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ItemKitchen science investigators: promoting identity development as scientific reasoners and thinkers(Georgia Institute of Technology, 2010-08-30) Clegg, Tamara LynnetteMy research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, 'How can we design a learning environment in which children discover the utility of science in their lives and their own scientific capabilities?' I have explored this question in the context of designing and enacting KSI. We designed the environment (i.e., activities, facilitation, and technology support) so that in the midst of cooking, participants generate personal goals that they need science to achieve. Our design integrates software to promote scientific practices in a real world context. In my thesis research I analyze how learners are developing identity as scientific reasoners in this environment. I also make recommendations about the design of learning environments and technologies to help with scientific development. My dissertation study is a longitudinal study of individuals in our most recent implementation of KSI. My current analysis of KSI shows significant development of disposition and identity development among focal learners, as well as a set of causal factors. I found that as learners connected cooking and science, and as they participated in science socially with their friends, they began to increase their scientific participation in and outside of KSI. My findings suggest guidelines for software support, facilitation, and activities for getting learners engaged in scientific inquiry in ways that promote the development of scientific identities.
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ItemA case-based approach for supporting the informal computing education of end-user programmers(Georgia Institute of Technology, 2010-08-26) Dorn, Brian JamesSoftware development is no longer a task limited to professionally trained computer programmers. Increasing support for software customization through scripting, the opening of application programmer interfaces on the Web, and a growing need for domain specific application support have all contributed to an increase in end-user programming. Unfortunately, learning to program remains a challenging task, and the majority of end-user programmers lack any formal education in software development. Instead, these users must piece together their understanding of programming through trial and error, examples found online, and help from peers and colleagues. While current approaches to address the difficulties facing end-user programmers seek to change the nature of the programming task, I argue that these challenges often mirror those faced by all novice programmers. Thus, pedagogical solutions must also be explored. This dissertation work investigates the challenges that end-user programmers face from a computer science education perspective. I have engaged in a cycle of learner-centered design to answer the high-level questions: What do users know; what might they need to know; how are they learning; and how might we help users discover and learn what they need or want to know? In so doing, I uniquely frame end-user programming challenges as issues related to knowledge and understanding about computer science. Rather than building new languages or programming tools, I address these difficulties through new types of instructional materials and opportunities for felicitous engagement with them. This work is contextualized within a specific domain of non-traditional programmers: graphic and web designers who write scripts as part of their careers. Through an in-depth, learner-centered investigation of this user population, this dissertation makes five specific contributions: (1) A detailed characterization of graphic and web design end-user programmers and their knowledge of fundamental computing concepts. (2) An analysis of the existing information space that graphic and web designers rely on for help. (3) The implementation of a novel case-based learning aid named ScriptABLE that is explicitly designed to leverage existing user practices while conveying conceptual knowledge about programming. (4) Initial confirmatory evidence supporting case-based learning aids for the informal computing education of web and graphic design end-user programmers. (5) An argument in support of the value of normative computing knowledge among informally trained programmers.
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ItemAssessing fundamental introductory computing concept knowledge in a language independent manner(Georgia Institute of Technology, 2010-08-26) Tew, Allison ElliottMeasuring student learning is fundamental to any educational endeavor. A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student learning. However, the field of computing lacks valid and reliable assessment instruments for pedagogical or research purposes. Without such valid assessments, it is difficult to accurately measure student learning or establish a relationship between the instructional setting and learning outcomes. The goal of assessment research in computer science is to have valid ways of measuring student conceptions of fundamental topics, which will enable both research into how understanding of knowledge in the domain develops as well as enable curricular innovation and reform grounded in this knowledge. My dissertation work focused on three questions regarding assessment of introductory concepts in computer science. How can existing test development methods be applied and adapted to create a valid assessment instrument for CS1 conceptual knowledge? To what extent can pseudo-code be used as the mechanism for achieving programming language independence in an assessment instrument? And to what extent does the language independent instrument provide a valid measure of CS1 conceptual knowledge? I developed the Foundational CS1 (FCS1) Assessment instrument, the first assessment instrument for introductory computer science concepts that is applicable across a variety of current pedagogies and programming languages. I applied methods from educational and psychological test development, adapting them as necessary to fit the disciplinary context. I conducted think aloud interviews and a large scale empirical study to demonstrate that pseudo-code was an appropriate mechanism for achieving programming language independence. Student participants were able to read and reason in the pseudo-code syntax without difficulty and were able to transfer conceptual knowledge from their CS1 programming language to pseudo-code. Finally, I established the validity of the assessment using a multi-faceted argument, combining interview data, statistical analysis of results on the assessment, and exam scores. The contributions of this research are: (1) An example of how to bootstrap the process for developing the first assessment instrument for a disciplinary specific design-based field. (2) Identification that although it may not be possible to correlate scores between computer science exams created with different measurement goals, the validity claims of the individual assessments are not diminished. (3) A demonstration that novice computing students, at an appropriate level of development, can transfer their understanding of fundamental concepts to pseudo-code notation. (4) A valid assessment of introductory computing concepts for procedurally-based introductory computing courses taught in Java, Matlab, or Python at the university level.
