Enhancing Scientific Reports with Strong Bibliographies

1. Δημιουργία κειμένου

2. Starting from the end…Bibliography • In any scientific report we DO NOT want your opinion or general statements… this is not an essay of your own thoughts!!! • BAD EXAMPLE: “…museums are places for learning and enhanced reality can help people learn better, since it can increase their interest levels…” Although the above statement might be true, how do we know it is true? Is it because you just told us… do we believe you? NO!!!

3. Bad example 2 • “In my opinion, museums should not be just a place to have a good time, but also to learn…” You should always think how your report can increase scientific knowledge. Is it at all times interesting scientifically? Do you think your personal thoughts increase scientific knowledge? Do we care? NO!!!

4. So…what do we do? • First you find the relevant literature • Then you read it!!! (I know it is shocking!!! But you should read it ALL) • You keep notes of the important points. Make a small summary. Why is this important? • Then you identify the gaps in research or the remaining problems. • For example, 5 papers show that enhanced reality in museums is beneficial for learning. 5 others show that enhanced reality has distracting powers. No paper has tried enhanced reality within a specific educational framework. You could design a study to see how this technology works within that framework.

5. Good example “Museums around the world are using adaptive technologies for a variety of purposes. There are applications that provide customized information for different target groups [Terrenghi and Zimmermann 2004; Walczak et al. 2006], for example, according to visitors’ age [Alzua-Sorzabal et al. 2005].There are also applications that attempt to match different visitors with similar interests [Sumi and Mase 2002]. Different applications can also use different technologies. For instance, certain applications provide adaptive information over theWeb [De Bra et al. 2002]. In addition, there are applications that adapt to the specific learning needs of the individual, like INSPIRE, a hypermedia system developed in order to adapt to the knowledge levels and learning style of the learners [Papanikolaou et al. 2002].Furthermore, museums worldwide use a variety of not simply adaptive but also mobile applications. More specifically, a wide range of mobile and space-sensitive devices exist that provide museum visitors with adaptive content [Crowley and Knutson 2002; Hall and Bannon 2006; Jacucci et al. 2009; Leinhardt et al. 2002; Rocchi et al. 2004; Raptis et al. 2005] for individual and collaborative learning [Dini et al. 2007; Huizenga et al. 2009;McGreen and Sanchez 2005; Schroyen et al. 2008]. Adaptivity in these cases relied on different environmental cues. The following screen shots illustrate the interface of the Cicero guide, as an example of museum-adaptive and mobile applications.”

6. Content example • “Older adult computer users often have difficulties in accomplishing many of the routine computer tasks that younger computer users take for granted. These difficulties can be attributed to age-related differences in perception and physical limitations, inadequate skills, and there is much evidence to suggest that cognitive slowing and limited processing resources are also a major factor (Czaja & Lee, 2007; Czaja & Lee, 2003; Jones & Bayen, 1998). A better understanding of why some of these difficulties arise can help in the design of interactions which are better suited to older users.” References • Czaja, S and Lee, C.C. (2007) The impact of aging on access to technology, Univ Access Inf Soc, 5, pp341–349 • Czaja, S.J. and Lee, C.C. (2003) Designing Computer Systems for Older Adults, The human-computer interaction handbook, Lawrence Erlbaum Associates, Inc, pp 413-427 • Jones, B.D and Bayen, U.J (1998) Teaching Older Adults to Use Computers: Recommendations based on cognitive aging research, Educational Gerontology, 24, pp675-689

7. Content Example “For users to understand and interpret complex images, higher-level cognitive processes are usually needed. A number of authors have enumerated design strategies and parameters for representing signifiers in graphics [3, 29] and there are effects from both the kind of data and the kind of task [26]. Thus, we expect that we may have to identify IRVE design heuristics according to data type, display type, and task context. Vanderdonckt and Gillo [30] summarize visual layout techniques from an aesthetic and psychological point of view, relating methods such as composition, association/ dissociation, and ordering on a 2D grid-based structure. They also conclude that effective visual design should rely on task analysis. Sutcliffe and Faraday [28] concentrate on user task and resource analysis to determine a task–knowledge structure, which they formalize as an entity-relationship model.” References 3. Bertin J (1981) Berg W, Scott P (trans) Graphics and graphic information processing. Walter de Gruyter, Berlin New York 26. Shneiderman B (1996) The eyes have it: a task by data type taxonomy for information visualizations. In: Proceedings of the IEEE symposium on Visual Languages, Boulder, Colorado, September 1996, pp 336–343 27. Stroop J (1935) Studies of interference in serial verbal reactions. J Exp Psychol 18:643–662 28. Sutcliffe A, Faraday P (1994) Designing presentation in multimedia interfaces. In: Proceedings of the ACM conference on computer–human interaction, Boston, Massachusetts 29. Tufte E (1990) Envisioning information. Graphics Press, Cheshire, Connecticut 30. Vanderdonckt J, Gillo X (1994) Visual techniques for traditional and multimedia layouts. In: Proceedings of the ACM conference on advanced visual interfaces, Bari, Italy

8. How do we write references? • When you write up references for any kind of scientific work, you need to follow specific formatting guidelines. • Guidelines depend on the type of work and publication...but they are always consistent in a single paper... • Bibliography is usually listed alphabetically

9. Άρθρα από συνέδρια Back, M., & Cohen, J. (1998) The Sound of Your Stuff: Designing a Complex Auditory Display for an Interactive Museum Exhibit. Proceedings of ACM CHI 98 Conference on Human Factors in Computing Systems, Vol. 2, p. 239-240 Broadbent, J., & Marti, P. (1997) Location aware interactive guides: usability issues. Proceedings of ICHIM’97, Paris, September 1997. Available On-line: http://citeseer.ist.psu.edu/cache/papers/cs/12658/http:zSzzSzmarconi.ltt.dii.unisi.itzSzprogettizSzHIPSzSzpubblicazionizSzichim-w5.pdf/broadbent97location.pdf Last accessed October 2005

10. Books • Bartlett, F.C. (1932) Remembering: A study in experimental and social psychology. Cambridge University Press. Cambridge. England Book Chapters • Brusilovsky, P., Schwarz, E., & Weber, G. (1996) ELM-ART : An Intelligent Tutoring System on World Wide Web. In C. Frasson, G. Gauthier, & A. Lesgold (Eds.), Intelligent Tutoring Systems (Lecture Notes in Computer Science, Vol.1086). Springer Verlag. Berlin, p. 261-269

11. Περιοδικά Andriessen, J., & Sandberg, J. (1999) Where is Education Heading and How About AI? International Journal of Artificial Intelligence in Education, 10, p.130-150 Baskin, C. (2001) The Titanic, Volkswagens and collaborative group work: Remaking old favourites with new learning technologies. Australian Journal of Educational Technology, 17(3), p.265-278

12. από το Διαδίκτυο The MATAHARI Project, www.isy.liu.se/~klas/matahari, last accessed October 2005 The 3D-Murale, www.brunel.ac.uk/project/murale, last accessed October 2005

13. άσκηση • Δείτε τα άρθρα. • Αποδομήστε τις παραγράφους και βάλτε τίτλο σε κάθε μία. • Έπειτα φτιάξτε τη δομή. • Για κάθε μία, δείτε πως δομεί τα επιχειρήματα και πώς τα στηρίζει βιβλιογραφικά.