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5. Incorporating Theories of Metacognitive Learning in the Design of a Serious Game on Emotion Regulation

Author

Chytiroglou, Styliani, Pollak, Isabella, Pain, Helen, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Liapis, Antonios, editor, Yannakakis, Georgios N., editor, Gentile, Manuel, editor, and Ninaus, Manuel, editor

Published
2019
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6. Pushing the Boundaries of Participatory Design

Author

Korte, Jessica, Constantin, Aurora, Alexandru, Cristina Adriana, Fails, Jerry Alan, Eriksson, Eva, Good, Judith, Pain, Helen, Hourcade, Juan Pablo, Garzotto, Franca, Waller, Annalu, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Lamas, David, editor, Loizides, Fernando, editor, Nacke, Lennart, editor, Petrie, Helen, editor, Winckler, Marco, editor, and Zaphiris, Panayiotis, editor

Published
2019
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8. 'It's Like a Giant Brain with a Keyboard': Children's Understandings about How Computers Work

Author

Robertson, Judy, Manches, Andrew, and Pain, Helen

Abstract

Thirty years ago, when personal computers were first becoming available in homes and schools, a large group of primary school-age children were asked to share their attitudes about computers, their conceptions regarding how computers function, and their beliefs concerning computers' agency. The researchers wanted to gather baseline data regarding children's ideas about computers to study how these ideas changed as technology advanced. An important aspect of the study was to ascertain children's conceptual models of how computers operate, with the concern that an inadequate or flawed conceptual model would hamper children's ability to generalize or deepen their computer skills. In order to understand what children today know and believe about computers, the authors interviewed 18 children (eight boys) between 5 and 8 years old from two state-funded primary schools in a Scottish city. The children were asked questions about understanding what computers are, how computers are programmed, and whether computers have agency. The interviews provide insight into children's understanding of the technology they encounter in their everyday lives. In spite of their knowledge about and experience with using computers, they generally did not know how computers work or how they might be programmed. They had mixed views about a computer's agency. The article contains guidance for practitioners who wish to teach computing concepts to their learners.

Published
2017
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9. A Trial of an iPad™ Intervention Targeting Social Communication Skills in Children with Autism

Author

Fletcher-Watson, Sue, Petrou, Alexandra, Scott-Barrett, Juliet, Dicks, Pamela, Graham, Catherine, O'Hare, Anne, Pain, Helen, and McConachie, Helen

Abstract

This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent-child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains.

Published
2016
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10. Examples And Generalisations: Using Surface Versus Structural Recall Biases to Probe Conceptual Storage

Author

Ramscar, Michael, Pain, Helen, Darrington, Sarah, and Lee, John

Abstract

We argue that the key question in conceptual storage is best viewed not as a question of instances versus generalisations, but rather one of unitary versus multiple representation accounts of conceptual storage. On previous evidence, it has been difficult to determine whether a particular result stems from stored information regarding the concept or from the processes that operate in invoking a particular concept (Komatsu, 1992). In this paper, we attempt to shed some light on the nature of stored conceptual structure using the different influences that surface and stmctural features have been shown to have on the recall of a particular representation (Centner, Ratterman and Forbus, 1993). We conclude that at least some concepts may not be stored using a unitary representation.

Published
1998

11. Is there a Place for Semantic Similarity in the Analogical Mapping Process?

Author

Ramscar, Michael, Pain, Helen, and Cooper, Richard

Abstract

Ramscar & Pain (1996) argued that the analogical process cannot be easily distinguished from the categorisation process at a cognitive level. In light of the absence of any distinction between analogy and categorisation, we have argued that analogy is supervenient upon an important part of the classification process, and that as such 'analogical' models are capable of illuminating some categorisation tasks, for instance, the way in which structural systematicity can detennine not only analogical judgements, but also category decisions. Our scepticism regarding the cognitive distinction between these two processes has implications for both analogy and categorisation research: in this paper we consider two leading analogical theories. Centner's Structure Mapping Theory and Holyoak's Multi-Constraint Theory, and argue that results from our use of analogical modeling techniques in categorisation tasks offer some important insights into exactly which elements should be included in a theory of analogical mapping.

Published
1997

12. Pushing the Boundaries of Participatory Design

Author

Korte, Jessica, primary, Constantin, Aurora, additional, Alexandru, Cristina Adriana, additional, Fails, Jerry Alan, additional, Eriksson, Eva, additional, Good, Judith, additional, Pain, Helen, additional, Hourcade, Juan Pablo, additional, Garzotto, Franca, additional, and Waller, Annalu, additional

Published
2019
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14. Can a real distinction be made between cognitive theories of analogy and categorisation?

Author

Ramscar, Michael and Pain, Helen

Abstract

Analogy has traditionally been defined by use of a contrast definition: analogies represent associations or connections between things distinct from the 'normal' associations or connections determined by our 'ordinary' concepts and categories. Research into analogy, however, is also distinct from research into concepts and categories in terms of the richness of its process models. A number of detailed, plausible models of the analogical process exist (Forbus, Centner and Law, 1995; Holyoak and Thagard, 1995): the same cannot be said of categorisation. In this paper we argue that in the absence of an acceptable account of categorisation, this contrast definition amounts to little more than a convenient fiction which, whilst useful in constraining the scope of cognitive investigations, confuses the relationship between analogy and categorisation, and prevents models of these processes from informing one another. We present a study which addresses directly the question of whether analogy can be distinguished from categorisation by contrasting categorisational and analogical processes, and following from this, whether theories of analogy, notably Centner's structure mapping theory (Centner, 1983; Forbus et al, ibid.), can also be used to model parts of the categorisation process.

