Calendar

May 20

CTS 2013 - The 2013 Intl. Conf. on Collaboration Techn. and Systems

May 22

Knowing (by) Designing 2013

May 27

13th Intl. Conf. on New Interfaces for Musical Expression

May 19

“ Design can be art. Design can be aesthetics. Design is so simple, that's why it is so complicated. ”

-- Paul Rand, 1997

Share this quote on...
Get more quotes via RSS or by joining our Usability Quote of the Day Facebook Page

Featured chapter

Read the fascinating history of Wearable Computing, told by its father, Steve Mann

Read Steve's chapter !

Help us help you!

Spread the word:
Donate
Other ways to help

Marv Westrom

Add description

← Button will not work: You have not enabled Javascript. How do I enable it?

Rename / change spelling

Add publication

← Button will not work: You have not enabled Javascript. How do I enable it?

Publications by Marv Westrom (bibliography)

2001

Edit | Del

Sedig, Kamran, Klawe, Maria and Westrom, Marv (2001): Role of interface manipulation style and scaffolding on cognition and concept learning in learnware. In ACM Transactions on Computer-Human Interaction, 8 (1) pp. 34-59.

“This research investigates the role of interface manipulation style on reflective cognition and concept learning through a comparison of the effectiveness of three versions of a software application for learning two-dimensional transformation geometry. The three versions respectively utilize a Direct Object Manipulation (DOM) interface in which the user manipulates the visual representation of objects being transformed; a Direct Concept Manipulation (DCM) interface in which the user manipulates the visual representation of the transformation being applied to the object; and a Reflective Direct Concept Manipulation (RDCM) interface in which the DCM approach is extended with scaffolding. Empirical results of a study showed that grade-6 students using the RDCM version learned significantly more than those using the DCM version, who is turn learned significantly more than those using the DOM version. Students using the RDCM version had to process information consciously and think harder than those using the DCM and DOM versions. Despite the relative difficulty when using the RDCM interface style, all three groups expressed a similar (positive) level of liking for the software. This research suggests that some of the educational deficiencies of Direct Manipulation (DM) interfaces are not necessarily caused by their "directness," but by what they are directed at -- in this case directness toward objects rather than embedded educational concepts being learned. This paper furthers our understanding of how the DM metaphor can be used in learning- and knowledge-centered software (i.e., learnware) by proposing a new DM metaphor (i.e., DCM), and the incorporation of scaffolding to enhance the DCM approach to promote reflective cognition and deep learning.”

1997

Edit | Del

Sedighian, Kamran and Westrom, Marv (1997): Direct Object Manipulation vs. Direct Concept Manipulation: Effect of Interface Style on Reflection and Domain Learning. In: Thimbleby, Harold, O'Conaill, Brid and Thomas, Peter J. (eds.) Proceedings of the Twelfth Conference of the British Computer Society Human Computer Interaction Specialist Group - People and Computers XII August, 1997, Bristol, England, UK. pp. 337-357.

“This paper investigates the effects of interface style on children's domain learning and reflective thought. It argues that the educational deficiencies of Direct Manipulation (DM) interfaces are not necessarily caused by their "directness", but by their directness towards objects rather than embedded educational concepts. This paper furthers our understanding of the DM metaphor in educational software by proposing a shift of approach from Direct Object Manipulation (DOM) to Direct Concept Manipulation (DCM). A number of pedagogical strategies for supporting the DCM metaphor are offered. Results reported from a study using three variations of an educational software application are used to support these points.”

Add publication