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Studies have recommended usability criteria for evaluating Enterprise Resource Planning (ERP) systems. However these criteria do not provide sufficient qualitative information regarding the behaviour of users when interacting with the user interface of these systems. A triangulation technique, including the use of time diaries, can be used in Human Computer Interaction (HCI) research for providing additional qualitative data that cannot be accurately collected by experimental or even observation means alone.Limited studies have been performed on the use of time diaries in a triangulation approach as an HCI research method for the evaluation of the usability of ERP systems. This paper reports on a case study where electronic time diaries were used in conjunction with other HCI research methods, namely, surveys and usability questionnaires, in order to evaluate the usability of an ERP system. The results of the study show that a triangulation technique including the use of time diaries is a rich and useful method that allows more flexibility for respondents and can be used to help understand user behaviour when interacting with ERP systems. A thematic analysis of the qualitative data collected from the time diaries validated the quantitative data and highlighted common problem areas encountered during typical tasks performed with the ERP system. An improved understanding of user behaviour enabled the redesign of the tasks performed during the ERP learning process and could provide guidance to ERP designers for improving the usability and ease of learning of ERP systems.

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Increasing pressure from national government to improve throughput at South African tertiary education institutions presents challenges to educators of CS1 courses. In response, educators must adopt effective methods and strategies that encourage students to be successful in such courses. An approach that seeks to increase and maintain satisfactory throughput is the modification of the teaching model in these courses by adjusting presentation techniques. This paper reports on a study into the effect of integrating an experimental iconic programming notation and associated development environment with existing conventional textual technological support in the teaching model of a CS1 course. The paper reports on the comparison of the performance achievement of students using only conventional textual technological support with that of students using the integrated iconic and conventional textual technological support. The findings suggest strong evidence that the performance achievement of students in a CS1 course improves significantly with the inclusion of iconic technological support in the teaching model. Considerably more students using the integrated form of technological support are in fact successful in the CS1 course when compared with their counterparts who use conventional textual technological support only.