Computerized Assessment Approach for Evaluating Computer Interaction Performance

This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students' awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students' formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.

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Promoting Human-Computer Interaction and Usability Guidelines and Principles through Reflective Journal Assessment

Web Design and Development ◽

10.4018/978-1-4666-8619-9.ch076 ◽

2016 ◽

pp. 1706-1726

Author(s):

Tomayess Issa ◽

Pedro Isaias

Keyword(s):

Information Systems ◽

Human Computer Interaction ◽

Online Survey ◽

Reflective Journal ◽

Assessment Approach ◽

Informal Feedback ◽

Site Planning ◽

Portuguese Higher Education ◽

The Web ◽

Computer Interaction

This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students' awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students' formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.

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Promoting Human-Computer Interaction and Usability Guidelines and Principles Through Reflective Journal Assessment

Emerging Research and Trends in Interactivity and the Human-Computer Interface ◽

10.4018/978-1-4666-4623-0.ch019 ◽

2014 ◽

pp. 375-394 ◽

Cited By ~ 4

Author(s):

Tomayess Issa ◽

Pedro Isaias

Keyword(s):

Information Systems ◽

Human Computer Interaction ◽

Online Survey ◽

Reflective Journal ◽

Assessment Approach ◽

Informal Feedback ◽

Site Planning ◽

Portuguese Higher Education ◽

The Web ◽

Computer Interaction

This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students’ awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students’ formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.

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Recent Developments in the Assessment and Diagnosis of Child Psychopathology

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.3.203 ◽

1995 ◽

Vol 11 (3) ◽

pp. 203-212 ◽

Cited By ~ 3

Author(s):

Frank C. Verhulst

Keyword(s):

Problem Behaviors ◽

Child Psychopathology ◽

Developmental Differences ◽

Multiple Informants ◽

Cultural Research ◽

Assessment Approach ◽

Multicultural Knowledge ◽

Recent Developments ◽

Basic Characteristics ◽

Assessment And Diagnosis

In this article, recent developments in the assessment and diagnosis of child psychopathology are discussed with an emphasis on standardized methodologies that provide data that can be scored on empirically derived groupings of problems that tend to co-occur. Assessment methodologies are highlighted that especially take account of the following three basic characteristics of child psychopathology: (1) the quantitative nature of child psychopathology; (2) the role of developmental differences in the occurrence of problem behaviors, and (3) the need for multiple informants. Cross-cultural research is needed to test the applicability of assessment procedures across different settings as well as the generalizability of taxonomic constructs. Assessments of children in different cultures can be compared or pooled to arrive at a multicultural knowledge base which may be much stronger than knowledge based on only one culture. It is essential to avoid assuming that data from any single source reveal the significance of particular problems. Instead, comprehensive assessment of psychopathology requires coordination of multisource data using a multiaxial assessment approach.

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