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Gahgene Gweon

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Publications by Gahgene Gweon (bibliography)

2008

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Gweon, Gahgene (2008): Providing insight into group process. In: Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems April 5-10, 2008. pp. 2645-2648.

“This paper presents ongoing work towards development of a reporting tool for providing group work facilitators with insight into group work processes. The work includes three main phases, including feasibility testing, initial design based on data analysis of interviews, and iterative design based on user testing. Here, the work completed to date on the first two phases is presented along with ideas for the last phase of the work.”

2007

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Gweon, Gahgene, Bergman, Lawrence D., Castelli, Vittorio and Bellamy, Rachel K. E. (2007): Evaluating an Automated Tool to Assist Evolutionary Document Generation. In: VL-HCC 2007 - IEEE Symposium on Visual Languages and Human-Centric Computing 23-27 September, 2007, Coeur dAlene, Idaho, USA. pp. 243-248.

2006

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Gweon, Gahgene, Rose, Carolyn, Carey, Regan and Zaiss, Zachary (2006): Providing support for adaptive scripting in an on-line collaborative learning environment. In: Proceedings of ACM CHI 2006 Conference on Human Factors in Computing Systems 2006. pp. 251-260.

“This paper describes results from a series of experimental studies to explore issues related to structuring productive group dynamics for collaborative learning using an adaptive support mechanism. The first study provides evidence in favor of the feasibility of the endeavor by demonstrating with a tightly controlled study that even without adaptive support, problem solving in pairs is significantly more effective for learning than problem solving alone. The results from a second study offer guidelines for strategic matching of students with learning partners. Furthermore, the results reveal specific areas for needed support. Based on the results from the second study, we present the design of an adaptive support mechanism, which we evaluate in a third study. The results from the third study provide evidence that certain aspects of our design for adaptive support in the form of strategic prompts are effective for manipulating student behavior in productive ways and for supporting learning. These results also motivate specific modifications to the original design.”

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