Publication statistics
Pub. period:1987-2012
Pub. count:21
Number of co-authors:25
Co-authors
Number of publications with 3 favourite co-authors:
John T. Stasko:5Elsa Eiriksdottir:3Yan Xu:3 Productive colleagues
Richard Catrambone's 3 most productive colleagues in number of publications:
John M. Carroll:209Elliot Soloway:77Elizabeth D. Mynat..:71
“
Knowledge is commonly socially constructed, through collaborative efforts towards shared objectives or by dialogues and challenges brought about by different persons' perspectives.
”
-- G. Salomon (in "Distributed Cognitions: Psychological and Educational Considerations")
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Richard Catrambone
Has also published under the name of:
"R. Catrambone"
Publications by Richard Catrambone (bibliography)
Eiriksdottir, Elsa, Kestranek, Dan, Catrambone, Richard, Mynatt, Elizabeth D., Miller, Andrew D., Xu, Yan and Poole, Erika Shehan (2012): This is not a one-horse race: understanding player types in multiplayer pervasive health games for youth. In: Proceedings of ACM CSCW12 Conference on Computer-Supported Cooperative Work 2012. pp. 843-852.
“Technology-based interventions for promoting health behavior-change frequently leverage multiplayer game mechanics such as group-based competitions. However, health interventions successful for groups writ large may not always translate to successful behavior change at the individual level. In this paper, we explore the tension between group and individual success, based on an empirical study on a long-term real-world deployment of a pervasive health game for youth. We report five distinctive player types along the dimensions of motivation, behavior, and influence on others. Based on the findings, we provide design suggestions to help game designers integrate group-based mechanisms that maximize intervention effectiveness.”
© All rights reserved Eiriksdottir et al. and/or ACM Press
Miller, Andrew, Poole, Erika, Xu, Yan, Eiriksdottir, Elsa, Kestranek, Daniel, Catrambone, Richard and Mynatt, Elizabeth (2012): The work of play: supporting a pervasive health behavior change intervention for us middle school students. In: Proceedings of ACM CSCW12 Conference on Computer-Supported Cooperative Work 2012. pp. 897-900.
“Technology-based health behavior change interventions involving passive on-body sensing and feedback interfaces show promise for increasing participation in physical activity. However, the majority of prior studies are small-scale interventions that heavily rely on research teams for programmatic support. In larger-scale deployments, participants may have to take over setup and maintenance tasks. In this paper, we examine the "hidden work" involved with the large-scale deployment of a behavior change application in American schools. We offer insight into the coordination required to maintain such deployments, and identify unique challenges that arise when schoolchildren are the target of a behavior change intervention. Our findings highlight the behind-the-scenes coordination and management work required of adult facilitators in order to support pervasive health interventions for children in school environments. We offer advice to researchers and project managers attempting integration of technology-based health behavior change applications for children.”
© All rights reserved Miller et al. and/or ACM Press
Kline, Keith A. and Catrambone, Richard (2011): Learning from Multiphase Diagrams: Effects of Spatial Ability and Visuospatial Working Memory Capacity. In: Proceedings of the Human Factors and Ergonomics Society 55th Annual Meeting 2011. pp. 570-574.
“High spatial ability or visuospatial working memory sometimes enhances peoples' ability to learn from good multimedia instructions and other times compensates for poor instructional designs. This pattern of enhancement and compensation might be an artifact of pairwise comparisons between instructional conditions. In the present study three instructional conditions were designed to examine both potential patterns of interaction. Participants learned about physical or biological systems from either text (the nominally poor instruction condition), text with a single phase diagram (the medium quality condition), or multiphase diagrams integrated with text (the good instruction condition). Greater spatial ability was associated with better learning in all three conditions, whereas greater visuospatial working memory was associated with better learning in the multiphase diagrams condition and unrelated to performance in the other two conditions. A main effect of instructional condition was also found, with better learning in the multiphase diagrams condition. The results have practical implications for instructional design and theoretical implications regarding the cognitive processes that underlie learning from multiphase diagrams.”
© All rights reserved Kline and Catrambone and/or HFES
Gane, Brian D. and Catrambone, Richard (2011): Extended Practice in Motor Learning Under Varied Practice Schedules: Effects of Blocked, Blocked-repeated, and Random Schedules. In: Proceedings of the Human Factors and Ergonomics Society 55th Annual Meeting 2011. pp. 2143-2147.
