A code reuse interface for non-programmer middle school students

Gross, Paul; Herstand, Micah S.; Hodges, Jordana W.; Kelleher, Caitlin

doi:10.1145/1719970.1720001

Cited by 30 publications

(28 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This paper presents the GenderMag method, along with our investigations to inform and evaluate our approach empiricallya formative case study at a company that produces software allowing medical practitioners to customize programmable hearing aids; a formative workshop event in which researchers evaluated Looking Glass [Gross et al 2012], a tool that teaches middle school students to program 3D animations; and a qualitative laboratory study in which UX practitioners used GenderMag to evaluate Gidget [Lee et al 2014], a game-like programming environment designed to teach debugging.…”

Section: Gender Inclusivenessmentioning

confidence: 99%

GenderMag: A Method for Evaluating Software's Gender Inclusiveness

et al. 2016

View full text Add to dashboard Cite

In recent years, research into gender differences has established that individual differences in how people problem-solve often cluster by gender. Research also shows that these differences have direct implications for software that aims to support users' problem-solving activities, and that much of this software is more supportive of problem-solving processes favored (statistically) more by males than by females. However, there is almost no work considering how software practitionerssuch as User Experience (UX) professionals or software developers-can find gender-inclusiveness issues like these in their software. To address this gap, we devised the GenderMag method for evaluating problem-solving software from a genderinclusiveness perspective. The method includes a set of faceted personas that bring five facets of gender difference research to life, and embeds use of the personas into a concrete process through a gender-specialized Cognitive Walkthrough. Our empirical results show that a variety of practitioners who design software-without needing any background in gender research-were able to use the GenderMag method to find gender-inclusiveness issues in problem-solving software. Our results also show that the issues the practitioners found were real and fixable. This work is the first systematic method to find gender-inclusiveness issues in software, so that practitioners can design and produce problem-solving software that is more usable by everyone. Categories and Subject DescriptorsH.5.2. Information interfaces and presentation (e.g., HCI): User Interfaces; H.5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous. Additional KeywordsGender; gender HCI; diversity; problem-solving software; GenderMag Research Highlights We discuss five facets of prior gender research with ties to males' and females' usage of problem-solving software.  We present GenderMag, the first systematic method to evaluate gender-inclusiveness issues in problem-solving software.  We show how GenderMag draws upon and encapsulates these five facets.  We present three qualitative empirical studies that were used to inform and to validate various aspects of GenderMag, and show the kinds of issues that participants found and how gender of the evaluator interacted with usage of the method.

show abstract

Section: Gender Inclusivenessmentioning

confidence: 99%

GenderMag: A Method for Evaluating Software's Gender Inclusiveness

et al. 2016

View full text Add to dashboard Cite

show abstract

“…These widgets are connected only implicitly to the global collection at the center, and they are otherwise completely independent of each other. Unlike D3 or Storytelling Alice [17,10] everything is specified declaratively, though authors can create their own plugins easily. And unlike D3, Alice, and Yahoo Pipes!…”

Section: Related Workmentioning

confidence: 99%

End-users publishing structured information on the web

Benson

Karger

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

End-users are accustomed to filtering and browsing styled collections of data on professional web sites, but they have few ways to create and publish such information architectures for themselves. This paper presents a full-lifecycle analysis of the Exhibit framework-an end-user tool which provides such functionality-to understand the needs, capabilities, and practices of this class of users. We include interviews, as well as analysis of over 1,800 visualizations and 200,000 web interactions with these visualizations. Our analysis reveals important findings about this user population which generalize to the task of providing better end-user structured content publication tools.

show abstract

“…We implemented stencils within Looking Glass (see Figure 1) [4], a programming environment for middle school children and the successor to Storytelling Alice [9]. Looking Glass users construct programs by dragging and dropping graphical tiles and selecting parameter values using menus.…”

Section: Looking Glassmentioning

confidence: 99%

“…We conducted a formative study with 46 participants to identify the difficulties surrounding knowledge transfer using an existing tutorial interaction technique, stencils [8], within the novice programming environment Looking Glass [4]. Stencils uses a series of graphical overlays to draw users' attention to needed components and intercepts user interface events over components not needed for the current step.…”

Section: Introductionmentioning

confidence: 99%

Improving learning transfer from stencils-based tutorials

Harms

Kerr

Kelleher

2011

Proceedings of the 10th International Conference on Interaction Design and Children

Self Cite

View full text Add to dashboard Cite

To support children learning to use new software applications independently, tutorial systems should prevent errors and ensure that users are able to transfer tutorial skills to a new context effectively. In this paper, we describe the formative development and evaluation of on-request stencils, an interaction technique that both prevents children from making errors within a tutorial and significantly improves their ability to transfer tutorial skills to a related task. Using on-request stencils, users can attempt a task independently. If they encounter difficulty, users can request step by step tutorial overlays to guide them through the current task. In a study comparing tutorial performance, task performance, and attitudes, we found that users of on-request stencils successfully completed 47% more transfer tasks than users of persistent stencils. There were no significant differences between the two groups in tutorial performance or attitudes towards the software system.

show abstract

A code reuse interface for non-programmer middle school students

Cited by 30 publications

References 30 publications

GenderMag: A Method for Evaluating Software's Gender Inclusiveness

GenderMag: A Method for Evaluating Software's Gender Inclusiveness

End-users publishing structured information on the web

Improving learning transfer from stencils-based tutorials

Contact Info

Product

Resources

About