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ItemCommunication and alignment of grounded symbolic knowledge among heterogeneous robots(Georgia Institute of Technology, 2010-04-05) Kira, ZsoltExperience forms the basis of learning. It is crucial in the development of human intelligence, and more broadly allows an agent to discover and learn about the world around it. Although experience is fundamental to learning, it is costly and time-consuming to obtain. In order to speed this process up, humans in particular have developed communication abilities so that ideas and knowledge can be shared without requiring first-hand experience. Consider the same need for knowledge sharing among robots. Based on the recent growth of the field, it is reasonable to assume that in the near future there will be a collection of robots learning to perform tasks and gaining their own experiences in the world. In order to speed this learning up, it would be beneficial for the various robots to share their knowledge with each other. In most cases, however, the communication of knowledge among humans relies on the existence of similar sensory and motor capabilities. Robots, on the other hand, widely vary in perceptual and motor apparatus, ranging from simple light sensors to sophisticated laser and vision sensing. This dissertation defines the problem of how heterogeneous robots with widely different capabilities can share experiences gained in the world in order to speed up learning. The work focus specifically on differences in sensing and perception, which can be used both for perceptual categorization tasks as well as determining actions based on environmental features. Motivating the problem, experiments first demonstrate that heterogeneity does indeed pose a problem during the transfer of object models from one robot to another. This is true even when using state of the art object recognition algorithms that use SIFT features, designed to be unique and reproducible. It is then shown that the abstraction of raw sensory data into intermediate categories for multiple object features (such as color, texture, shape, etc.), represented as Gaussian Mixture Models, can alleviate some of these issues and facilitate effective knowledge transfer. Object representation, heterogeneity, and knowledge transfer is framed within Gärdenfors' conceptual spaces, or geometric spaces that utilize similarity measures as the basis of categorization. This representation is used to model object properties (e.g. color or texture) and concepts (object categories and specific objects). A framework is then proposed to allow heterogeneous robots to build models of their differences with respect to the intermediate representation using joint interaction in the environment. Confusion matrices are used to map property pairs between two heterogeneous robots, and an information-theoretic metric is proposed to model information loss when going from one robot's representation to another. We demonstrate that these metrics allow for cognizant failure, where the robots can ascertain if concepts can or cannot be shared, given their respective capabilities. After this period of joint interaction, the learned models are used to facilitate communication and knowledge transfer in a manner that is sensitive to the robots' differences. It is shown that heterogeneous robots are able to learn accurate models of their similarities and difference, and to use these models to transfer learned concepts from one robot to another in order to bootstrap the learning of the receiving robot. In addition, several types of communication tasks are used in the experiments. For example, how can a robot communicate a distinguishing property of an object to help another robot differentiate it from its surroundings? Throughout the dissertation, the claims will be validated through both simulation and real-robot experiments.
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ItemFacilitating communication for deaf individuals with mobile technologies(Georgia Institute of Technology, 2010-03-31) Summet, Valerie HendersonCommunication between deaf individuals and hearing individuals can be very difficult. For people who are born deaf, English is often a second language with the first language being American Sign Language (ASL). Very few hearing people in the United States sign or are aware of Deafness, Deaf culture, or how to appropriately communicate with people with hearing loss. In this thesis, I concentrate on the role that mobile technologies can play in ameliorating some of these issues. In formative work with Deaf teenagers in the metro-Atlanta area, I investigate the role that communication technologies play in the lives of many Deaf individuals and examine how these devices have effected their communication patterns and social circles. Specifically, the teens identified problems communicating with hearing individuals such as close friends and family in face-to-face situations. Having identified sign language use at home as one of the earliest interventions for Deaf children, I investigated the use of mobile phones for learning survival-level ASL. I created a prototype software application which presented short ASL lessons via either a mobile phone or desktop web-browser. The software presented the lessons via one of two different scheduling methods designed to take advantage of the spacing effect during learning. I designed and conducted a study of forty individuals with no prior ASL knowledge which compared the effects of both scheduling algorithm and platform. My results show that individuals who used a mobile phone platform and received a group of lessons at one time performed better on post-test receptive and generative ASL metrics than did participants in the three other conditions.
