The cognitive dimensions framework is a broad-brush evaluation technique for interactive devices and for non-interactive notations. It sets out a small vocabulary of terms designed to capture the cognitively-relevant aspects of structure, and shows how they can be traded off against each other. The purpose of this paper is to propose the framework as an evaluation technique for visual programming environments. We apply it to two commercially-available dataflow languages (with further examples from other systems) and conclude that it is effective and insightful; other HCI-based evaluation techniques focus on different aspects and would make good complements. Insofar as the examples we used are representative, current VPLs are successful in achieving a good `closeness of match', but designers need to consider the `viscosity' (resistance to local change) and the `secondary notation' (possibility of conveying extra meaning by choice of layout, colour, etc.).

this paper, I present: . Definitions of scaffolding and software-realized scaffolding; . A description of Emile as an instance of a computer-based learning environment designed to provide software-realized scaffolding; . The setting for the evaluation of Emile, data collected, and analysis methods used; and . The results, discussion, and my conclusions.

Cultures deal with their environments by adapting to them and simultaneously changing them. This is particularly true for technological cultures, such as the dynamic culture of computer users. To date, the ability to change computing environments in non-trivial ways has been dependent upon the skill of programming. Because this skill has been hard to acquire, most computer users must adapt to computing environments created by a small number of programmers. In response to the scarcity of programming ability, the computer science community has concentrated on producing general-purpose tools that cover wide spectrums of applications. As a result, contemporary programming languages largely ignore the intricacies arising from complex interactions between different people solving concrete problems in specific domains. This dissertation describes Agentsheets, a substrate for building domain-oriented, visual, dynamic programming environments that do not require traditional programming skills. It discusses how Agentsheets supports the relationship among people, tools, and problems in the context of four central themes: (1) Agentsheets features a versatile construction paradigm to build dynamic, visual environments for a wide range of problem domains such as art, artificial life, distributed artificial intelligence, education, environmental design, and

The past decade has witnessed the emergence of an active visual programming research community.Yet, there has also been a noteworthy shortage of empirical evidence supporting the resulting research. This paper summarizes empirical data relevant to visual programming languages, both to show the current empirical status and to act as a call to arms for further empirical work.

Visual programming languages aim to broaden the use of diagrams within the software industry, to the extent that they are integrated into the programming language itself. As a result, they provide an ideal opportunity to study the benefits of diagrams as an external representation during problem solving: not only is programming a challenging problem-solving activity, but the effect of diagram usage can be directly assessed by comparing performance while using a visual programming language to performance with a standard textual language. There have been several misconceptions amongst visual language researchers regarding the role of diagrams in software design, but these are being addressed by empirical studies and by new theories of notation design derived from studies of visual programming. Based on this research, the authors are able to recommend several new directions for research into thinking with diagrams. Keywords: diagrams, diagrammatic reasoning, visual programming, ...

Modern computer systems routinely present information to the user as a combination of text and diagrammatic images, described as "graphical user interfaces". Practitioners and researchers in Human-Computer Interaction (HCI) generally believe that the value of these diagrammatic representations is derived from metaphorical reasoning; they communicate abstract information by depicting a physical situation from which the abstractions can be inferred. This assumption has been prevalent in HCI research for over 20 years, but has seldom been tested experimentally. This thesis analyses the reasons why diagrams are believed to assist with abstract reasoning. It then presents the results of a series of experiments testing the contribution of metaphor to comprehension, problem solving, explanation and memory tasks carried out using a range of different diagrams. The results indicate that explicit metaphors provide surprisingly little benefit for cognitive tasks using diagrams as an external re...

The work reported in this thesis is motivated by the belief that knowledge-based systems (KBS) research needs to focus more on users ’ needs and cater for the various decision situations in which users will find themselves. To build individual systems that cater for all the activities that may be needed is not feasible or desirable. The problems associated with capturing knowledge are well known and the ability to capture knowledge once and access and manipulate the knowledge in multiple ways is highly desirable. It adds value to the original knowledge and offers all the benefits associated with the reuse of resources. Thus, the problem becomes one of knowledge reuse. The research question pursued in this thesis is “can knowledge captured for one purpose, such as consultation, be reused to support a wide range of alternative purposes, such as critquing or tutoring, allowing the user to answer different types of questions according to their current circumstances”? Further, this question was to be answered in a situated cognition, dynamic knowledge framework. The system developed in this thesis is based on the Multiple Classification Ripple Down Rule (MCRDR) knowledge acquisition and representation technique. MCRDR is a form of casedbased

Textual database programming languages are computationally complete, but have the disadvantage of giving the user a non-intuitive view of the database information that is being manipulated. Visual languages developed in recent years have allowed naive users access to a direct representation of data, often in a graph form, but have concentrated on user interface rather than complex programming tasks. There is a need for a system which combines the advantages of both these programming methods. We describe an implementation of Spider, an experimental visual database programming language aimed at programmers. It uses a graph rewriting paradigm as a basis for a fully visual, computationally complete language. The graphs it rewrites represent the schema and instances of a database. The unique graph rewriting method used by Spider has syntactic and semantic simplicity. Its form of algorithmic expression allows complex computation to be easily represented in short programs. Furthermore, Spider...

We describe an "expert coach" for students' collaborative information seeking and knowledge construction. This coach compares an expert's prespecification of the evidential relations among "snippets" of HTML-based text with the current state of a diagram constructed by students in the course of collaborative scientific inquiry. The expert advises the students by pointing out information that may challenge the students' views. 1 Introduction This paper describes our current work in providing students with expert feedback as they engage in collaborative scientific inquiry. Our advice-giving subsystem, part of a larger system known as Belvedere, comprises two primary components: an argument "coach" [2], and an expert "coach" (see companion paper in these proceedings [7] for more details about the architecture). The students' task is to seek and integrate information about a scientific controversy. The system provides a facility for them to construct an "inquiry diagram" to represent the...

Jeliot 2000 is a program animation system intended for teaching computer science to high school students. This paper describes the design and implementation of Jeliot 2000 and an experiment in its use in a year-long course. The experiment showed that animation provides a vocabulary and a concrete model that can improve the learning of students who would otherwise have di#culty with abstract computerscience concepts. 1