“We examine motor learning under different training conditions by manipulating the order in which participants practice 4 multisegment movement tasks. We extend previous research on practice schedules by lengthening acquisition training sessions and evaluating a variant of a blocked schedule that is appropriate for longer training sessions. We have 2 primary goals: (1) to characterize if and how practice schedule affects acquisition and retention with extended practice, and (2) to evaluate a blocked-repeated schedule for extended practice. We find that with extended practice at the task, practice schedule effects remain. Acquisition performance continues to suffer under a random schedule and retention is worse for participants that were trained with a blocked schedule. Additionally, we find that a blocked-repeated schedule shows characteristics of both blocked and random schedules: improved acquisition performance (similar to blocked) and improved retention (similar to random).”
© All rights reserved Gane and Catrambone and/or HFES
Poole, Erika Shehan, Miller, Andrew D., Xu, Yan, Eiriksdottir, Elsa, Catrambone, Richard and Mynatt, Elizabeth D. (2011): The place for ubiquitous computing in schools: lessons learned from a school-based intervention for youth physical activity. In: Proceedings of the 2011 International Conference on Uniquitous Computing 2011. pp. 395-404.
“With rising concerns about obesity and sedentary lifestyles in youth, there has been an increasing interest in understanding how pervasive and ubiquitous computing technologies can catalyze positive health behaviors in children and teens. School-based interventions seem like a natural choice, and ubiquitous computing technologies hold much promise for these interventions. Yet the literature contains little guidance for how to approach school-based ubicomp deployments. Grounded in our analysis of a large-scale US school-based intervention for promoting youth physical activity, we present an approach to the design and evaluation of school-based ubicomp that treats the school as a social institution. We show how the school regulates students' daily lives, drawing from work in the sociology of schools to create a framing for planning, executing and analyzing school-based ubicomp deployments. These insights will assist other researchers and designers engaging in deployments of ubiquitous computing systems in settings with established institutional structures.”
© All rights reserved Poole et al. and/or ACM Press
Kline, Keith A. and Catrambone, Richard (2009): The Influence of Spatial Ability on Multimedia Learning. In: Proceedings of the Human Factors and Ergonomics Society 53rd Annual Meeting 2009. pp. 1249-1253.
“Multimedia instructions, in which information is presented in multiple formats, afford better learning than instructions presented in a single format. Multimedia formatting is either multimodal, using audition (e.g., spoken words) and vision (e.g., pictures), or unimodal, using text and pictures. Spatial ability has been found to moderate the multimodal multimedia effect, but not the unimodal effect with visual materials. In the current study, participants received unimodal lessons about three physical systems in textual or pictorial-and-textual format. The multimedia effect was greater for participants who performed well on a cube rotation task. A second measure of spatial ability, the surface development task, did not interact significantly with instructional format. We discuss the factors that might lead to a discrepancy between the two measures of spatial ability in predicting the effects of instructional format. Results suggest that high spatial ability learners, in particular, benefit from the addition of pictures to textual instructions (the unimodal multimedia effect).”
© All rights reserved Kline and Catrambone and/or their publisher
Park, Sung and Catrambone, Richard (2008): Social Responses to Virtual Humans: Automatic Over-Reliance on the "Human" Category. In: Prendinger, Helmut, Lester, James C. and Ishizuka, Mitsuru (eds.) IVA 2008 - Intelligent Virtual Agents - 8th International Conference September 1-3, 2008, Tokyo, Japan. pp. 530-532.
Xiao, Jun, Stasko, John T. and Catrambone, Richard (2007): The role of choice and customization on users' interaction with embodied conversational agents: effects on perception and performance. In: Proceedings of ACM CHI 2007 Conference on Human Factors in Computing Systems 2007. pp. 1293-1302.
“We performed an empirical study exploring people's interactions with an embodied conversational agent (ECA) while performing two tasks. Conditions varied with respect to 1) whether participants were allowed to choose an agent and its characteristics and 2) the putative quality or appropriateness of the agent for the tasks. For both tasks, selection combined with the illusion of further customization significantly improved participants' overall subjective impressions of the ECAs while putative quality had little or no effect. Additionally, performance data revealed that the ECA's motivation and persuasion effects were significantly enhanced when participants chose agents to use. We found that user expectations about and perceptions of the interaction between themselves and an ECA depended very much on the individual's preconceived notions and preferences of various ECA characteristics and might deviate greatly from the models that ECA designers intend to portray.”
