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Philippa Rhodes

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Publications by Philippa Rhodes (bibliography)

2006

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Rhodes, Philippa, Kraemer, Eileen, Hamilton-Taylor, Ashley, Thomas, Sujith, Ross, Matthew, Davis, Elizabeth, Hailston, Kenneth and Main, Keith (2006): VizEval: An Experimental System for the Study of Program Visualization Quality. In: VL-HCC 2006 - IEEE Symposium on Visual Languages and Human-Centric Computing 4-8 September, 2006, Brighton, UK. pp. 55-58.

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Reed, Bina, Rhodes, Philippa, Kraemer, Eileen, Davis, Elizabeth Thorpe and Hailston, Kenneth (2006): The effect of comparison cueing and exchange motion on comprehension of program visualizations. In: Proceedings of the ACM Symposium on Software Visualization 2006. pp. 181-182.

“We describe an experiment that evaluates the effect of two attributes of an algorithm animation: presence of cueing (flashing) to indicate to the viewer that two data elements have been compared, and type of animation (arcing move or grow/shrink) to indicate that two data elements have exchanged values. We evaluate the impact of these attributes both on perception of the animated changes and on viewer comprehension of the depicted algorithm, as measured by the number of correctly answered questions in two question sets: "traditional" (comprehension) questions and "popup" (perception) questions. No significant effect on comprehension was observed for either flash cueing or exchange motion, though we note that comparison and exchange behaviors were redundantly cued in the animation studied. Significant effects were found for flash cueing and "move" versus "grow" in the perceptual questions displayed in popup windows.”

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Rhodes, Philippa, Kraemer, Eileen and Reed, Bina (2006): The importance of interactive questioning techniques in the comprehension of algorithm animations. In: Proceedings of the ACM Symposium on Software Visualization 2006. pp. 183-184.

“The purpose of the study presented in this paper is to analyze the usefulness of various types of pop-up questions used in algorithm animations. Preliminary analysis indicates that providing feedback to pop-up questions increases the participant's ability to correctly answer both pop-up questions and regular test questions while the form of interaction required of the user via pop-up questions lessens the overall performance, though not significantly.”

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