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<p>User onboarding for Graphical User Interface (GUI) applications usually involve walkthrough tutorials explaining various UI elements, functions, and navigation screens. These First-time User Experiences (FTUEs) are crucial in determining any subsequent user interaction. The purpose of this study has been explored by eliciting answers to two research questions in specific. The study primarily investigates a user's perception of a tailored onboarding experience. Following this, the impact of these tutorials on the user's performance has also been used as a way to verify their effectiveness.</p> <p><br></p> <p>The emergence of educational crowdsourcing platforms has revolutionized traditional models of teaching and learning by engaging students in collaborative, real-world problem-solving activities. However, the success of crowdsourcing platforms in education largely depends on their ability to provide a positive and engaging user experience, particularly for first-time users. As a part of another ongoing study, the need for an engaging onboarding tutorial to educate users on the concept of worked-out examples and peer evaluations was evident. Thus, the interventions developed in this study are built upon a crowdsourcing platform designed to collect worked-out examples from university students. </p> <p><br></p> <p>Through a combination of qualitative and quantitative research methods, this study seeks to provide insights into the design of effective onboarding tutorials in the context of crowdsourcing educational resources. There have been numerous attempts to devise effective onboarding strategies. For instance, the interplay of narration and animation has been utilized as a way to gamify and design engaging FTUEs. The design choices for tailoring the experience were hence determined through Rapid Iterative Testing and Evaluation (RITE) methods. Analysis of the experimental data shows that there is a statistically significant improvement in the FTUE when users are presented with a tailored onboarding tutorial. Their usage patterns also tend to improve post their interactions with the tutorials. These results hope to contribute to a better understanding of user engagement in FTUEs, thus paving the way for furthering product adoption and value metrics on a broad scale.</p>

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Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)

The aim of this study was to investigate the effect of context-based problem solving instruction (CBPSI) on the problem solving performance of Grade 10 learners, who performed poorly in mathematics. A cognitive load theory (CLT) was used to frame the study. In addition, CLT was used to: 1) facilitate the interpretation and explanation of participants‟ problem solving performance; and, 2) influence the design of CBPSI to hone participants‟ problem solving skills. The study was conducted in the Gauteng province of South Africa and involved a two-week intervention program in each of the nine participating high schools. Participants consisted of 783 learners and four Grade 10 mathematics teachers. A non-equivalent control group design was employed, consisting of a pre- and post- measure. In addition, classroom observations and semi-structured interviews were conducted with teachers and learners. Teachers employed conventional problem solving instructions in four control schools while the researcher implemented CBPSI in five experimental schools. Instruction in experimental schools entailed several worked-out context-based problem solving examples given to participants in worksheets. The main aspects of CBPSI embraced elements of the effects of self-explanation and split-attention, as advocated by CLT. Due to the design of CBPSI participants in experimental schools became familiar with the basic context-based problem solving tasks that were presented to them through the worked-out example samples. In turn, the associated cognitive load of problem solving tasks was gradually reduced. The principal instrument for data collection was a standardized Functional Mathematics Achievement Test. The pre-test determined participants‟ initial problem solving status before intervention. A post-test was given at the end of intervention to benchmark change in the functionality of CBPSI over a two-week period. Using one-way analysis of covariance (ANCOVA), Analysis of Variance (ANOVA), and other statistical techniques the study found that participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem solving performance. In addition, semi-structured interviews and classroom observations revealed that participants rated CBPSI highly. On the whole, the study showed that CBPSI is an effective instructional tool to enhance the problem solving performance of Grade 10 mathematics learners. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

