Preface

Helander, Martin G.; Landauer, Thomas K.; Prabhu, Prasad

doi:10.1016/b978-044481862-1.50066-2

Cited by 14 publications

(23 citation statements)

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“…However, much research on basic psychological processes has been conducted that can be used to formulate such guidelines. This observation has been appreciated by many researchers, who have understood the fundamental point that effective displays must play to the strengths of human information processing and must avoid relying on the weaknesses of such processing (e.g., Aspillaga, 1996; Helander et al, 1997; Mejdal et al, 2001; Vekiri, 2002; Watzman, 2003; Stanney et al, 2004). …”

Section: Eight Cognitive Communication Principlesmentioning

confidence: 99%

“…This observation leads us to formulate the Principle of Perceptual Organization : people automatically organize elements into groups, which they then attend to and remember (Larkin and Simon, 1987; Gropper, 1991; Aspillaga, 1996; Helander et al, 1997; Vekiri, 2002). Such groups emerge in numerous ways (Palmer, 1992).…”

Section: Eight Cognitive Communication Principlesmentioning

confidence: 99%

“…If salience is aligned with importance (Helander et al, 1997), the more important aspects of the slide (e.g., the title or topic sentence) or of an illustration (graph, diagram, demo) draw the audience members’ attention – which will also enhance later memory for those aspects (Schmidt, 1991). …”

Section: Eight Cognitive Communication Principlesmentioning

confidence: 99%

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PowerPoint® Presentation Flaws and Failures: A Psychological Analysis

Kosslyn¹,

Kievit²,

Russell³

et al. 2012

Front. Psychology

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Electronic slideshow presentations are often faulted anecdotally, but little empirical work has documented their faults. In Study 1 we found that eight psychological principles are often violated in PowerPoint® slideshows, and are violated to similar extents across different fields – for example, academic research slideshows generally were no better or worse than business slideshows. In Study 2 we found that respondents reported having noticed, and having been annoyed by, specific problems in presentations arising from violations of particular psychological principles. Finally, in Study 3 we showed that observers are not highly accurate in recognizing when particular slides violated a specific psychological rule. Furthermore, even when they correctly identified the violation, they often could not explain the nature of the problem. In sum, the psychological foundations for effective slideshow presentation design are neither obvious nor necessarily intuitive, and presentation designers in all fields, from education to business to government, could benefit from explicit instruction in relevant aspects of psychology.

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Section: Eight Cognitive Communication Principlesmentioning

confidence: 99%

Section: Eight Cognitive Communication Principlesmentioning

confidence: 99%

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PowerPoint® Presentation Flaws and Failures: A Psychological Analysis

Kosslyn¹,

Kievit²,

Russell³

et al. 2012

Front. Psychology

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“…According to Helander et al [16], human errors are of two types namely, phenomenological, which is concerned with error consequence, and those causing the error. The first category focuses on how the error occurred while the second group focuses on why.…”

Section: A Human Errorsmentioning

confidence: 99%

Impact Propagation of Human Errors on Software Requirements Volatility

Askarinejadamiri¹,

Ghani²,

Zulzallil³

et al. 2017

ijacsa

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Abstract-Requirements volatility (RV) is one of the key risk sources in software development and maintenance projects because of the frequent changes made to the software. Human faults and errors are major factors contributing to requirement change in software development projects. As such, predicting requirements volatility is a challenge to risk management in the software area. Previous studies only focused on certain aspects of the human error in this area. This study specifically identifies and analyses the impact of human errors on requirements gathering and requirements volatility. It proposes a model based on responses to a survey questionnaire administered to 215 participants who have experience in software requirement gathering. Exploratory factor analysis (EFA) and structural equation modelling (SEM) were used to analyse the correlation of human errors and requirement volatility. The results of the analysis confirm the correlation between human errors and RV. The results show that human actions have a higher impact on RV compared to human perception. The study provides insights into software management to understand socio-technical aspects of requirements volatility in order to control risk management. Human actions and perceptions respectively are a root cause contributing to human errors that lead to RV.

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“…Among these ways to increase motivation, one possibility is to make the task more enjoyable. It is possible for example to use interfaces made of physical objects, often belonging to the everyday experience, instead of traditional ones based on the WIMP [2] paradigm 4 . One of these novel interfaces is described in [3], where Sun and Han tested different kinds of input interfaces, such as: keyboards, aluminium foil pads and bananas.…”

Section: Related Workmentioning

confidence: 99%

A Smart Material Interfaces Learning Experience

Minuto

Pittarello

Nijholt

2015

International Conferences on Distributed Multimedia Systems

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Abstract-This paper describes a learning experience held with a class of primary school children who were introduced to a novel class of resources, named smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multidisciplinary educational path in which traditional and innovative teaching methods were composed for educating while engaging the children. It led to the creation of 6 automated puppet plays focused on the themes of environmental awareness as a result. In this process, storytelling and visual programming acted as powerful means for merging different educational concepts and techniques. The children's engagement and the educational impact were evaluated during and after of the experience, revealing interesting results. The data collected through the direct observation and the questionnaires indicate that the experience was perceived as a positive and interesting. The post evaluation, held some months later, revealed improvements in all the areas involved by the multidisciplinary experience, from the knowledge of the properties of smart materials and the programming skills, to the increase of the environmental awareness and the skills for text analysis.Keywords: Arduino, computer supported education, origami, smart material interface, Scratch, storytelling, visual programming. I. MOTIVATIONEducators should be able to offer up-to-date educational paths capable of integrating the novelties of science and technology with the engagement of the pupils for improved learning. Smart materials represent a novel and interesting technological topic to teach and learn. They can change their physical properties (for example color, shape, stiffness and so forth) and they can be manipulated and controlled through different hardware platforms (e.g. Arduino) for the creation of interesting and engaging interfaces (i.e. Smart Material Interfaces, SMIs). The interest of this exploratory study lays in the introduction of these complex technology topics in the Primary School and on the design of an interdisciplinary educational path supporting this goal. For reaching this goal the educational experience included scientific, technical, artistic topics and literacy skills, meant for engaging the children while educating them. It is important to underline that the topics that were introduced for stimulating the interest for the smart materials worked not just as a means but they were themselves a focus of interest. Storytelling, which has long DOI reference number: 10.18293/DMS2015-013 been recognised as a powerful means for engaging children in educational contexts, was used in this work as a glue for connecting the different educational topics. Storytelling provided an overall goal to the students' work: the creation of stories focused on environmental awareness themes. In this experience the children were challenged in the creation of origami 1 models as elements of a story. These elements were augmented with smart materials and programmed to act as the stories created...

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Preface

Cited by 14 publications

References 0 publications

PowerPoint® Presentation Flaws and Failures: A Psychological Analysis

PowerPoint® Presentation Flaws and Failures: A Psychological Analysis

Impact Propagation of Human Errors on Software Requirements Volatility

A Smart Material Interfaces Learning Experience

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