Number of co-authors:32
Number of publications with 3 favourite co-authors:Paulo J. Santos:4John T. Stasko:3Ben Shneiderman:3
Albert N. Badre's 3 most productive colleagues in number of publications:Ben Shneiderman:223Scott E. Hudson:113Doug A. Bowman:68
The moment clients realize that revisions are not an all-you-can-eat buffet, suddenly they realize they are not hungry.
-- Lester Beall
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Albert N. Badre
Has also published under the name of:
"Al Badre" and "Albert Badre"
Personal Homepage: cc.gatech.edu/gvu/people/faculty/badre.html
Current place of employment: Georgia Institute of Technology
Albert Badre is a Professor in the College of Computing and the School of Psychology at Georgia Tech. He received his Ph.D. from the University of Michigan in 1973. His teaching, research and professional experience in the fields of Human-Computer Interaction, Computer Software Usability and Human Interface Design and Technology extend over a period of twenty-eight years.
Dr. Badre's background combines expertise in the empirical methodologies of the behavioral sciences and the design approaches of the computing sciences. He is a frequent consultant and lecturer to the data processing and computer industry in the U.S., Europe, and South America in the area of Human-Computer Interaction.
Dr. Badre has been the principal investigator on numerous research projects and contracts in the areas of software usability and user interface design. He is the author of numerous technical papers in the areas of human computer interaction, user interface design, and cognitive science. He is a co-editor of the book Directions in Human/Computer Interaction. Dr. Badre's latest book is Shaping Web Usability: Interaction Design in Context.
Dr. Badre is the founding Coordinator of the M.S. Degree Program in Human Computer Interaction at Georgia Tech. Dr. Badre's current research includes four areas of focus: The Cultural Context of User Interface Design, Web Usability, Automating Usability Evaluation and Usability in Organizations.
Publications by Albert N. Badre (bibliography)
Badre, Albert N., Levialdi, Stefano, Foley, Jim, Thomas, John, Strohecker, Carol, Angeli, Antonella De, Ram, Preetha, Ram, Ashwin and Sanchez, Jaime (2007): Human Centric E-Learning and the Challenge of Cultural Localization. In: Baranauskas, Maria Cecília Calani, Palanque, Philippe A., Abascal, Julio and Barbosa, Simone Diniz Junqueira (eds.) DEGAS 2007 - Proceedings of the 1st International Workshop on Design and Evaluation of e-Government Applications and Services September 11th, 2007, Rio de Janeiro, Brazil. pp. 690-691.
Badre, Albert N. (2002): Shaping Web Usability: Interaction Design in Context. Addison-Wesley Publishing
Badre, Albert N. (2002): Shaping web usability -- interaction design in context. In Interactions, 9 (3) pp. 45-47.
Bowman, Doug A., Davis, Elizabeth Thorpe, Hodges, Larry F. and Badre, Albert N. (1999): Maintaining Spatial Orientation during Travel in an Immersive Virtual Environment. In Presence: Teleoperators and Virtual Environments, 8 (6) pp. 618-631.
Santos, Paulo J. and Badre, Albert N. (1997): Discount Usability Engineering. In: Smith, Michael J., Salvendy, Gavriel and Koubek, Richard J. (eds.) HCI International 1997 - Proceedings of the Seventh International Conference on Human-Computer Interaction - Volume 2 August 24-29, 1997, San Francisco, California, USA. pp. 173-176.
Garcia, Mariano, Badre, Albert N. and Stasko, John T. (1994): Development and Validation of Icons Varying in their Abstractness. In Interacting with Computers, 6 (2) pp. 191-211.
Icons are used widely in human-computer interfaces. The level of abstractness-concreteness of an icon and its effect upon performance is of widespread interest. The authors have devised a quantitative measure for abstractness based on the complexity of the icon. They test their metric against subjective judgments of abstractness as identified by two different groups of subjects. After ranking two sets of 'abstract' and 'concrete' icons, the authors examined how well the icons were matched to the Pascal constructs that they represented. Further experiments were conducted using different groups of subjects to check whether correct matching of the icons with constructs was influenced by context. In summary the authors found that their metric was a good match for subjective measures of abstractness-concreteness. They also found that there is a better identification of concrete icons than abstract icons. Finally, it was shown that context does affect the correct identification of icons.
© All rights reserved Garcia et al. and/or Elsevier Science
Shneiderman, Ben, Badre, Albert N. and Santos, Paulo (1994): AVI '94. In ACM SIGCHI Bulletin, 26 (4) pp. 54-55.