Les contre-exemples de Frankfurt sont inoffensifs contre l’argument de la conséquence (consequence argument), l’argument qui, à partir du principe des possibilités alternatives et du déterminisme, montre que nous ne pouvons être tenus moralement responsables de nos actions. En effet, ils sont formulés soit dans un cadre déterministe, soit dans un cadre indéterministe. S’ils sont formulés dans un cadre indéterministe, ils sont inoffensifs parce qu’ils contreviennent à un principe méthodologique que nous défendons : le principe de non-négation des prémisses (PNNP). En fait, nous montrons que pour tout argument donné, il est proscrit de supposer la négation d’une prémisse afin de réfuter une autre prémisse à moins que l’attaque réussisse à réfuter les deux prémisses en question. Or, d’une part, les contre-exemples de Frankfurt indéterministes supposent explicitement qu’une prémisse de l’argument de la conséquence – le déterminisme est vrai – est fausse; et d’autre part, ils ne peuvent pas nous donner de raisons de croire en l’indéterminisme, ce que nous montrons grâce à des considérations sur la transmission de la justification. Construire des contre-exemples de Frankfurt indéterministes est donc incorrect pour des raisons méthodologiques et logiques. S’ils sont formulés dans un cadre déterministe, les contre-exemples de Frankfurt font face à une autre accusation d’entorse argumentative, présentée dans la défense du dilemme (Dilemma Defence) de Kane-Ginet-Widerker : celle de la pétition de principe. Nous inspectons et nuançons cette accusation, mais concluons qu’elle tient puisque les contre-exemples de Frankfurt déterministes supposent au final une analyse des agents contrefactuels dans les mondes déterministes et de la relation « rendre inévitable » que ne peuvent endosser ni les incompatibilistes de la marge de manœuvre (leeway incompatibilists), ni les incompatibilistes de la source (source incompatibilists) ni non plus les semicompatibilistes. Conséquemment, les contre-exemples de Frankfurt ne peuvent plus soutenir la forme de compatibilisme à laquelle ils ont donné naissance. L’incompatibilisme de la source ne peut plus être préféré à l’incompatibilisme de la marge de manœuvre ni non plus rejeter toute participation des possibilités alternatives dans l’explication de la responsabilité morale sur cette seule base. / Frankfurt-type examples are inoffensive against the Consequence argument, which purports to show that from both the principle of alternative possibilities and determinism, we can deduce that we are not morally responsible for our actions. Indeed, they require either a deterministic context or an indeterministic one. If they require indeterminism, they are harmless because they violate a methodological principle that we defend: the no-premise-negation principle (PNNP). In fact, we show that for each given argument, we cannot legitimately suppose the negation of a premise in order to refute another, unless the attack succeeds to refute both premises. Yet, on the one hand, indeterministic Frankfurt-type examples explicitly suppose that a premise of the Consequence argument – determinism holds – is false; and on the other hand, Frankfurt-type examples do not give us reasons to reject determinism, which we show with considerations on the transmission of justification. To build indeterministic Frankfurt scenarios is therefore incorrect for methodological and logical reasons. If they require determinism, Frankfurt-type examples are facing a different, yet very serious, argumentative accusation (presented in the Kane-Ginet-Widerker famous Dilemma defence): begging the question. We inspect and qualify this accusation. However, we ultimately claim that it still holds because a deterministic Frankfurt-type example supposes an analysis of the role of counterfactual agents and of the relation “render inevitable” in deterministic worlds that is acceptable neither for a leeway incompatibilist, a source incompatibilist or a semicompatibilist. Thus, Frankfurt-type examples no longer successfully support the form of compatibilism they contributed to give birth to. Also, source incompatibilism may not be preferred to leeway incompatibilism, nor reject all use of alternative possibilities in the explanation of moral responsibility on the sole basis of Frankfurt scenarios.

Part 1: Theoretic background information - Review of Hooke’s law for linear elastic materials - The strain energy density of linear elastic materials - Hyperelastic material - Material laws for hyperelastic materials - About selecting the material model and performing tests - Implementation of hyperelastic material laws in Mechanica - Defining hyperelastic material parameters in Mechanica - Test set-ups and specimen shapes of the supported material tests - The uniaxial compression test - Stress and strain definitions in the Mechanica LDA analysis Part 2: Application examples - A test specimen subjected to uniaxial loading - A volumetric compression test - A planar test - Influence of the material law Appendix - PTC Simulation Services Introduction - Dictionary Technical English-German / Teil 1: Theoretische Hintergrundinformation - Das Hookesche Gesetz für linear-elastische Werkstoffe - Die Dehnungsenergiedichte für linear-elastische Materialien - Hyperelastisches Material - Materialgesetze für Hyperelastizität - Auswählen des Materialgesetzes und Testdurchführung - Implementierung der hyperelastischen Materialgesetze in Mechanica - Definieren der hyperelastischen Materialparameter in Mechanica - Testaufbauten und Prüfkörper der unterstützten Materialtests - Der einachsige Druckversuch - Spannungs- und Dehnungsdefinition in der Mechanica-Analyse mit großen Verformungen Teil 2: Anwendungsbeispiele - Ein einachsig beanspruchter Prüfkörper - Ein volumetrischer Drucktest - Ein planarer Test - Einfluss des Materialgesetzes Anhang: - Kurzvorstellung der PTC Simulationsdienstleistungen - Wörterbuch technisches Englisch-Deutsch

Part 1: Theoretic background information - Review of Hooke’s law for linear elastic materials - The strain energy density of linear elastic materials - Hyperelastic material - Material laws for hyperelastic materials - About selecting the material model and performing tests - Implementation of hyperelastic material laws in Mechanica - Defining hyperelastic material parameters in Mechanica - Test set-ups and specimen shapes of the supported material tests - The uniaxial compression test - Stress and strain definitions in the Mechanica LDA analysis Part 2: Application examples - A test specimen subjected to uniaxial loading - A volumetric compression test - A planar test - Influence of the material law Appendix - PTC Simulation Services Introduction - Dictionary Technical English-German / Teil 1: Theoretische Hintergrundinformation - Das Hookesche Gesetz für linear-elastische Werkstoffe - Die Dehnungsenergiedichte für linear-elastische Materialien - Hyperelastisches Material - Materialgesetze für Hyperelastizität - Auswählen des Materialgesetzes und Testdurchführung - Implementierung der hyperelastischen Materialgesetze in Mechanica - Definieren der hyperelastischen Materialparameter in Mechanica - Testaufbauten und Prüfkörper der unterstützten Materialtests - Der einachsige Druckversuch - Spannungs- und Dehnungsdefinition in der Mechanica-Analyse mit großen Verformungen Teil 2: Anwendungsbeispiele - Ein einachsig beanspruchter Prüfkörper - Ein volumetrischer Drucktest - Ein planarer Test - Einfluss des Materialgesetzes Anhang: - Kurzvorstellung der PTC Simulationsdienstleistungen - Wörterbuch technisches Englisch-Deutsch

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