This dissertation brings together aspects of writing-in-the-disciplines research, reader-response theory, and empirical reading research in an investigation of literary scholars reading poems and constructing arguments. I begin with a review of literary criticism published over the past 70 years on Donne's "The Flea," Milton's "Song: On May Morning," Hopkins' "God's Grandeur," and Eliot's "Conversation Galante." This review suggests that certain New Critical interpretive conventions persist in scholarship. In particular, literary scholars continue to read lyrics as dramatic utterances and as organic wholes. I then present findings from a think-aloud study in which English professors read the aforementioned poems and planned a hypothetical conference talk about them for the MLA conference. Reader-response theorists have argued that readers activate certain text-making conventions in order to read literature as literature. In my study, participants' disciplinary reading conventions were so deeply ingrained that their initial processing of the four poems mirrored the interpretive patterns in published criticism of those poems. Next I analyze the think-aloud data and follow-up interviews from the perspective of writing-in-the-disciplines research. Previous researchers found that scholarly literary argument relies on a limited set of special topoi and is not always directed toward the accumulation of new knowledge. The scholars in my study relied more heavily on some topoi during initial interpretation of the poems, while other topoi were used more often during argument planning. The picture of literary argument that emerges is a hybrid of ceremonial rhetoric and communal knowledge building. Finally, I analyze the think-aloud data from the vantage-point of expert/novice research in cognitive psychology. Previous researchers have used the term "generic expertise" to describe expert knowledge that all members of an academic discipline possess. Despite the belief of some within literary studies that their discipline lacks a core, participants in my study demonstrated generic expertise both in their interpretations of poems and in their argument planning. I conclude by arguing that previous descriptions of scholarly literary argument need to be revised. Literary scholars relate to their objects of study in a unique way that ensures the distinctness of literary argument. / text

Diese Arbeit untersucht prominente Erfassungsmethoden metakognitiver Aktivitäten die während des Lernprozesses zum Einsatz kommen (online) auf deren Güte und Reaktivität. Im Fokus stehen die Methoden Laut-Denken, Fragebogenmethode sowie die Erfassung von Lernleistungsurteilen. Lernaufgaben werden durch komplexe Textlernaufgaben sowie Problemlöseaufgaben in deren Rahmen abduktive Schlüsse gefordert sind repräsentiert. In Studie 1 wurden metakognitive Aktivitäten die mittels retrospektiv eingesetzten Fragebögen sowie mittels Laut-Denken erfasst wurden gegenübergestellt. Dabei wurden die Fragebogenitems parallel zum polytomen Kategoriensystem mit dessen Hilfe die Daten aus der Laut-Denken-Methode ausgewertet wurden konstruiert. Im Rahmen der Auswertung der Laut-Denken Daten war die Übereinstimmung zweiter unabhängiger, gut geschulter Urteiler unbefriedigend. Die Übereinstimmungsunterschiede zwischen den Kategorien sowie zwischen den Probanden waren erheblich. Dies weist darauf hin, dass das Kategoriensystem nicht zur Auswertung der Laut-Denken Daten geeignet ist. Zudem scheinen große Unterschiede in der Nutzung metakognitiver Aktivitäten zwischen den Probanden zu bestehen. Zwischen Fragebogendaten und Laut-Denken-Daten besteht ein geringer nicht signifikanter negativer Zusammenhang. In Studie 2 wurde die Reaktivität der Laut-Denken-Methode und der Aufzeichnung von Lernleistungsurteilen während des Bearbeitens einer Textlese- sowie Problemlöseaufgabe untersucht. Die Ergebnisse dieser experimentellen Studie mit 2x2 Design legen nahe, dass von Laut-Denken im Rahmen von Problemlöseaufgaben reaktive Effekte zu erwarten sind. Von Lernleistungsurteilen hingegen sind reaktive Effekte lediglich im Rahmen von komplexen Textleseaufgaben zu erwarten. Auch im Rahmen dieser Erhebung mittels Laut-Denken konnte lediglich eine unbefriedigende Reliabilität der Messung berichtet werden obgleich in dieser Studie 11 unabhängige Urteiler zum Einsatz kamen. Auch hier wurde keine erwähnenswerte Korrelation zwischen Fragebogendaten und Laut-Denken Erhebung ermittelt. In Studie 3 wurden metakognitive Aktivitäten zu mehreren Messzeitpunkten im Kontext einer komplexen Gruppenlernaufgabe erhoben. Die Ergebnisse weisen auf einen individuellen Einsatz metakognitiver Aktivitäten unabhängig von der Lernsituation hin. Insgesamt lassen die Ergebnisse der Studien darauf schließen, dass Laut-Denken zumindest dann keine valide Erfassung metakognitiver Aktivitäten während des Lernens ermöglicht, wenn polytome Kategoriensysteme mit einer hohen Anzahl an Kategorien zum Einsatz kommen. Außerdem ist in spezifischen Lernsituationen von potentiellen reaktiven Effekte der Erhebung auszugehen. Dies gilt auch für die Erfassung des Monitoring- und Überwachungs-/Regulierungsverhaltens mittels Lernleistungsurteilen.

