Person:
Foley, James D.

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    Investigating Multimedia Learning with Web Lectures
    (Georgia Institute of Technology, 2006) Day, Jason Allan ; Foley, James D. ; Catrambone, Richard ; GVU Center
    Naturalistic research has shown that a web lecture intervention that includes multimedia lectures studied before class, short homework assignments, and in-class application activities can increase students' grades and satisfaction. The multimedia lectures, called web lectures, are a combination of video, audio, and PowerPoint streamed over the web. This experimental study was motivated by a desire to understand the contribution of web lectures themselves to the web lecture intervention's success. Educational multimedia design guidelines from Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) were used to evaluate and hypothesize about the learning efficacy of three information-equivalent-Video+Audio+PPT (web lecture), Audio+PPT, PPT+Transcript-and one information-nonequivalent-PPT-Only-educational presentation conditions. 60 randomly assigned participants studied the educational materials and completed a posttest and exit survey. Participants in the web lecture condition performed statistically significantly better on the posttest than all other conditions, and survey responses indicated that participants perceived the combination of modalities used by web lectures as more educationally effective than those used in the other conditions. This study verifies the educational contribution of web lectures to the web lecture intervention, web lectures' educational effectiveness as standalone learning objects, and the value-added of video for educational multimedia. These results were not completely in line with our hypothesis based on CLT and CTML, suggesting these theories' limited applicability for multimedia presentations with characteristics of those used in this study. Several possible factors that might account for the results inconsistent with CLT and CTML are identified, including the visibility of gesture in the video and the length and subject matter of the presentations.
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    The Development of an Educational Digital Library for Human-Centered Computing
    (Georgia Institute of Technology, 2005) Clarkson, Edward C. ; Day, Jason Allan ; Foley, James D. ; GVU Center
    Digital libraries have great potential to improve the educational experience. There are a wide variety of such repositories, especially those that focus on specifically on education. However, a survey of existing work shows that that there are relatively few which have both a narrow subject focus and ample affordances for content browsing. We present our prototype design and implementation for the HCC Education Digital Library (HCC EDL), which addresses this relatively sparse portion of the digital library design space. We also discuss our process for requirements gathering and its results, including the development of an HCI topic taxonomy.
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    Inference Bear: Inferring Behavior from Before and After Snapshots
    (Georgia Institute of Technology, 1994) Frank, Martin Robert ; Foley, James D. ; GVU Center
    We present Inference Bear (Inference Based On Before And After Snapshots) which lets users build functional graphical user interfaces by demonstration. Inference Bear is the first Programming By Demonstration system based on the abstract inference engine described in [5]. Among other things, Inference Bear lets you align, center, move, resize, create, and delete user interface elements by demonstration. Its most notable feature is that it does not use domain knowledge in its inferencing.
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    Providing access to graphical user interfaces : the mercator project
    (Georgia Institute of Technology, 1996) Mynatt, Elizabeth D. ; Foley, James D. ; Office of Sponsored Programs ; College of Computing ; Georgia Institute of Technology. Office of Sponsored Programs
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    AASERT : scalable user interfaces
    (Georgia Institute of Technology, 1999) Foley, James D. ; Office of Sponsored Programs ; College of Computing ; Georgia Institute of Technology. Office of Sponsored Programs
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    User Interface Software Tools
    (Georgia Institute of Technology, 1991) Foley, James D. ; GVU Center
    Developing high-quality user interfaces is becoming the critical step in bringing many different computer applications to end users. Ease of learning and speed of use typically must be combined in an attractively-designed interface which appeals to application-oriented (not computer-oriented) end users. This is a complex undertaking, requiring skills of computer scientists, application specialists, graphic designers, human factors experts, and psychologists. User interface software is the foundation upon which the interface is built. The quality of the building blocks provided by the software establishes the framework within which an interface designer works. The tools should allow the designer to quickly experiment with different design approaches, and should be accessible to the non-programmer designer. In this paper we discuss important directions in software tools for building user interfaces: Unified representation serving multiple purposes; Integration with software engineering tools; Interaction programming and by-example creation of interfaces and interface components. Most of our focus is on the first two areas.
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    Coupling Application Design and User Interface Design
    (Georgia Institute of Technology, 1991) De Baar, Dennis J. M. J. ; Foley, James D. ; Mullet, Kevin E. ; GVU Center
    Building an interactive application requires, amongst other activities, the design of both a data model and a user interface. These two designs are often done separately, frequently by different individuals or groups. However, there are strong similarities between the objects, actions and attributes of the data model and those of the user interface. This means that considerable specification work has to be done twice. Our approach is to automatically generate user interface elements directly from the data model. This saves time and effort and at the same time style rules can be applied automatically to the design of the user interface. This relieves the designer of the need to be familiar with certain style rules, while at the same time creating the consistency embodied in the rules.
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    Visualizing the World-Wide Web with the Navigational View Builder
    (Georgia Institute of Technology, 1995) Mukherjea, Sougata ; Foley, James D. ; GVU Center
    Overview diagrams are one of the best tools for orientation and navigation in hypermedia systems. However, constructing effective overview diagrams is a challenging task. This paper describes the Navigational View Builder, a tool which allows the user to interactively create useful visualizations of the information space. It uses four strategies to form effective views. These are binding, clustering, filtering and hierarchization. These strategies use a combination of structural and content analysis of the underlying space for forming the visualizations. This paper discusses these strategies and shows how they can be applied for forming visualizations for the World-Wide Web.
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    Knowledgeable Development Environments Using Shared Design Models
    (Georgia Institute of Technology, 1992) Neches, Robert ; Foley, James D. ; Szekely, Pedro ; Sukaviriya, Piyawadee (Noi) ; Luo, Ping ; Kovacevic, Srdjan ; Hudson, Scott E. ; GVU Center
    We describe MASTERMIND, a step toward our vision of a knowledge-based design-time and run-time environment where human-computer interface development is centered around an all-encompassing design model. The MASTERMIND approach is intended to provide integration and continuity across the entire life cycle of the user interface. In addition, it facilitates higher quality work within each phase of the life cycle. MASTERMIND is an open framework in which the design knowledge base allows multiple tools to come into play and makes knowledge created by each tool accessible to the others.
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    Multimedia on-line help experiment
    (Georgia Institute of Technology, 1991) Foley, James D. ; Sukaviriya, Piyawadee "Noi" ; GVU Center ; Office of Sponsored Programs ; Georgia Institute of Technology. Office of Sponsored Programs