Number of co-authors:10
Number of publications with 3 favourite co-authors:Bob G. Witmer:5Bruce W. Knerr:2Eser Kandogan:1
John H. Bailey's 3 most productive colleagues in number of publications:Paul P. Maglio:25James P. Bliss:20Eser Kandogan:15
User error: replace user and press any key to continue.
-- Popular computer one-liner
Read the fascinating history of Wearable Computing, told by its father, Steve Mann
Read Steve's chapter !
John H. Bailey
Current place of employment: IBM Almaden Research Center
Dr. John Bailey is a research scientist at IBM Almaden Research Center in San Jose, CA, where he does service systems research and development. His domain specialization is in IT services delivery, and he approaches it from a services science perspective, applying and extending current literature. John is also a human factors psychologist, which drives his focus on issues related to human performance, user experience, and work practices in service systems. Prior to joining research, he was in the IBM Software Group, where he was the lead user experience architect for WebSphere Application Server, developing product experiences and strategies. John has worked for IBM full-time since 1994, and has assumed a range of responsibilities, including management, technical lead, strategy and research. Prior to joining IBM, John was a Consortium Research Fellow, conducting research in simulation and virtual reality at the US Army Research Institute. He has published in the areas of virtual reality, human-computer interaction, automation, simulation and training, and systems administration. John has a PhD. in Human Factors Psychology from the University of Central Florida in Orlando, FL.
Publications by John H. Bailey (bibliography)
Kandogan, Eser, Maglio, Paul P., Haber, Eben M. and Bailey, John H. (2009): Scripting practices in complex systems management. In: Proceedings of the 2009 Symposium on Computer Human Interaction for the Management of Information Technology 2009. p. 2.
System administrators are end-users too. And as end-users, they develop tools, create web pages, write command-line scripts, use spreadsheets, and repurpose existing tools. In short, they engage in end-user programming activities in support of their systems management work. We examined system administrator practices in software tool development, operations, and maintenance based on ethnographic field studies at service delivery centers and data centers across the United States. Our findings suggest that software practices were mostly informal and collaborative and mixed within formal change processes; tool development and debugging were interleaved with tool use and maintenance as they interacted with live systems; and the complexity of large-scale systems and the risks involved in changing live and critical systems put increased demands on system administrators. We argue that system administrators might benefit from certain software engineering methodologies such as agile software development and software modeling.
© All rights reserved Kandogan et al. and/or ACM Press
Witmer, Bob G., Bailey, John H., Knerr, Bruce W. and Parsons, Kimberly C. (1996): Virtual Spaces and Real World Places: Transfer of Route Knowledge. In International Journal of Human-Computer Studies, 45 (4) pp. 413-428.
It has been widely suggested, but rarely demonstrated, that virtual environments (VEs) are effective training media. The purpose of this investigation was to evaluate how well a VE model of a complex office building trained individuals to navigate in the actual building. Sixty participants studied route directions and landmark photographs, then rehearsed the route using either the VE model, the actual building, or verbal directions and photographs. The VE model was presented in real time via a head-tracked display. Half of the participants in each rehearsal group also studied route maps. Everyone's route knowledge was then measured in the actual building. Building configuration knowledge was also measured. VE rehearsal produced more route knowledge than verbal rehearsal, but less than with rehearsal in the actual building. Type of rehearsal had no effect on configuration knowledge. Map study influenced neither route nor configuration knowledge. These results suggest that VEs that adequately represent real world complexity can be effective training media for learning complex routes in buildings, and should be considered whenever the real world site is unavailable for training.
© All rights reserved Witmer et al. and/or Academic Press
Singer, Michael J., Witmer, Bob G. and Bailey, John H. (1994): Development of "Presence" Measures for Virtual Environments. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. p. 983.
A primary argument for the efficacy of Virtual Environments (VE) applications is that the user is "present" in the simulated environment. Presence is defined as the subjective experience of being in one environment (there) when one is physically in another environment (here). Presence is probably a normal awareness or attentional phenomenon based in an interaction between external or immersive factors and internal tendencies. These same factors support the transition to or experience of presence in a remote or artificial environment. Major immersive factors identified in current literature have been used as the basis for two different questionnaires. The Immersive Tendencies Questionnaire (ITQ) was developed to identify possible behavioral correlates or indicators for experiencing presence in artificial environments. The Presence Questionnaire (PQ) was developed to address both the extent of involvement in a VE experience and the effect of different factors or features of the virtual environment. Results of questionnaire administrations in conjunction with experiments into basic task performance and building interior route learning in VE indicate reasonable reliability values (Cronbach's alpha) for both the ITQ (.75) and PQ (.80). The PQ and ITQ correlate significantly (r=.31, N=132, P<.001). Several subscales were revealed in Cluster analyses on each questionnaire. Preliminary investigations with a priori subscales indicate relationships with movement/manipulation task performance. Correlations between the PQ and a standard Simulator Sickness measure reveal significant negative correlations between the overall scores and several subscales. Analyses of data from three experiments are presented in connection with revisions made to the questionnaires.
© All rights reserved Singer et al. and/or Human Factors Society
Lampton, Donald R., Kolasinski, Eugenia M., Knerr, Bruce W., Bliss, James P., Bailey, John H. and Witmer, Bob G. (1994): Side Effects and Aftereffects of Immersion in Virtual Environments. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1154-1157.
Immersive Virtual Environment (VE) technology, also known as virtual reality, is being touted as an important new medium for education and training. Other potential applications involve communications, medicine, architecture, astronomy, data handling, teleoperation, and entertainment. A threat to the successful application of this technology is that some users of VE systems suffer unwanted side effects and aftereffects similar to, but not limited to, symptoms of motion sickness. These effects may degrade training effectiveness and jeopardize user safety and well-being. This paper describes the incidence and severity of symptoms we recorded during four different experiments which examined VE training applications. The experiments involved a variety of tasks, simulated environments, and VE systems. We administered a 28 item questionnaire that addressed symptoms related to nausea, eye strain, and dizziness. Significant variation was observed across individuals. In each
© All rights reserved Lampton et al. and/or Human Factors Society
Bailey, John H. and Witmer, Bob G. (1994): Learning and Transfer of Spatial Knowledge in a Virtual Environment. In: Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting 1994. pp. 1158-1162.
Two experiments were conducted to investigate route and configurational knowledge acquisition in a virtual environment (VE). The results indicate that route knowledge can be acquired in a VE and that it transfers to the real world. Furthermore, although it was not explicitly trained, participants acquired some configurational knowledge. Higher levels of interactive exposure to the VE resulted in better route knowledge than less interactive exposure. There was some evidence that more reported presence was correlated with better performance on spatial knowledge tests, while more reported simulator sickness was correlated with worse performance. Finally, performance during VE rehearsals was a strong, consistent correlate of performance on spatial knowledge tests.
© All rights reserved Bailey and Witmer and/or Human Factors Society
Bailey, John H. and Witmer, Bob G. (1993): The Transfer of Route and Configuration Knowledge Acquired in a Virtual Environment to the Actual Building. In: Proceedings of the Fifth International Conference on Human-Computer Interaction - Poster Sessions: Abridged Proceedings 1993. p. 275.
Show this list on your homepage
Join the technology elite and advance:
Changes to this page (author)03 Apr 2012: Added14 Feb 2010: Modified
04 Dec 2007: Modified
29 Jun 2007: Added
26 Jun 2007: Added
26 Jun 2007: Added
26 Jun 2007: Added
28 Apr 2003: Added
Page maintainer: The Editorial Team