Publication statistics

Pub. period:1992-2011
Pub. count:21
Number of co-authors:55



Co-authors

Number of publications with 3 favourite co-authors:

Elliot Soloway:4
Brian Dorn:3
Andrea Forte:2

 

 

Productive colleagues

Mark Guzdial's 3 most productive colleagues in number of publications:

Ben Shneiderman:225
John M. Carroll:209
Gregory D. Abowd:116
 
 
 

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Mark Guzdial

 

Publications by Mark Guzdial (bibliography)

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2011
 
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DiSalvo, Betsy James, Yardi, Sarita, Guzdial, Mark, McKlin, Tom, Meadows, Charles, Perry, Kenneth and Bruckman, Amy (2011): African American men constructing computing identity. In: Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems 2011. pp. 2967-2970. Available online

Many young African American males have a passion for video games, but they don't often translate that passion into learning about computing. Part of the problem is that they do not identify with computing as a social norm within their peer group. This disidentification with computing can negatively impact academic performance and limit opportunities for upward mobility. We developed a job training program called Glitch Game Testers in which young African American men are trained to 'Sbreak open the black box' of their game consoles to learn about computing. Perceptions of peers' technical competency were measured before and after the summer 2010 program. Results showed that participants were more likely to view their peers as technical resources and their overall access to technical resources increased. Broader implications for motivating technology adoption in HCI are discussed.

© All rights reserved DiSalvo et al. and/or their publisher

2010
 
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Dorn, Brian and Guzdial, Mark (2010): Learning on the job: characterizing the programming knowledge and learning strategies of web designers. In: Proceedings of ACM CHI 2010 Conference on Human Factors in Computing Systems 2010. pp. 703-712. Available online

This paper reports on a study of professional web designers and developers. We provide a detailed characterization of their knowledge of fundamental programming concepts elicited through card sorting. Additionally, we present qualitative findings regarding their motivation to learn new concepts and the learning strategies they employ. We find a high level of recognition of basic concepts, but we identify a number of concepts that they do not fully understand, consider difficult to learn, and use infrequently. We also note that their learning process is motivated by work projects and often follows a pattern of trial and error. We conclude with implications for end-user programming researchers.

© All rights reserved Dorn and Guzdial and/or their publisher

2009
 
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Dimond, Jill P., Yardi, Sarita and Guzdial, Mark (2009): Mediating programming through chat for the OLPC. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 4465-4470. Available online

We built a text-based programming environment that enables youth to design and implement a chat client for the One Laptop per Child XO. The environment allows users to program and chat simultaneously. We conducted two one-week workshops at a Girl Scout camp to test user engagement with the environment. In this paper, we examine how chat mediated the programming experience in a collocated environment and its implications for motivating participation in computing.

© All rights reserved Dimond et al. and/or ACM Press

2008
 
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Balch, Tucker R., Summet, Jay, Blank, Douglas S., Kumar, Deepak, Guzdial, Mark, O'Hara, Keith J., Walker, Daniel, Sweat, Monica, Gupta, Gaurav, Tansley, Stewart, Jackson, Jared, Gupta, Mansi, Muhammad, Marwa Nur, Prashad, Shikha, Eilbert, Natasha and Gavin, Ashley (2008): Designing Personal Robots for Education: Hardware, Software, and Curriculum. In IEEE Pervasive Computing, 7 (2) pp. 5-9. Available online

 
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Yarosh, Svetlana and Guzdial, Mark (2008): Narrating data structures: The role of context in CS2. In ACM Journal of Educational Resources in Computing, 7 (4) . Available online

 
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Tew, Allison Elliott, Dorn, Brian, Jr., William D. Leahy and Guzdial, Mark (2008): Context as Support for Learning Computer Organization. In ACM Journal of Educational Resources in Computing, 8 (3) . Available online

2007
 
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Dorn, Brian, Tew, Allison Elliott and Guzdial, Mark (2007): Introductory Computing Construct Use in an End-User Programming Community. In: VL-HCC 2007 - IEEE Symposium on Visual Languages and Human-Centric Computing 23-27 September, 2007, Coeur dAlene, Idaho, USA. pp. 27-32. Available online

2006
 
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Landry, Brian M. and Guzdial, Mark (2006): iTell: supporting retrospective storytelling with digital photos. In: Proceedings of DIS06: Designing Interactive Systems: Processes, Practices, Methods, & Techniques 2006. pp. 160-168. Available online

Digital photographs capture moments in time. Often these moments represent a much larger experience. Storytelling is often used to elicit these experiences from images in an attempt to communicate them to others. In this work, we focus on supporting the creation of narratives using digital images to share personal experiences. In previous work [11], we learned story development, process management and collaboration were activities essential to navigating the process of digital narrative composition. In this work, we detail our design and evaluation of iTell - a digital narrative composition tool. We employ a design process based on providing supports intended to help novice storytellers engage in the composition process like experts. We discuss our experience with our design approach and explore implications of our design decisions.