abstract: Assemblers and compilers provide feedback to a programmer in the form of error messages. These error messages become input to the debugging model of the programmer. For the programmer to fix an error, they should first locate the error in the program, understand what is causing that error, and finally resolve that error. Error messages play an important role in all three stages of fixing of errors. This thesis studies the effects of error messages in the context of teaching programming. Given an error message, this work investigates how it effects student’s way of 1) understanding the error, and 2) fixing the error. As part of the study, three error message types were developed – Default, Link and Example, to better understand the effects of error messages. The Default type provides an assembler-centric single line error message, the Link type provides a program-centric detailed error description with a hyperlink for more information, and the Example type provides a program centric detailed error description with a relevant example. All these error message types were developed for assembly language programming. A think aloud programming exercise was conducted as part of the study to capture the student programmer’s knowledge model. Different codes were developed to analyze the data collected as part of think aloud exercise. After transcribing, coding, and analyzing the data, it was found that the Link type of error message helped to fix the error in less time and with fewer steps. Among the three types, the Link type of error message also resulted in a significantly higher ratio of correct to incorrect steps taken by the programmer to fix the error. / Dissertation/Thesis / Masters Thesis Software Engineering 2017

Made available in DSpace on 2014-06-11T19:27:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-07-04Bitstream added on 2014-06-13T19:15:19Z : No. of bitstreams: 1 borba_ea_me_mar.pdf: 587417 bytes, checksum: 44ca3b4ae618d2558f3387e45e5c36b1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The teaching of indexing procedures by means of the Documentary Reading Model for Indexing of Scientific Articles offers to the apprentice indexer strategies of reading and development of his previous professional knowledgement. The Documentary Reading Model for Indexing of Scientific Articles by Fujita (2003a) is a proposal of improvement and evolution of the methodology of indexing through the indexer's metacognition (non-automatized behaviour as the reader is conscious of how the reading is being carried out), using the knowledgement of textual structures of the reader, relying on strategies of systematic approach of concepts offered in his education. Considering the learning of the documentary reading process in classroom, it is searched into the applicability of this Model as pedagogical resource to apprentice indexers. By means of introspective technique of data collecting of the Interative Verbal Protocol, observing the process of apprehending the methodology, this research reveals difficulties by the apprentice and his development towards more satisfactory grades of carring out the indexing task. It was chosen three students from the second class of Librarianship that had not attended the discipline Indexing and Abstracting and were intested in taking part in the applying of the Verbal Protocol combined with the indexing task. The analysis of the Verbal Protocol's transcriptions shows that the apprentices had difficulties in identifying the concepts of this Model: to choose terms to represent the concepts, to understand the terminology of the medical science and to to set up the terms' form (singular or phrases). Such difficulty is relating to the using of the Reading Model adapted from the original where there was inversion of the concepts action and object. The Interactive Verbal Protocol consists of an innovative methodology functioning as pedagogical resource... (Complete abstract, click electronic address below)

This multiple case study examined the experiences of elementary L2 learners who received instruction in either reciprocal teaching or the think aloud strategy (TAS), and identified patterns of use that emerged from participants' employment of the strategies. The three L2 participants took a pre- test and a posttest, were recorded using the strategies, and responded to interview questions about the strategies. Using qualitative data analysis techniques, four themes emerged from analysis of the data, including; talking like a teacher, I know what I know, established strategies, and declines to use the steps in the strategy. Implications from these findings suggest that the discussion facilitated by reciprocal teaching assists elementary L2 participants in better understanding the text and also supports their language acquisition, whereas TAS does not facilitate discussion. Further, even though reciprocal teaching promotes discussion, teacher assistance during discussion is necessary. Finally, it is essential that teachers are mindful of students' understandings of topics and the difficulty of texts used when students are learning the strategies.

As e-health systems are becoming more common and necessary, it is an important field to explore. One important part that has not yet been explored enough is the formation of trust within e-health. An established approach to help formation of trust in other fields is that of user experience design. This Master thesis is focused on the topic of trust formation of first-time e-health service users and how user experience design can influence trust formation. For fulfilling the purpose, the method of think-aloud and semi-structured interviews were chosen. In addition to that, a prototype of an e-health service was developed. The outcome of the interviews was examined through a thematic analysis in order to answer the research questions. Based on the analysis, new aspects which influence trust formation on the surface level were identified, as well as some previously known were confirmed. The themes which are overlapping with previously conducted studies are Design feeling and Element placement. The newly identified themes contain Consistency, Colour and some aspects of Reading experience. The reasons for the identified aspects were categorized into the two themes of Craftsmanship and Expectations. Those findings were compared with previous studies, and recommendations for future research were formulated.

