Mexhid Ferati

Assessing the effectiveness of distributed pair programming for an online informatics curriculum

Studies have shown that distributed pair programming improves student performance and retention in online computer science (CS) courses. However, as online CS courses become more commonly offered in computer science and Informatics departments around the country, it is imperative that distributed pair programming becomes as effective as when performed in co-located spaces such as computer labs. The present study identifies a disparity in student attitudes towards pair programming in co-located versus online environments. This study identifies several qualitative measures that can impact the pedagogical advantages of pair programming when implemented into an existing online computer science curriculum. This on-going study focuses on the online Informatics curriculum at Indiana University Bloomington and Indiana University Purdue University Indianapolis. Begun in Spring 2009, the research focuses on student experiences and perceptions of pair programming, and utilizes both quantitative and qualitative assessment methods. In order to improve the effectiveness of distributed pair programming, it is crucial to properly assess teaching and learning practices that will improve student engagement and motivation in distributed pair programming exercises. Student experience surveys, using a modified Likert scale, demonstrate that student-centered perceptions of the ease and effectiveness of pair programming differs significantly between co-located and online activities. This paper identifies several key areas where there is a noticeable variance between co-located and online pair programming experiences, and argues that addressing and improving these key areas will be vital for the successful implementation and sustainability of distributed pair programming efforts.

Acoustic interaction design through "audemes": experiences with the blind

This paper presents and discusses design decisions for an acoustic edutainment application for blind users called AEDIN (Acoustic EDutainment INterface), comprising audio elements used as navigational and thematic landmarks in touch-screen computers. We tested designs with blind and visually impaired teenagers. Preliminary results demonstrated the efficacy of AEDIN as an easy-to-learn and memorize architecture, and a potentially fun interface. The paper illustrates the lessons learned from the design and evaluation experience and contextually outlines new research directions for aural communication design.

Aural browsing on-the-go: listening-based back navigation in large web architectures

Mobile web navigation requires highly-focused visual attention, which poses problems when it is inconvenient or distracting to continuously look at the screen (e.g., while walking). Aural interfaces support more eyes-free experiences, as users can primarily listen to the content and occasionally look at the device. Yet, designing aural information architectures remains a challenge. Specifically, back navigation is inefficient in the aural setting, as it forces users to listen to each previous page to retrieve the desired content. This paper introduces topic- and list-based back: two navigation strategies to enhance aural browsing. Both are manifest in Green-Savers Mobile (GSM), an aural mobile site. A study (N=29) compared both solutions to traditional back mechanisms. Our findings indicate that topic- and list-based back enable faster access to previous pages, improve the navigation experience and reduce perceived cognitive load. The proposed designs apply to a wide range of content-intensive, ubiquitous web systems.

Usability evaluation of acoustic interfaces for the blind

With the rapid advent of touchscreen devices, opportunities are increasing to develop innovative interfaces, including applications that combine touch input with auditory feedback to serve the blind and visually impaired (BVI) community. Targeted to blind high-school children, our innovative design, AEDIN (Acoustic EDutainment INterface), uses non-speech sounds simultaneously as navigational prompts and content icons/signifiers for recorded text-to-speech educational essays, which are the main content of this application. A study of two versions of AEDIN was conducted with 20 participants from a K-12 school for the BVI to evaluate its usability and identify ways to improve it. Through the collection of quantitative and qualitative data, we discovered key design improvements that made AEDIN a highly usable and enjoyable interface for these users. The paper highlights good design practices for acoustic interfaces.

Back navigation shortcuts for screen reader users

When screen reader users need to back track pages to re-find previously visited content, they are forced to listen to some portion of each unwanted page to recognize it. This makes aural back navigation inefficient, especially on large websites. To address this problem, we introduce topic- and list-based back: two navigation strategies that provide back browsing shortcuts by leveraging the conceptual structure of content-rich websites. Both are manifested in Webtime, an accessible website on the history of the Web. A controlled study (N=10) conducted at the Indiana School for the Blind and Visually Impaired compared topic- and list-based back to traditional back mechanisms while participants completed fact-finding tasks. Topic- and list-based back significantly decreased time-on-task and number of backtracked pages; the navigation shortcuts were also associated with positive improvements in perceived cognitive effort and navigation experience. The proposed strategies can operate as a supplement to current back mechanisms in information-rich websites.