© All rights reserved Landry and Guzdial and/or ACM Press

2005
 
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Forte, Andrea and Guzdial, Mark (2005): Motivation and Non-Majors in Computer Science: Identifying Discrete Audiences for Introductory Courses. In IEEE Transactions on Education, 48 (2) pp. 248-253.

2004
 
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Forte, Andrea and Guzdial, Mark (2004): Computers for Communication, Not Calculation: Media as a Motivation and Context for Learning. In: HICSS 2004 2004. . Available online

2002
 
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Guzdial, Mark and Soloway, Elliot (2002): Teaching the Nintendo generation to program. In Communications of the ACM, 45 (4) pp. 17-21. Available online

2001
 
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Pimentel, Maria da Graca, Ishiguro, Yoshihide, Kerimbaev, Bolot, Abowd, Gregory D. and Guzdial, Mark (2001): Supporting Educational Activities through Dynamic Web Interfaces. In Interacting with Computers, 13 (3) pp. 353-374.

The Web is used for many purposes in education, such as the publication of course management information, centralized distribution of course materials, and supporting on-line discussions between instructors and students or among the students themselves. Leveraging off the Web for educational activities both inside and outside the classroom produces a dynamic educational repository. In this paper, we present work that explicitly attempts to connect in-class activity, in the form of multimedia, Web-accessible captured lectures, with collaborative discussion spaces. Flexible and dynamic interfaces for the captured lectures and the discussion spaces are presented, as well as specialized interfaces that connect the two. We discuss our experience in a recent course taught using this integrated and dynamic educational repository and explain how our experience has lead to some solutions for visualizing the changes that occur over this rich space.

© All rights reserved Pimentel et al. and/or Elsevier Science

2000
 
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Guzdial, Mark, Rick, Jochen and Kerimbaev, Bolot (2000): Recognizing and Supporting Roles in CSCW. In: Kellogg, Wendy A. and Whittaker, Steve (eds.) Proceedings of the 2000 ACM conference on Computer supported cooperative work 2000, Philadelphia, Pennsylvania, United States. pp. 261-268. Available online

In this paper, we describe our experience with the long-term, widespread use of CoWeb, an asynchronous collaborative tool that is mostly used to complement existing face-to-face groups (such as classes). The CoWeb is an open-ended tool that does not enforce or explicitly support specific roles or usage, yet several well-defined uses and roles have emerged over time. In our design methodology, we recognize these roles and refine our collaboration environment to better support them.

© All rights reserved Guzdial et al. and/or ACM Press

 
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Stasko, John T., Catrambone, Richard, Guzdial, Mark and Mcdonald, Kevin (2000): An Evaluation of Space-Filling Information Visualizations for Depicting Hierarchical Structures. In International Journal of Human-Computer Studies, 53 (5) pp. 663-694.

A variety of information visualization tools have been developed recently, but relatively little effort has been made to evaluate the effectiveness and utility of the tools. This article describes results from two empirical studies of two visualization tools for depicting hierarchies, in particular, computer file and directory structures. The two tools examined implement space-filling methodologies, one rectangular, the Treemap method, and one circular, the Sunburst method. Participants performed typical file/directory search and analysis tasks using the two tools. In general, performance trends favored the Sunburst tool with respect to correct task performance, particularly on initial use. Performance with Treemap tended to improve over time and use, suggesting a greater learning cost that was partially recouped over time. Each tool afforded somewhat different search strategies, which also appeared to influence performance. Finally, participants strongly preferred the Sunburst tool, citing better ability to convey structure and hierarchy.

© All rights reserved Stasko et al. and/or Academic Press

1999
 
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Guzdial, Mark (1999): Supporting Learners as Users. In ACM SIGDOC *Journal of Computer Documentation, 23 (2) pp. 3-13.