Lawrence, Andrea W., Badre, Albert N. and Stasko, John T. (1994): Empirically Evaluating the Use of Animations to Teach Algorithms. In: VL 1994 1994. pp. 48-54.
Badre, Albert N., Hudson, Scott E. and Santos, Paulo J. (1994): Sychronizing Video and Event Logs for Usability Studies. In: Advanced Visual Interfaces 1994 1994. pp. 222-224.
Levialdi, Stefano, Badre, Albert N., Chalmers, Matthew, Copeland, P., Mussio, Piero and Solomon, C. (1994): The Interface of the Future. In: Advanced Visual Interfaces 1994 1994. pp. 200-205.
Santos, Paulo J. and Badre, Albert N. (1994): Automatic Chunk Detection in Human-Computer Interaction. In: Advanced Visual Interfaces 1994 1994. pp. 69-77.
Stasko, John T., Badre, Albert N. and Lewis, Clayton H. (1993): Do Algorithm Animations Assist Learning? An Empirical Study and Analysis. In: Ashlund, Stacey, Mullet, Kevin, Henderson, Austin, Hollnagel, Erik and White, Ted (eds.) Proceedings of the ACM CHI 93 Human Factors in Computing Systems Conference April 24-29, 1993, Amsterdam, The Netherlands. pp. 61-66.
Algorithm animations are dynamic graphical illustrations of computer algorithms, and they are used as teaching aids to help explain how the algorithms work. Although many people believe that algorithm animations are useful this way, no empirical evidence has ever been presented supporting this belief. We have conducted an empirical study of a priority queue algorithm animation, and the study's results indicate that the animation only slightly assisted student understanding. In this article, we analyze those results and hypothesize why algorithm animations may not be as helpful as was initially hoped. We also develop guidelines for making algorithm animations.
© All rights reserved Stasko et al. and/or ACM Press
Adelson, Stephen J., Allen, Jeanette, Badre, Albert N., Hodges, Larry F. and Lawrence, Andrea (1993): Performance Comparison of Multiple Image Depth and Shape Cues. In International Journal of Human-Computer Interaction, 5 (4) pp. 347-360.
This research has implications for tasks in human-computer interaction where the user must interact with display information that is organized on multiple axes. We describe the results of an experiment that compared the effectiveness of five different techniques for shape and depth discrimination. The methods evaluated were binocular parallax, alternating horizontal parallax, alternating vertical parallax, motion parallax, and motion parallax in conjunction with the Pulfrich effect. Binocular parallax, closely followed by motion parallax and the Pulfrich effect, was most effective for the depth discrimination task in terms of both correctness and response time. Alternating parallax techniques provided cues for distinguishing between foreground and background in a scene but did not provide cues that were intuitively translated into depth. Response time of subjects for the shape discrimination task was fastest with alternating parallax. For depth discrimination, subjects preferred binocular parallax. For shape discrimination, binocular parallax and motion parallax were both highly rated.
© All rights reserved Adelson et al. and/or Lawrence Erlbaum Associates
Shackelford, Russell L. and Badre, Albert N. (1993): Why Can't Smart Students Solve Simple Programming Problems?. In International Journal of Man-Machine Studies, 38 (6) pp. 985-997.
Computer programming education is evolving on several fronts. This study investigated aspects of the question: how adequate are our conceptions of how to best teach the subject matter? Previous research suggested that the teaching of programming should be focused on "problem solving strategies" ("Model A") rather than on the syntactic/semantic aspects of writing programs ("Model B"). This study was designed to test for student programming performance differences based upon feedback content obtained from each of these two models. The results indicate that certain Pascal loop construct definitions are too general with respect to loop construction. A stricter loop schema resulted in superior performance. The findings also argue that the WHILE construct should receive stricter instructional treatment. In addition, a "constructive" approach to "Model A" feedback (focusing on programmer processes) correlated with subsequent performance superior to that of the control group, whereas neither the conventional approach to "Model A" feedback nor "Model B" feedback (focusing on programmer errors) did so. This finding argues that an approach which relies on narrative treatments and/or error messages is ineffective and that constructive decision rules should serve as a basis for feedback generation and perhaps other aspects of teaching.
© All rights reserved Shackelford and Badre and/or Academic Press
Santos, Paulo J., Baltzer, Amy J., Badre, Albert N., Henneman, Richard L. and Miller, Michael S. (1992): On Handwriting Recognition System Performance: Some Experimental Results. In: Proceedings of the Human Factors Society 36th Annual Meeting 1992. pp. 283-287.
