Specifying Relations between Research and the Design of Human-Computer Interactions

Long, John

doi:10.1007/978-0-387-35175-9_34

Cited by 6 publications

(7 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Very little has been done so far to validate these substitutes compared to real systems (a positive exception is [122]). This issue is a very important, but highly underestimated, research contribution [123], [124]. This research contribution will lead to a properly validated design methodology beyond Lim and Long [53].…”

Section: E 'System' Validation Cyclementioning

confidence: 99%

HCI as an engineering discipline: to be or not to be!?

Rauterberg

2006

African Journal of ICT

View full text Add to dashboard Cite

Abstract-One of the major challenges in the emerging interdisciplinary field of human-computer interaction (HCI) is the specification of a research line that can enable the development of validated design knowledge with a predictive power for the design of interactive systems. Based on the three different elements in the design of interactive systems: (1) human being(s), (2) technical artefact(s), and (3) context of use, different academic disciplines contribute with different research paradigms to this new field: social sciences with a strong empirical and experimental approach, industrial and interaction design with a strong emphasis on artistic design, and engineering disciplines with a strong technical and formal approach. This programmatic paper presents, discusses and recommends a possible way to integrate the strengths of different research and design paradigms based on triangulation, and we argue for HCI as an engineering discipline.Index Terms-human computer interaction, design paradigm, research agenda, triangulation.

show abstract

Section: E 'System' Validation Cyclementioning

confidence: 99%

HCI as an engineering discipline: to be or not to be!?

Rauterberg

2006

African Journal of ICT

View full text Add to dashboard Cite

show abstract

“…Many existing IT systems have not been successful because these factors have not been incorporated in their design (Landauer, 1995). More research is needed that attempts to systematically solve the previously mentioned problems, and that then feeds this knowledge back into the evaluation and design of more effective IT systems and products (Norman, 1986(Norman, , 1996Long, 1996). The second answer to the 'why bother?'…”

Section: Main Argument and Research Questionsmentioning

confidence: 99%

The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory

Cook

2002

JIME

View full text Add to dashboard Cite

This paper examines two sides of a coin that relate to learning from dialogue. The first side of our coin relates to the role of dialogue in learning; the second side is related to the part that observations of learning dialogues can play in the design of computer-based learning environments. In order to define the scope of the paper, various complementary research question are examined. For example, one question is how and why does one learn from dialogue? A second question is how, or to what extent, can theories and studies of dialogue and interaction be exploited in a concrete way by designers of interactive media for education? Following a review of related literature I present my main argument, namely that the evolutionary approach provides a model by which research in learning, teaching and theories of interaction can jointly feed into the design process of learning technology. This is followed by an exposition of the evolutionary approach. There are three aspects to what I am terming an evolutionary approach to learning technology theory: (i) theories/models of teaching, learning and interaction, (ii) empirical observations of learning, and (iii) interactive learning environment design and implementation. The purpose of this evolutionary approach is the mapping out of not a specific theory, but how people are working towards the creation of theories. The evolutionary approach involves a constant process which slowly takes the educational technology field forward in iterative steps. In order to concretise the evolutionary approach, I examine the work of selected researchers, in the field of dialogue in learning, in the context of the identified three points of evolution. I conclude by suggesting that the evolutionary model can help designers of, and researchers into, learning technology in various important ways. Commentaries:All JIME articles are published with links to a commentaries area, which includes part of the article's original review debate. Readers are invited to make use of this resource, and to add their own commentaries. The authors, reviewers, and anyone else who has 'subscribed' to this article via the website will receive e-mail copies of your postings.Keywords: learning technology theory, learning through dialogue, dialogue analysis and modelling, interactive media design, meta-analysis Cook, J. The role of dialogue in computer-based learning and observing learning: an evolutionary approach to theory

show abstract

“…However, they are rejected for the following reasons. For design problems to be conceptualised, operationalised, tested and generalised by research, they need to be complete, coherent and fit-for-purpose (Long, 1996). If the criteria are not met, the resulting design knowledge also risks being incomplete, not coherent, and not fit-for-purpose, and so fail testing and not be generalisable.…”

Section: A Operational Atm Problemsmentioning

confidence: 99%

Design problems for cognitive ergonomics research: what we can learn from atm-like micro-worlds

Long¹,

Timmer²

2001

Le Travail Humain

View full text Add to dashboard Cite

Tous droits réservés pour tous pays.La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

show abstract

Specifying Relations between Research and the Design of Human-Computer Interactions

Cited by 6 publications

References 2 publications

HCI as an engineering discipline: to be or not to be!?

HCI as an engineering discipline: to be or not to be!?

The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory

Design problems for cognitive ergonomics research: what we can learn from atm-like micro-worlds

Contact Info

Product

Resources

About