Curiosity, Creativity, and Surprise as Analytic Tools: Grounded Theory Method

Müller, Michael

doi:10.1007/978-1-4939-0378-8_2

Cited by 74 publications

(45 citation statements)

References 42 publications

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“…While this analysis method has its roots in Grounded Theory [42], we would like to highlight that it was not our goal to build a holistic theory from the data. Following common prac tice in HCI [31], we used the approach as the foundation for a focussed analysis of the transcribed interviews. Inter view questions along with the full set of codes are available at https://www.scss.tcd.ie/ManyCore/.…”

Section: Methodsmentioning

confidence: 99%

Design considerations for parallel performance tools

Atachiants

Gregg

Jarvis

et al. 2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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In recent years there has been a shift in microprocessor manu facture from building single-core processors towards provid ing multiple cores on the same chip. This shift has meant that a much wider population of developers are faced with the task of developing parallel software: a difficult, time con suming and expensive process. With the aim of identifying issues, emerging practices and design opportunities for sup port, we present in this paper a qualitative study in which we interviewed a range of software developers, in both industry and academia. We then perform a systematic analysis of the data and identify several cross-cutting themes. These analysis themes include the practical relevance of the probe effect, the significance of orchestration models in development and the mismatch between currently available tools and developers' needs. We also identify an important characteristic of parallel programming, where the process of optimisation goes hand in hand with the process of debugging, as opposed to clearer distinctions which may be made in traditional programming. We conclude with reflection on how the study can inform the design of software tools to support developers in the endeav our of parallel programming.

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Section: Methodsmentioning

confidence: 99%

Design considerations for parallel performance tools

Atachiants

Gregg

Jarvis

et al. 2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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show abstract

“…Altogether, the corpus contained 12,102 turns. To develop a coding scheme, I used a grounded theory approach (Muller, 2014;Saldana, 2016). Specifically, my research team summarized the entire corpus of transcripts utterance by utterance to discover emerging themes.…”

Section: Discussionmentioning

confidence: 99%

How do Students Learn to See Concepts in Visualizations? Social Learning Mechanisms with Physical and Virtual Representations

Rau

2017

Learning Analytics

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STEM instruction often uses visual representations. To benefit from these, students need to understand how representations show domain-relevant concepts. Yet, this is difficult for students. Prior research shows that physical representations (objects that students manipulate by hand) and virtual representations (objects on a computer screen that students manipulate via mouse and keyboard) have complementary advantages for conceptual learning. However, physical and virtual representations are often embedded into different social classroom contexts, which may affect social mechanisms through which students construct connections between concepts and representations. Therefore, this paper focuses on the social events that precede concept-representation connections. Twelve high-school students worked collaboratively with physical and virtual representations of chemistry. Frequent pattern mining of discourse data was used to identify social events that often preceded concept-representation connections. Qualitative analysis investigated social mechanisms through which these events may enhance concept-representation connections. Results show that students construct concept-representation connections incrementally. Further, meta-cognitive strategies and instructor prompts often preceded concept-representation connections. Finally, differences between physical and virtual representations were mainly due to different social supports being available in the context in which the representations were embedded. I discuss contributions to literature on learning with multiple representations and to interventions that blend representation modes.

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“…However, some participants had keyboards or laptops with built-in smartcard readers and used those instead, although all participants had to have ActivClient smartcard middleware 8 installed on their workstations regardless of which reader they used (see Section 3.4 below). Of the 24 participants, 13 used the USB readers provided by the OCIO; 5 used integrated keyboard readers; and 6 used internal laptop readers (see Figure 2 below).…”

Section: Card Readersmentioning

confidence: 99%

“…7 NIST employees were able to use certain software to encrypt and digitally sign documents and messages before the smartcards were introduced. 8 Specific hardware and software products identified in this report were used in order to perform the evaluations described. In no case does such identification imply recommendation or endorsement by the National Institute of Standards and Technology, nor does it imply that the products and equipment identified are necessarily the best available for the purpose.…”

Section: Card Readersmentioning

confidence: 99%

“…By using rigorous methods of data collection and analysis, we developed insights and recommendations based on patterns emerging from the data themselves (see Section 5) [8]. We used an application called NVIVO to code, conceptualize, and categorize qualitative data obtained from surveys, daily diaries, e-mail questionnaires and user interviews.…”

Section: Analysis Of Observationsmentioning

confidence: 99%

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