Performance of a rule-based handwriting recognition system is considered. Performance limits of such systems are defined by the robustness of the character templates and the ability of the system to segment characters. Published performance figures, however, are typically based on pre-segmented characters. Six experiments are reported (using a total of 128 subjects) that tested a state-of-the-art recognition system under more realistic conditions. Variables investigated include display format (grid, lined, and blank), surface texture, feedback (location and time delay), amount of training, practice, and effects of use over an extended period. Results indicated that novice users writing on a lined display (the most preferred format) averaged 57% recognition performance. By giving subjects continuous feedback of results, training, and after about 10 minutes of use, the system averaged 90.6% character recognition. Following three hours of interrupted use and with performance incentives, subjects achieved an average 96.8% accuracy with the system. Future work should focus on improving the ability of the recognition algorithm to segment characters and on developing non-obtrusive interaction techniques to train users, to provide feedback and to correct mis-recognized characters.
© All rights reserved Santos et al. and/or Human Factors Society
Russell, C. Ray and Badre, Albert N. (1991): Human-Computer Interface Design and Implementation Details. In Behaviour and Information Technology, 10 (4) pp. 267-280.
The paper presents a model of how the availability of implementation details affects performance in designing a human-computer interface. Two experiments have been used to test the validity of this model. The experiments involved varying the amount of implementation detail presented to interface designers and having the designers perform an interface design task. The amount of work performed and the quality of the resulting human-computer interface design are analysed. The results presented in this paper show that the quality of a human-computer interface design improves if the designer is presented with information about implementation details. However, presenting a designer with all implementation details of the system functions results in a lower quality design. The relevance of these results to human-computer interface design and future directions for research are discussed.
© All rights reserved Russell and Badre and/or Taylor and Francis
Badre, Albert N. and Russell, C. Ray (1989): The Effects of Withholding Information about Implementation Details on the Design of a Human-Computer Interface. In International Journal of Human-Computer Interaction, 1 (1) pp. 53-67.
System design tasks can be solved using instruction and data items at various levels of detail (levels of abstraction) ranging from binary code to application level instructions. The research presented here explores the effect of providing a designer with varying levels of detail about system implementation on the quality of a resulting human-interface design. First, a model of the relationship between knowledge of lower levels of abstraction and design quality is described. Next the results of an experiment (involving the design of a human-computer interface) which examines some aspects of this model are presented. Finally, the relevance and implication of the results are discussed.
© All rights reserved Badre and Russell and/or Lawrence Erlbaum Associates
Badre, Albert N. and Allen, Jeanette (1989): Graphic Language Representation and Programming Behavior. In: Proceedings of the Third International Conference on Human-Computer Interaction 1989. pp. 59-65.
Textual representations and procedural models have dominated programming efforts. As the cost of programming increases in proportion to machine cost, higher level languages become more attractive. Traditionally, computer languages have been represented as alphanumeric text. Current developments in display technology and graphics software make graphic representations much more feasible. In this study, we examined relative programming performance with textual and diagrammatic representations of a very simple procedural language. The results show that novice programmers' performance on error inspection time is superior for textual over diagrammatic representations. Problem solving time yielded no significant differences suggesting that representation is not a factor for problem solving in unstructured procedural languages.
© All rights reserved Badre and Allen and/or Lawrence Erlbaum Associates
Badre, Albert N. (1982): Designing the Human-Computer Interface. In: Nichols, Jean A. and Schneider, Michael L. (eds.) Proceedings of the SIGCHI conference on Human factors in computing systems March 15-17, 1982, Gaithersburg, Maryland, United States. pp. 288-291.
Badre, Albert N. and Shneiderman, Ben (eds.) (1982): Directions in Human/Computer Interaction. Norwood, NJ, Ablex Publishing
Badre, Albert N. and Shneiderman, Ben (eds.) (1980): Directions in Human-Computer Interaction. Norwood, NJ, Ablex Publishing
Ting, T. C. and Badre, Albert N. (1976): A Dynamic Model of Man-Machine Interactions: Design and Application with an Audiographic Learning Facility. In International Journal of Man-Machine Studies, 8 (1) pp. 75-88.
A generalized conceptual dynamic model of man-machine interactions with its symbolic description is proposed. The model is intended to represent the man-machine interactive behaviors of interactive adaptive logic systems. A study of an online audiographic learning facility, with emphasis on a pre-selected set of interactive functions, is presented to illustrate the use of the model.
© All rights reserved Ting and Badre and/or Academic Press
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