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ItemCollaborative annotation, analysis, and presentation interfaces for digital video(Georgia Institute of Technology, 2009-07-06) Diakopoulos, Nicholas A.Information quality corresponds to the degree of excellence in communicating knowledge or intelligence and encompasses aspects of validity, accuracy, reliability, bias, transparency, and comprehensiveness among others. Professional news, public relations, and user generated content alike all have their own subtly different information quality concerns. With so much recent growth in online video, it is also apparent that more and more consumers will be getting their information from online videos and that understanding the information quality of video becomes paramount for a consumer wanting to make decisions based on it. This dissertation explores the design and evaluation of collaborative video annotation and presentation interfaces as motivated by the desire for better information quality in online video. We designed, built, and evaluated three systems: (1) Audio Puzzler, a puzzle game which as a by-product of play produces highly accurate time-stamped transcripts of video, (2) Videolyzer, a video annotation system designed to aid bloggers and journalists collect, aggregate, and share analyses of information quality of video, and (3) Videolyzer CE, a simplified video annotation presentation which syndicates the knowledge collected using Videolyzer to a wider range of users in order to modulate their perceptions of video information. We contribute to knowledge of different interface methods for collaborative video annotation and to mechanisms for enhancing accuracy of objective metadata such as transcripts as well as subjective notions of information quality of the video itself.
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ItemUnderstanding the social navigation user experience(Georgia Institute of Technology, 2009-07-06) Goecks, JeremyA social navigation system collects data from its users--its community--about what they are doing, their opinions, and their decisions, aggregates this data, and provides the aggregated data--community data--back to individuals so that they can use it to guide behavior and decisions. In this thesis, I document my investigation of the user experience for social navigation systems that employ activity data. I make three contributions in this thesis. First, I synthesize social navigation systems research with research in social influence, advice-taking, and informational cascades to construct hypotheses about the social navigation user experience. These hypotheses posit that community data from a social navigation system exerts informational influence on users, that users egocentrically discount community data, that herding in social navigation systems can be characterized as informational cascades, and that the size and unanimity of the community data correspond to the strength of the community data's influence. The second contribution of this thesis is an experiment that evaluates the hypotheses about the social navigation user experience; this experiment investigated how a social navigation system can support online charitable giving decisions. The experiment's results support the majority of the hypotheses about the social navigation user experience and provide mixed evidence for the other hypotheses. The implications that arise from the experiment's findings compromise the final contribution of this thesis. These implications concern improving the design of social navigation systems and developing a general framework for evaluating the social influence of social navigation systems.
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ItemExploring user interface challenges in supporting activity-based knowledge work practices(Georgia Institute of Technology, 2008-05-19) Voida, StephenThe venerable desktop metaphor is beginning to show signs of strain in supporting modern knowledge work. Traditional desktop systems were not designed to support the sheer number of simultaneous windows, information resources, and collaborative contexts that have become commonplace in contemporary knowledge work. Even though the desktop has been slow to evolve, knowledge workers still consistently manage multiple tasks, collaborate effectively among colleagues or clients, and manipulate information most relevant to their current task by leveraging the spatial organization of their work area. The potential exists for desktop workspaces to better support these knowledge work practices by leveraging the unifying construct of activity. Semantically-meaningful activities, conceptualized as a collection of tools (applications, documents, and other resources) within a social and organizational context, offer an alternative orientation for the desktop experience that more closely corresponds to knowledge workers' objectives and goals. In this research, I unpack some of the foundational assumptions of desktop interface design and propose an activity-centered model for organizing the desktop interface based on empirical observations of real-world knowledge work practice, theoretical understandings of cognition and activity, and my own experiences in developing two prototype systems for extending the desktop to support knowledge work. I formalize this analysis in a series of key challenges for the research and development of activity-based systems. In response to these challenges, I present the design and implementation of a third research prototype, the Giornata system, that emphasizes activity as a primary organizing principle in GUI-based interaction, information organization, and collaboration. I conclude with two evaluations of the system. First, I present findings from a longitudinal deployment of the system among a small group of representative knowledge workers; this deployment constitutes one of the first studies of how activity-based systems are adopted and appropriated in a real-world context. Second, I provide an assessment of the technologies that enable and those that pose barriers to the development of activity-based computing systems.