Computer Science

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Devising a common vocabulary for a knowledge management university intranet.
(2003) Mahomva, Sarudzai.; Amory, Alan M.
For the past few years, the University of Natal has been using an HTML-driven InnerWeb as its intranet system. The advantages of database driven intranet technologies over static HTML pages are now well established. It was felt that the University should change to a database driven intranet system which would better serve the needs of the University community. The first part of this study was conducted to establish user perceptions and requirements of such an intranet. Results from this study suggested that the functionalities and needs expressed by participants are synonymous with functionalities offered by database driven intranets. The second part of this study was therefore to follow up and prioritise the identified requirements for the main intranet interface to establish a controlled vocabulary and investigate current debate on the possibilities and limitations of intranets as a knowledge management tool. Part of the study took cognisance of Stoke's use inspired research premise by adapting constructivist research philosophy as well as Van den Akker's development research strategy to guide the study. Eclectic mixed methodology as suggested by Reeves guided the research design for this study. Thus data gathering methods which included group and on-line card sorting, semi-structured interviews, category membership expectation tests and prototype validation were used to validate each stage of the development process. Data analysis procedures included using Microsoft Excel to calculate the total score assigned to each item for possible inclusion on the intranet, cluster analysis using IBM EZSort software, analysing interview transcripts using QSR NVlvo software as well as simple eye balling of the category membership expectation data. The initial 93 items for possible inclusion, which were identified at the first part of the study were reduced to 60 items. Some distinct themes, which were identified, include research activities, library, social notices, corporate notices, learning activities, University Policies and Procedures, student activities, staff activities and on-line collaboration . The results of this study suggest that it is challenging to establish vocabulary which is common to the majority of prospective users. Thus, some of the suggested vocabulary for category labels did not have majority consensus. This study also suggests that participants expect a process driven intranet, which offers multidimensional access points and multiple ways to navigate. This implies analysing same data from different viewpoints. Participants want more from an intranet than simple document publishing though a few can not see the intranet beyond a document retrieval tool. The study suggests that users have different needs which could be better addressed by offering customisation and personalisation functionalities to suit users' individual needs. Participants expect to use the intranet as a reliable institutional memory which offers seamless remote access to synchronous and asynchronous communicating tools, access to various forms of digital media, interactive on-line administration functionalities as well as access to on-line academic related activities.
Evaluation of a new online learning resource : the human computer interface design.
(2003) Gachie, Emily Wanjiru.; Amory, Alan M.
With the increasing demand for online learning, well-designed computer online learning resources are indispensable. User interfaces evaluation has become a critical quality attribute of interactive software intended to meet the requirements of the user groups. It is this aspect of adaptations that make them critical for the study of evaluation of user interfaces. This study describes a preliminary evaluation of the user interface design of a new online learning resource (Open Learning System). The main objectives of the study are to investigate the effect of the interaction on the user (usability, efficiency, effectiveness and satisfaction), to assess the extent of the system (resource) functionality and to identify specific problems in the design (aspects of design that cause unexpected results or confusion). This will form part of iterative design and testing process of the new interface, which seeks to evaluate the success of the interface within the framework of the fundamental HCI principles under guidelines of the constructivists learning approach. The Open Learning System (OLS) is grounded on the constructivist-based learning approach. The underlying philosophy of the system assumes when learners are engaged in a social learning context, they actively construct knowledge, therefore the resource is considered as a tool to support learning and not an end in itself. By so doing it is geared to provide greater access to information, support Computer-Mediated Communication (CMC) using tools such as e-mail, chat and discussion foruI? and creating context for learners' work and peer review. A theoretical framework for evaluating the OLS was developed and proposed which comprised of the constructivist epistemology, Rich Environment for Active Learning (REAL), the User Centred Design (UCD) approach and the Human Computer Interface (HCI) design principles. This integrated theoretical framework has been referred to as 'Designing-by-Constructivism' model. The study investigates the use of the OLS by two sets of users: staff members (module creators) and learners (module consumers). In view of the fact that the data collected is qualitative, the approach assumes the use of semi-structured questionnaires, evaluation matrix and interviews. The information/feedback gathered will assist the developers to do preliminary reviews. The study will also be useful to academics pursuing more HCI issues or those with an interest in developing learning resources. The main elements of the 'Designing-by-Constructivism' model were present in the resource. The results analysis indicates that the resource supports collaborative learning and the use of authentic activities in learning. This serves as an intrinsic motivation to most of the users. The results also show a high degree of user satisfaction and appreciation of OLS resource. Largely, the participants are satisfied that the overall OLS design met their needs. The major contribution being, "OLS is interactive and user friendly". However, some users have expressed the desire to have more tools incorporated into the resource, while others have expressed concern about difficulties in logging into the system.
RAT online : design, delivery and evaluation of constructivist computer supported martial arts learning environments.
(2011) Yates, Steven.; Amory, Alan M.
This thesis describes the evaluation of several computer supported martial arts learning environments. These learning environments were designed, developed and implemented for practitioners of Rough and Tumble (RAT), a South African martial art, originally as a result of an increasing number of RAT practitioners relocating to other countries and yet wishing to continue their learning and practise of RAT. This project revolves mainly around the effectiveness evaluation of whether RAT martial arts knowledge, skills and attitudes can be learned in computer supported learning environments. The research is situated within design research and has pragmatic goals to provide a computer supported learning environment for the learning of RAT. Furthermore the design research was conducted to derive design principles for future design and development efforts. A brief account of the literature is provided, covering three main learning paradigms, with a focus on behaviourism and constructivism, followed by a description of issues in the computer supported learning field, an explanation of various definitions of martial arts and how the term is delimited in this study, and an overview of various evaluation paradigms. This account revealed inadequacies of the theories and terminology described pertaining to this study, resulting in the combined use of various underlying theoretical approaches to guide this research. These approaches include the eclectic-mixed methods-pragmatic paradigm as the overarching framework, a social constructivist learning approach, cognitive flexibility theory, Bloom’s Taxonomy, the RAT approach to martial arts learning and teaching, and a mixed methods research design. Two main components were developed as solutions, which included the development of a computer martial arts resource, the RAT CD-ROM, and four online courses, the RAT Online courses. Data were collected using a number of research instruments, such as questionnaires, interviews, observations, records, expert reviews and learner artefacts in an attempt to understand the data from multiple viewpoints and develop a more reliable depiction of evaluation events. The data were analysed using mainly qualitative coding in software, expert rating diagrams, basic frequency statistics, and martial arts assessments of physical performances. These analyses revealed that although there is significant work involved in mixed methods research and there are issues such as participants not meeting task deadlines, technology failures, software usability issues, and small participant numbers, the research approach has contributed to the pragmatic goal of providing computer supported learning environments to RAT practitioners, who otherwise would not have been able to participate in RAT. In addition a number of design principles for the creation of RAT computer supported learning environments were derived from this research, including the use of social constructivism, cognitive flexibility theory, Bloom’s Taxonomy, multiple contextual training, and using computers as learning and knowledge construction tools. These underlying theoretical principles translate to more practical procedural principles, such as amongst others, to design computer supported learning environments incorporating tools to enable knowledge construction and collaboration, provide learning designs that are complex and authentic, encourage multiple representations of learner knowledge, take on a mentor role as online course facilitator, and to build problem solving activities into the learning design.

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Browsing Computer Science by Author "Amory, Alan M."