© All rights reserved Xiao et al. and/or ACM Press
Park, Sung and Catrambone, Richard (2007): Understanding the Social Relationship Between Humans and Virtual Humans. In: Jacko, Julie A. (ed.) HCI International 2007 - 12th International Conference - Part III 2007. pp. 459-464.
Park, Sung and Catrambone, Richard (2004): Represented and Representing Dimensions in Relational Information Displays. In: IV 2004 - 8th International Conference on Information Visualisation 14-16 July, 2004, London, UK. pp. 605-612.
Sukel, Katherine E., Catrambone, Richard, Essa, Irfan and Brostow, Gabriel (2003): Presenting Movement in a Computer-Based Dance Tutor. In International Journal of Human-Computer Interaction, 15 (3) pp. 433-452.
“This article addresses how to present movement information to learners as
part of a larger project on developing a nonconventional computational system
that teaches ballet. The requirements of such a system are first described, and
then discoveries regarding the first requirement, presenting movement to a
user, are discussed. Background research regarding how people learn movement,
hypotheses concerning presenting movement with computer animation versus
videotape, and an experiment testing those hypotheses are presented. The
experiment required individuals to perform movements after viewing them in one
of the formats. Each participant viewed a movement sequence multiple times and
then was evaluated on his or her performance of that movement by two expert
judges. Animations resulted in higher performance ratings for individuals with
some previous dance experience. Format did not affect performance for other
learners. This result implies that domain knowledge interacts with presentation
format in learning ballet. These results will influence the design and
implementation of a computer-based dance tutor under development, and they
point to several interesting research directions, including exploring the
effects of multimodal sensory presentations and prior knowledge in learning
movement.”
© All rights reserved Sukel et al. and/or Lawrence Erlbaum Associates
McCrickard, D. Scott, Catrambone, Richard, Chewar, C. M. and Stasko, John T. (2003): Establishing tradeoffs that leverage attention for utility: empirically evaluating information display in notification systems. In International Journal of Human-Computer Studies, 58 (5) pp. 547-582.
“Designing and evaluating notification systems represents an emerging
challenge in the study of human-computer interaction. Users rely on
notification systems to present potentially interruptive information in an
efficient and effective manner to enable appropriate reaction and
comprehension. Little is known about the effects of these systems on ongoing
computer tasks. As the research community strives to understand information
design suitable for opposing usage goals, few existing efforts lend themselves
to extensibility.
However, three often conflicting design objectives are interruption to
primary tasks, reaction to specific notifications, and comprehension of
information over time. Based on these competing parameters, we propose a
unifying research theme for the field that defines success in notification
systems design as achieving the desirable balance between attention and
utility. This paradigm distinguishes notification systems research from
traditional HCI by centering on the limitations of the human attention system.
In a series of experiments that demonstrate this research approach and
investigate use of animated text in secondary displays, we describe two
empirical investigations focused on the three critical parameters during a
browsing task. The first experiment compares tickering, blasting, and fading
text, finding that tickering text is best for supporting deeper comprehension,
fading best facilitates reaction, and, compared to the control condition, none
of the animated displays are interruptive to the browsing task. The second
experiment investigates fading and tickering animation in greater detail with
similar tasks -- at two different speeds and sizes. Here, we found smaller
displays allowed better reaction but were more interruptive, while slower
displays provides increased comprehension. Overall, the slow fade appears to be
the best secondary display animation type tested. Focusing research and user
studies within this field on critical parameters such as interruption,
reaction, and comprehension will increase cohesion among design and evaluation
efforts for notification systems.”
© All rights reserved McCrickard et al. and/or Academic Press
Xiao, Jun, Catrambone, Richard and Stasko, John T. (2003): Be Quiet? Evaluating Proactive and Reactive User Interface Assistants. In: Proceedings of IFIP INTERACT03: Human-Computer Interaction 2003, Zurich, Switzerland. p. 383.