Audemes at work: Investigating features of non-speech sounds to maximize content recognition

To access interactive systems, blind users can leverage their auditory senses by using non-speech sounds. The structure of existing non-speech sounds, however, is geared toward conveying atomic operations at the user interface (e.g., opening a file) rather than evoking broader, theme-based content typical of educational material (e.g., an historical event). To address this problem, we investigate audemes, a new category of non-speech sounds whose semiotic structure and flexibility open new horizons for the aural interaction with content-rich applications. Three experiments with blind participants examined the attributes of an audeme that most facilitate the accurate recognition of their meaning. A sequential concatenation of different sound types (music, sound effect) yielded the highest meaning recognition, whereas an overlapping arrangement of sounds of the same type (music, music) yielded the lowest meaning recognition. We discuss seven guidelines to design well-formed audemes.

Augmenting requirements gathering for people with special needs using IoT: a position paper

Requirements gathering are an important aspect of application development, especially when users are people with special needs. Traditionally, this process is being conducted using conventional methods, such as interviews, workshops and questionnaires. These approaches, however, are unable to grasp the full context when collecting data from the communities of people with special needs, mainly because of the difficult access to participants and incomprehensiveness of the data gathered. To mitigate such issues, in this position paper, we argue that existing traditional methods could be complemented by means of Internet of Things. The immense amount of data gathered from various devices interconnected could help generate meaningful data that will complement the usually insufficient amount collected using traditional methods. This new approach is, however, associated with challenges that are discussed along with a possible scenario on how data complementing from traditional and the indirect method could be done.

Usability Evaluation of Kinect-Based System for Ballet Movements

Since the 1800s, ballet education is influenced by the use of mirrors. The aim of this study is to evaluate a Kinect-based system called Super Mirror, to discover if it has an impact on the usability in ballet instruction. Ballet students were evaluated on eight ballet movements plie, eleve, grand plie, battement tendu front, side and back, passe and developpe to measure the Super Mirrors impact. The results show a potential usage in ballet education but improvements of Super Mirror are needed to comply with the standardized subject-matter experts criteria.

Accessibility requirements for blind and visually impaired in a regional context: An exploratory study

At the time when we are debating the Internet as a human right, an access to basic online information is a challenge for blind and visually impaired community. Steps taken for their digital inclusion, such as, the Web Content Accessibility Guidelines (WCAG) are often insufficient. In this paper we present initial requirements gathered during three workshops organized with various stakeholders coming from three different countries. Initial results suggest that the context of use and the cultural dimension play a crucial role in making digital content accessible for this community. Additionally, a one-solution-fits-all model is inadequate without considering levels of visual impairment when providing customized Web and mobile experience. Finally, we lay out challenges that with comprehensive requirements gathering in the future, could address various problems that blind and visually impaired face.

A Case for Adaptation to Enhance Usability and Accessibility of Library Resource Discovery Tools

Library resource discovery tools (RDTs) are the latest generation of library catalogs that enable searching across disparate databases and repositories from a single search box. Although such “Google-like” experience has been applauded as a benefit for library users, there still exist usability and accessibility problems related to the diversity of user goals, needs, and preferences. To better understand these problems, we conducted an extensive literature review and in this process, we initially grouped issues into three categories: interface, resource description, and navigation. Based on these categories, we propose adaptation as an alternative approach to enhance the usability and accessibility of RDTs. The adaptations could be conducted on three levels pertaining to categories of issues found, namely: interface, information, and navigation level. The goal of this paper is to suggest how the process of adaptation could be considered in order to mitigate usability and accessibility issues of RDT interfaces.