Rachelle S. Heller
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Publications by Rachelle S. Heller (bibliography)
» 2001 «
Heller, Rachelle S. (2001): Greetings from the guest editor. In ACM Journal of Educational Resources in Computing, 1 (1) p. 2
Heller, Rachelle S., Martin, C. Dianne, Haneef, Nuzi and Gievska-Krliu, Sonja (2001): Using a theoretical multimedia taxonomy framework. In ACM Journal of Educational Resources in Computing, 1 (1) p. 6
Heller, Rachelle S. (2001): Use of the multimedia taxonomy for a research direction into design and evaluation of materials for the elderly. In: Proceedings of the 2001 EC/NSF Workshop on Universal Accessibility of Ubiquitous Computing 2001. pp. 28-30. Available online
“This paper describes the use of a multimedia taxonomy in developing and in evaluating interactive multimedia products. The taxonomy identifies three axis, one describing the various formats of media: text, sound, image and motion; one describing the form of the media: elaboration, representation and abstract; and a third describing the context for the product: quality, interactivity, discipline area, audience, usability and aesthetics. Designers can use the taxonomy to brainstorm presentation and combination of media. Evaluators can use the taxonomy to insure that all paths and concerns are reviewed, using any review guidelines familiar to the evaluator.”
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» 2000 «
Fox, Edward A., Effelsberg, Wolfgang, Georganas, Nicolas D., Heller, Rachelle S. and Steinmetz, Ralf (2000): Curricula and resources for courses about multimedia (panel session). In: ACM Multimedia 2000 2000. pp. 343-345. Available online
» 1999 «
Fox, Edward A., Heller, Rachelle S., Long, Anna and Watkins, David (1999): CRIM: curricular resources in interactive multimedia. In: ACM Multimedia 1999 1999. pp. 85-90. Available online
» 1995 «
Heller, Rachelle S., Kinnen, Derek and Kafai, Yasmin B. (1995): Multimedia and Education: Magic, Myth or Miracle Cure? (Panel). In: ACM Multimedia 1995 1995. pp. 361-362. Available online
» 1993 «
Lopes, Arthur V., Heller, Rachelle S., Feldman, Michael B. and Martin, Dianne C. (1993): Very High-Level Debugging: How Novice Ada Concurrent Programmers Respond to ADAT. In: Cook, Curtis, Scholtz, Jean and Spohrer, James C. (eds.) Empirical Studies of Programmers - Fifth Workshop December 3-15, 1993, 1993, Palo Alto, California. p. 226.
“This paper describes the study that was carried out to evaluate how novice concurrent Ada programmers respond to an Automated Debugger for Ada Tasks (ADAT). ADAT is a programming tool that implements a debugging concept in which non-syntactic errors are detected and the user is guided to correct the errors. The process of identifying and correcting a non-syntactic error is named Very High-Level Debugging. The traditional static analysis was extended through the use of a rule-based system (CLIPS). The source code of a SmallAda (student compiler for an Ada subset) program is searched for likely execution-time anomalies in task activation and communication. Some race conditions and deadlocks are among the anomalies dealt by ADAT. Each anomaly is associated with a corrective procedure. ADAT was implemented to test the idea of Very High-Level Debugging. An experiment was performed using two groups of 20 subjects each. An experimental group and a control group were used in a two stage experiment. In stage one, the subjects in the experimental group used the SmallAda system with the ADAT tool available, and the subjects in the control group used the SmallAda system without the ADAT tool. Subjects from both groups were asked to find and correct one bug in each of two Small-Ada programs. The SAPM (SmallAda Parallel Monitoring) tool was available in both groups. In Stage Two, both groups were asked to use the SmallAda system to extend a SmallAda concurrent program. At this stage of this experiment, the conditions under which the subjects worked were identical. The goal of the experiment was to test the following two hypothesis: a) The use of the ADAT improves the performance of the debugging activity; b) The use of the ADAT provides an improvement in the understanding of concurrency. Analysis of the experimental results showed that ADAT improves the performance of the debugging activity as well as the learning process. ADAT also shows promise as an intelligent trainer.”
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» 1991 «
Heller, Rachelle S. (1991): Computing Access in Public Spaces: Design Lessons Learned. In: Proceedings of the Fourth International Conference on Human-Computer Interaction 1991. pp. 699-703.
“"Every designer wants to build a high quality system that is admired by colleagues, celebrated by users, circulated widely and frequently imitated" (Shneiderman, 1987, p 8). Interactive multimedia in public spaces represents the biggest challenges for the designer and the implementor. This paper identifies the characteristics for computing access in public spaces, highlights design issues, and describes the implementation of one system.”
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» 1986 «
Heller, Rachelle S. (1986): Different Logo Teaching Styles: Do They Really Matter. In: Soloway, Elliot and Iyengar, Sitharama (eds.) Empirical Studies of Programmers June 5-6 1986, 1986, Washington, DC. pp. 117-127.
“This study has investigated whether a structured Logo experience as outlined by the Minnesota Educational Computing Consortium (MECC) and an experiential Logo setting as proposed by Seymour Papert of Massachusetts Institute of Technology (MIT) affected the level of Logo learning and the conceptual tempo of fourth grade students. Fifty-five fourth grade students from a private parochial school in suburban Washington, D.C. were divided into the two Logo learning groups. Each group met for one hour of Logo experiences each week for twelve weeks. All subjects took a Logo syntax test after three weeks and after twelve weeks of study. All subjects also took a Logo content test, a Logo concept test, a pre and post-test of conceptual tempo (MFFT: Child), and answered an opinion questionnaire after twelve weeks of study. The data from these tests were analyzed using a t-test. The attitude questionnaire data were analyzed using Chi-square (X2) and Kendall's tau. A journal was used to record the weekly meetings. The results revealed that the students in the structured environment scored higher on the test of Logo content. In areas of Logo syntax and allied concepts to Logo, there was no statistical difference between the groups. Furthermore, both groups improved over time in their understanding of Logo syntax as measured by the syntax test. There was a statistically significant improvement for the subjects in the Papert group as measured by their error rate on the MFFT: Child. The results from the attitude questionnaire, while not statistically significant, suggested that the subjects in a Papert environment like to work alone at the computer. This study suggests that if the goal of exposure to Logo is a thorough knowledge of Logo, then it is expedient to use a structured approach. The study suggests that the educational community examine the goal of Logo in the classroom.”
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Mar 20th, 2010
Changes to this page (author)
25 Feb 2010: Enabled abstracts to be shown on Rachelle S. Heller's author page.27 Jun 2009: Author was edited 17 Jun 2009: Author was edited
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28 Apr 2003: Added the author to the bibliography