Diese Arbeit untersucht prominente Erfassungsmethoden metakognitiver Aktivitäten die während des Lernprozesses zum Einsatz kommen (online) auf deren Güte und Reaktivität. Im Fokus stehen die Methoden Laut-Denken, Fragebogenmethode sowie die Erfassung von Lernleistungsurteilen. Lernaufgaben werden durch komplexe Textlernaufgaben sowie Problemlöseaufgaben in deren Rahmen abduktive Schlüsse gefordert sind repräsentiert. In Studie 1 wurden metakognitive Aktivitäten die mittels retrospektiv eingesetzten Fragebögen sowie mittels Laut-Denken erfasst wurden gegenübergestellt. Dabei wurden die Fragebogenitems parallel zum polytomen Kategoriensystem mit dessen Hilfe die Daten aus der Laut-Denken-Methode ausgewertet wurden konstruiert. Im Rahmen der Auswertung der Laut-Denken Daten war die Übereinstimmung zweiter unabhängiger, gut geschulter Urteiler unbefriedigend. Die Übereinstimmungsunterschiede zwischen den Kategorien sowie zwischen den Probanden waren erheblich. Dies weist darauf hin, dass das Kategoriensystem nicht zur Auswertung der Laut-Denken Daten geeignet ist. Zudem scheinen große Unterschiede in der Nutzung metakognitiver Aktivitäten zwischen den Probanden zu bestehen. Zwischen Fragebogendaten und Laut-Denken-Daten besteht ein geringer nicht signifikanter negativer Zusammenhang. In Studie 2 wurde die Reaktivität der Laut-Denken-Methode und der Aufzeichnung von Lernleistungsurteilen während des Bearbeitens einer Textlese- sowie Problemlöseaufgabe untersucht. Die Ergebnisse dieser experimentellen Studie mit 2x2 Design legen nahe, dass von Laut-Denken im Rahmen von Problemlöseaufgaben reaktive Effekte zu erwarten sind. Von Lernleistungsurteilen hingegen sind reaktive Effekte lediglich im Rahmen von komplexen Textleseaufgaben zu erwarten. Auch im Rahmen dieser Erhebung mittels Laut-Denken konnte lediglich eine unbefriedigende Reliabilität der Messung berichtet werden obgleich in dieser Studie 11 unabhängige Urteiler zum Einsatz kamen. Auch hier wurde keine erwähnenswerte Korrelation zwischen Fragebogendaten und Laut-Denken Erhebung ermittelt. In Studie 3 wurden metakognitive Aktivitäten zu mehreren Messzeitpunkten im Kontext einer komplexen Gruppenlernaufgabe erhoben. Die Ergebnisse weisen auf einen individuellen Einsatz metakognitiver Aktivitäten unabhängig von der Lernsituation hin. Insgesamt lassen die Ergebnisse der Studien darauf schließen, dass Laut-Denken zumindest dann keine valide Erfassung metakognitiver Aktivitäten während des Lernens ermöglicht, wenn polytome Kategoriensysteme mit einer hohen Anzahl an Kategorien zum Einsatz kommen. Außerdem ist in spezifischen Lernsituationen von potentiellen reaktiven Effekte der Erhebung auszugehen. Dies gilt auch für die Erfassung des Monitoring- und Überwachungs-/Regulierungsverhaltens mittels Lernleistungsurteilen.