Guzdial points out the demanding hierarchy of educational goals that confront students whenever they "are in the position of being users of unmodified software like that used by professionals in their field, while they are still learning the [basic] knowledge of professionals in the field" (7). He then explains two fairly inexpensive scaffolding techniques that have helped compensate for these demands in his classes: (1) sharing a case library with each case "presented at multiple levels of detail," and (2) starting a collaborative web site where students exchange problem-solving examples. Both techniques improved student motivation as well as information. Three open commentaries immediately follow Guzdial's paper. In the first, Andrea diSessa argues for a more revolutionary "literacy model," in which students learn "one very rich piece of software, a computational medium, and reuse that skill again and again over many years in multiple contexts" (14-18). In the second, Stephen Draper notes that because most software users resemble Guzdial's educational learners in trying to do real work while learning new tools, his example-based and learner-created documentation techniques could have wide applicability (19-24). In the third commentary, Hans van der Meij scrutinizes Guzdial's own assumptions and web-site features, and contends that the alleged benefits of student collaboration deserve more careful study (25-31). All three commentators place their remarks in the larger context of constructivism and "minimal manuals."

© All rights reserved Guzdial and/or ACM Press

1997
 
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Rappin, Noel, Guzdial, Mark, Realff, Matthew and Ludovice, Pete (1997): Balancing Usability and Learning in an Interface. In: Pemberton, Steven (ed.) Proceedings of the ACM CHI 97 Human Factors in Computing Systems Conference March 22-27, 1997, Atlanta, Georgia. pp. 479-486. Available online

Creating educational software forces a difficult tradeoff. The software must be easy for the students to use, yet not so simple that the parts that students are to learn from are done for them by the computer. DEVICE (Dynamic Environment for Visualization of Chemical Engineering) is a learning environment aimed at allowing chemical engineering students to model chemical engineering problems, then execute those problems as simulations. In the design of DEVICE, we have attempted to use student tasks to focus attention on the most important parts of the problem without overwhelming students with extraneous detail.

© All rights reserved Rappin et al. and/or ACM Press

 
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Guzdial, Mark (1997): A Shared Command Line in a Virtual Space: The Working Man's MOO. In: Robertson, George G. and Schmandt, Chris (eds.) Proceedings of the 10th annual ACM symposium on User interface software and technology October 14 - 17, 1997, Banff, Alberta, Canada. pp. 73-74. Available online

The WorkingMan's MOO extends a text-based virtual environment through a small command server which sits on the user's workstation. The extended virtual environment can offer the power of a command line, but embedded within a virtual community, enabling the creation of new interface metaphors that connect the virtual/MOO space with the desktop space.

© All rights reserved Guzdial and/or ACM Press

1996
 
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Guzdial, Mark, Kolodner, Janet L., Hmelo, Cindy E., Narayanan, N. Hari, Carlson, David, Rappin, Noel, Hbscher, Roland, Turns, J. and Newstetter, Wendy (1996): Computer Support for Learning through Complex Problem Solving. In Communications of the ACM, 39 (4) pp. 43-45.

1995
 
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Guzdial, Mark, Kafai, Yasmin B., Carroll, John M., Fischer, Gerhard, Schank, Roger, Soloway, Elliot and Shneiderman, Ben (1995): Learner-Centered System Design: HCI Perspective for the Future. In: Proceedings of DIS95: Designing Interactive Systems: Processes, Practices, Methods, & Techniques 1995. pp. 143-147.

User-centered system design (Norman&Draper, 1986) taught the HCI community to address users and their needs, but the community has learned that the needs of users are not a constant. Learner-centered design draws attention to the changing needs of users (both students and professionals) as they gain expertise and how these changes need to be reflected in the interface. The panelists will help in defining how interface design must be tailored to support users as learners with case studies of their experiences in designing adaptive and adaptable interfaces for learners.

© All rights reserved Guzdial et al. and/or ACM Press

1994
 
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Soloway, Elliot, Guzdial, Mark and Hay, Kenneth E. (1994): Learner-Centered Design: The Challenge for HCI in The 21st Century. In Interactions, 1 (2) pp. 36-48. Available online

Soloway, Guzdial, and Hay contend that the HCI community must move from user-centered design to learner-centered design.

© All rights reserved Soloway et al. and/or Lawrence Erlbaum Associates

1992
 
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Brade, Kathleen, Guzdial, Mark, Steckel, Mark and Soloway, Elliot (1992): Whorf: A Visualization Tool for Software Maintenance. In: Proceedings of the 1992 IEEE Workshop on Visual Languages September 15-18, 1992, Seattle, Washington, USA. pp. 148-154.

 
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