McCrickard, D. Scott, Catrambone, Richard and Stasko, John T. (2001): Evaluating Animation in the Periphery as a Mechanism for Maintaining Awareness. In: Proceedings of IFIP INTERACT01: Human-Computer Interaction 2001, Tokyo, Japan. pp. 148-156.
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
McCrickard, D. Scott and Catrambone, Richard (1999): Beyond the Scrollbar: An Evolution and Evaluation of Alternative Navigation Techniques. In: VL 1999 1999. pp. 270-.
Catrambone, Richard (1990): Specific versus General Procedures in Instructions. In Human-Computer Interaction, 5 (1) pp. 49-93.
“A good deal of research in cognitive psychology has demonstrated that, although learners can solve problems that are just like the ones they have been trained on, they often have great difficulty solving new types of problems. People also have difficulty trying to understand instructions or training materials that try to teach a procedure at a level that is general enough to apply to many different kinds of cases. These two findings lead to a quandary for people designing instructions for procedural tasks such as operating computer software: Instructions should be written with a good deal of specificity so that new users can understand and use them right away, but at the same time the user will have great difficulty generalizing what they have learned in novel cases. Experiment 1 seems to echo this quandary. Computer novices, in this study, were able to follow specific instructions for using a word processor more easily than general instructions. However, they had great difficulty generalizing the specific instructions to novel tasks. Experiment 2 demonstrates that when specific instructions are rewritten to help users form a more general procedure, novices can easily do new tasks and still maintain their initial quality of performance. A production rule formalism is used to represent the knowledge users obtain from instructions and to explore the conditions under which these productions can be generalized. Experiment 2 suggests that this knowledge can be used to improve the generalizability of instructions.”
© All rights reserved Catrambone and/or Taylor and Francis
Catrambone, Richard (1989): Specific versus General Instructions: Initial Performance and Later Transfer. In: Proceedings of the Human Factors Society 33rd Annual Meeting 1989. pp. 1320-1323.
“Two experiments demonstrated that people who receive specific instructions (SI subjects) for using a word processor are able to accomplish initial tasks more quickly than people who receive more general instructions (GI subjects). Experiment 1 found, however, that SI subjects were unable to do a novel transfer task unless they received hints while GI subjects had no trouble with the transfer task. A production rule analysis was used to guide a revision of the specific instructions so that those instructions promoted generalization. Experiment 2 used these revised specific instructions and found that SI subjects were now able to do a novel transfer task about as well as GI subjects. These results suggest that a production system is a useful tool for analyzing instructions and predicting user performance and that specific instructions designed to promote generalization may be the most effective type of instructions.”
© All rights reserved Catrambone and/or Human Factors Society
Olson, Gary M., Catrambone, Richard and Soloway, Elliot (1987): Programming and Algebra Word Problems: A Failure to Transfer. In: Olson, Gary M., Sheppard, Sylvia B. and Soloway, Elliot (eds.) Empirical Studies of Programmers - Second Workshop December 7-8 1987, 1987, Washington, DC. pp. 1-13.
“Prior work has suggested that learning to program may provide students with skills that help them in algebra. However, this work was only preliminary. An extensive experiment was conducted in order to examine the contribution of programming to students' algebra word problem performance. Students taking an introductory programming course in Pascal were compared to a control group of students (taking an introductory statistics course) with a similar mathematics background. Subjects were tested on algebra word problems at the beginning of the semester and either one week later or at the end of the semester (12 weeks later). Subjects performance on the algebra word problems improved from the first test to the second. However, contrary to expectations, the programming students did not improve more than the control subjects. In addition, those subjects who took the second test one week after the first test improved more than subjects who took the second test at the end of the semester. The results suggest that programming does not provide general benefits that transfer to algebra word problems, but that there is specific transfer due to practicing algebra problems.”
© All rights reserved Olson et al. and/or Ablex Publishing
Catrambone, Richard and Carroll, John M. (1987): Learning a word processing system with training whells and guided exploration. In: Graphics Interface 87 (CHI+GI 87) April 5-9, 1987, Toronto, Ontario, Canada. pp. 169-174.
Catrambone, Richard (1987): Principles for the Design of Manuals: An Empirical Study and Production Rule Analysis. In ACM SIGCHI Bulletin, 19 (2) p. 37.
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