WA 99164-2752

ISBN: (纸本)1595934944

Empirical studies of novice programming typically rely on code solutions or test responses as the basis of their analyses. While such data can provide insight into novice programming knowledge, they say little about the programming processes in which novices engage. For those interested in improving novice programming environments, a key research question arises: How can we collect and analyze data on novice programming that will enable us (a) to analyze and compare the programming processes promoted by alternative novice programming environments, and (b) ultimately to build better novice programming environments? To address this question, we have collected a large video corpus of novices as they construct code solutions in various versions of ALVIS Live! [17], a novice programming environment. Through detailed post-hoc analyses of our video corpus, we have developed a methodology for compiling the moment-by-moment evolution of novice code solutions. Based on an analysis of a model code solution's key semantic components, our methodology enables researchers to document, on a second-by-second basis, (a) what part of a code solution a programmer is focusing on, and (b) where the semantic feedback provided by the programming environment is helping. Although it is time and lab.r intensive, our methodology provides researchers with a standard set of data and representations for comparing the programming processes promoted by alternative programming environments. Copyright 2006 ACM.

关键词： Computer programming

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Personalizing and discussing algorithms within CS1 studio experiences: An observational study 05

Personalizing and discussing algorithms within CS1 studio ex...

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1st International Computing Education Research Workshop, ICER 2005

作者： Hundhausen, Christopher D. Brown, Jonathan Lee Visualization and End User Programming Lab School of Electrical Engineering and Computer Science Washington State University Pullman WA 99164-2752

ISBN: (纸本)1595930434

Pedagogical algorithm visualization technology aims to assist learners in understanding the dynamic behavior of computer algorithms. A key trend in past experimental studies is that learners benefit most when they are actively engaged with algorithm visualization technology. Inspired by this trend, we are exploring the pedagogical value of a novel active learning activity - the Studio Experience - within the context of an introductory CS1 unit on algorithmic problem-solving. In a Studio Experience, student pairs are given algorithm design problems, e.g., "design two alternative algorithms that reverse the values in a list." They are tasked both with constructing algorithmic solutions and accompanying visualizations, and with presenting their visualizations for feedback and discussion in a session modeled after an architectural "design crit." Through an observational study of studio experience sessions in which students used two alternative forms of visualization technology -art supplies and a computer-based tool - we gained insight into (a) the processes by which students construct visual presentations of algorithms, (b) the characteristics of their visual presentations;(c) the nature of conversations mediated by visual algorithmic solutions;and (d) the kind of visualization technology that best supports these activities. Based on our results, we suggest improvements to the approach, and propose an agenda for future empirical studies. Copyright 2004 ACM.

关键词： Computer science

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