As the use of mobile payment applications (apps) and electronic wallets (e-wallets)increases, so does the demand for a improved user experience when interactingwith these apps. The field of Human-Computer interaction (HCI) focuses onthe design, evaluation, and implementation of interactive computing systems forhuman use. One aspect of HCI is usability, i.e., the quality of the interactions witha product or system. This thesis investigates how an e-wallet can be designed to provide a high level ofusability by conforming to best HCI practices and by formative evaluation using aset of usability evaluation methods.The research process consisted of an initial literature study and developmentof a prototype, which was evaluated iteratively through Thinking-aloud-protocol(TAP) and a combination of performance measurements and questionnaire by achosen test group. By each iteration, the results of the performance measurements, as well as theverbal data improved. The most complex or difficult task, for the test subjectsto perform, was, according to the results, Pay via manual input. All goals wereachieved for all tasks except for the performance goal of a percentage of errorsbelow 5%. To conclude, it was clear that the test subjects had more trouble understandingthe concept of the e-wallet rather than navigating and completing tasks. Thedifficulties lay in understanding how currencies were stored and how transactionshappened. When developing this e-wallet we noticed that the most importantissue was to make new functions and concepts familiar to the user through relatingit to recognizable ideas. / I och med att användning av mobila betalningslösningar (appar) och elektroniskaplånböcker (e-plånböcker) ökar, ökar även efterfrågan på en förbättradanvändarupplevelse vid interaktion med dessa appar. Området människadatorinteraktion(MDI) fokuserar på design, utvärdering och implementeringav interaktiva datorsystem för mänsklig användning. En aspekt av MDI äranvändbarhet, dvs kvaliteten på interaktionerna med en produkt eller ett system.Detta kandidatexamensarbete undersöker hur en e-plånbok kan utformas föratt ge en hög användbarhet genom att anpassas till MDI praxis och formativutvärdering av designen med hjälp av en uppsättning utvärderingsmetoder föranvändbarhet. Forskningsprocessen bestod av en litteraturstudie och utveckling av en prototoyp,som utvärderades iterativt genom Thinking-aloud Protocol (TAP) samt enkombination av prestationsmätningar och frågeformulär av en vald testgrupp.Efter varje iteration förbättrades resultaten av prestationsmätningarna, såvälsom för den verbala datan. Den mest komplexa eller svåra uppgiften,för testpersonerna att utföra, var, enligt resultaten, Betalning via manuelinmatning. Alla mål uppnåddes för alla uppgifter förutom prestationsmålet fören procentandel av fel under 5%. Avslutningsvis var det tydligt att testpersonerna fann det svårare att förståkonceptet av e-plånboken än att navigera och slutföra uppgifterna. Svårigheternalåg i att förstå hur valutor lagrades och hur transaktioner gick till. När viutvecklade den här e-plånboken märkte vi att den viktigaste uppgiften var att göranya funktioner och koncept förståerliga för användaren genom att koppla dem tilligenkännliga idéer.

Through digital sharing platforms users can rent, exchange, rideshare and sell items without having to go to a physical marketplace. Although these sharing platforms have global reach, they don’t provide services in smaller cities, towns, and villages. Umigo is a project that seeks to promote local sharing economies through a digital platform builder and host, making digital sharing platforms more available. Using the website individuals can sell, rent, share and buy items and services. Dela Höga Kusten is a platform on Umigo which hosts multiple companies operating in the local region. Through Dela Höga Kusten individuals can contact and rent services and goods from local companies using a digital interface. The user experience (UX) of a digital sharing platform plays an important role in shaping the users’ perceived usability of the service. This study aims to explore the relationship between UX and perceived trust on local sharing platforms. Utilizing think aloud tests and interviews with five participants who interacted with the platform Dela Höga Kusten, a qualitative research approach was adopted. The findings were analyzed and compared with previous research and literature within the field of UX. The results support previous research, showing that visual design plays an important role in enhancing the user experience and building user trust towards a service. The research highlights the importance of integrating UX design principles to cultivate a pleasant user experience and foster trust. Prioritizing the user experience can help build user trust and loyalty, making local sharing economies more accessible through digital sharing platforms.

<p>This paper is a qualitative study that utilizes game players to learn more about the impact of game narrative, and to use this information to understand more of its role in the production of<br> games. Initial research into the topic revealed that many competing interests drive game production, but that if narrative was “down-prioritized” in production, a game was more likely to suffer compounding issues that could result in a poor end-product and launch. This nets monetary consequences for a studio, but also severely impacts the team of developers. As the game industry already faces widespread issues with crunch, long work hours over long periods of time, any additional strain on production exacerbates existing issues. Game production documentation is often held privately as the trade secrets of a given studio, so the most feasible way to address these questions is to seek a successful game with amble published documentation and compare those resources to the experiences players themselves have with the title. The Legend of Zelda: Breath of the Wild was the game chosen.<br> A sample of 18 students from Purdue University completed an initial interest survey and provided demographic information. Of those who played games regularly, 4 participants were randomly selected to move forward with an audio and video recorded gameplay session that utilized a think-aloud protocol to capture moment-to-moment experience, and then an audio recorded interview about their experiences. These methods were employed to generate transcripts of their thoughts and experiences where the researcher conducted a thematic analysis of the content. Fifteen codes were synthesized from these transcripts and found that through the context of narrative, participants expressed that gameplay, aesthetics, and critical paths in a game facilitated their experiences with narrative. Participants approached the game and spoke about narrative in a variety of ways during the game session, but all came away with similar conclusions when interviewed. This suggests that game elements that convey narrative are highly effective and opens questions into how changes to those elements can sway interpretation and if that can be controlled for. Further, studying the patterns between these elements and determining what creates the most meaning for players could open new avenues for efficient game design. </p>