Published
1996

15. Informing the Design of an Authoring Tool for Developing Social Stories

Author

Constantin, Aurora, Pain, Helen, Waller, Annalu, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Kotzé, Paula, editor, Marsden, Gary, editor, Lindgaard, Gitte, editor, Wesson, Janet, editor, and Winckler, Marco, editor

Published
2013
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16. Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments

Author

Alcorn, Alyssa M., Good, Judith, Pain, Helen, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Goebel, Randy, editor, Siekmann, Jörg, editor, Wahlster, Wolfgang, editor, Lane, H. Chad, editor, Yacef, Kalina, editor, Mostow, Jack, editor, and Pavlik, Philip, editor

Published
2013
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17. Social Communication between Virtual Characters and Children with Autism

Author

Alcorn, Alyssa, Pain, Helen, Rajendran, Gnanathusharan, Smith, Tim, Lemon, Oliver, Porayska-Pomsta, Kaska, Foster, Mary Ellen, Avramides, Katerina, Frauenberger, Christopher, Bernardini, Sara, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Nierstrasz, Oscar, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Sudan, Madhu, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Vardi, Moshe Y., Series editor, Weikum, Gerhard, Series editor, Goebel, Randy, editor, Siekmann, Jörg, editor, Wahlster, Wolfgang, editor, Biswas, Gautam, editor, Bull, Susan, editor, Kay, Judy, editor, and Mitrovic, Antonija, editor

Published
2011
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19. Providing Cognitive and Affective Scaffolding Through Teaching Strategies: Applying Linguistic Politeness to the Educational Context

Author

Porayska-Pomsta, Kaska, Pain, Helen, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Lester, James C., editor, Vicari, Rosa Maria, editor, and Paraguaçu, Fábio, editor

Published
2004
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22. Does Self-Efficacy Matter When Generating Feedback?

Author

Dennis, Matt, Masthoff, Judith, Pain, Helen, Mellish, Chris, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Nierstrasz, Oscar, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Sudan, Madhu, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Vardi, Moshe Y., Series editor, Weikum, Gerhard, Series editor, Goebel, Randy, editor, Siekmann, Jörg, editor, Wahlster, Wolfgang, editor, Biswas, Gautam, editor, Bull, Susan, editor, Kay, Judy, editor, and Mitrovic, Antonija, editor

Published
2011
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34. Designing eHealth with Muslim women who Have Experienced Miscarriage

Author

Alqassim, Mona, Pain, Helen, and Wolters, Maria

Subjects
Social support, Technology, ComputingMilieux_THECOMPUTINGPROFESSION, Muslim Women, Miscarriage, Interaction Design
Abstract

Lack of social support greatly affects women’s well-being after miscarriage. In this paper, we report a pilot analysis of three co-design workshops with Muslim women who had experienced at least one miscarriage that focus on leveraging technology to seek social support. While all types of support were valued by Muslim women after miscarriage, informational support was challenging to obtain. We suggest that technology should provide more timely information, support women’s spiritual coping, and help educate women’s support network about miscarriage.

Published
2020

39. A computer tool for use by children with learning difficulties in spelling

Author

Pain, Helen

Subjects
370, Education & training
Abstract

The development of a computer tool to be used by children with learning difficulties in spelling is described in this thesis. Children with spelling disabilities were observed by the author, and their errors were recorded. Based on analysis of these errors, a scheme of error classification was devised. It was hypothesized that there were regularities in the errors; that the classification scheme describing these errors could provide adequate information to enable a computer program to 'debug' the children's errors and to reconstruct the intended words; and that the children would be able to recognize correct spellings even if they could not produce them. Two computer programs, the EDITCOST and the PHONCODE programs, were developed. These incorporated information about the types of errors that were made by the children, described in terms of the classification scheme. They were used both to test the hypotheses and as potential components of a larger program to be used as a compensatory tool. The main conclusions drawn from this research are: The errors made by children with learning difficulties in spelling show regularities in both the phoneme-grapheme correspondences and at the level of the orthography. The classification scheme developed, based on the children's errors, provides a description of these errors. It provides adequate information to enable a computer program to 'debug' the children's errors and to reconstruct the intended words. Computer tools in the form of interactive spelling correctors are able to offer a correction for a substantial proportion of the child's errors, and could be extended to provide more information about the children's errors. They are also suitable for use with other groups of children.

Published
1985

40. Workshop on Social and Emotional Intelligence in Learning Environments

Author

Frasson, Claude, primary, Porayska-Pomsta, Kaska, additional, Conati, Cristina, additional, Gouarderes, Guy, additional, Johnson, Lewis, additional, Pain, Helen, additional, Andre, Elisabeth, additional, Bickmore, Tim, additional, Brna, Paul, additional, de Castro, Isabel Fernandez, additional, Cerri, Stephano, additional, Costa, Cleide Jane, additional, Lester, James, additional, Lisetti, Christine, additional, Marsella, Stacy, additional, Mostow, Jack, additional, Nkambou, Roger, additional, Ochs, Magalie, additional, Paiva, Ana, additional, Paraguacu, Fabio, additional, Person, Natalie, additional, Picard, Rosalind, additional, Sidner, Candice, additional, and de Vicente, Angel, additional

Published
2004
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42. Workshop on Dialog-Based Intelligent Tutoring Systems: State of the Art and New Research Directions

Author

Heffernan (Co-chair), Neil, primary, Wiemer-Hastings (Co-chair), Peter, additional, Aist, Greg, additional, Aleven, Vincent, additional, Arroyo, Ivon, additional, Brna, Paul, additional, Core, Mark, additional, Evens, Martha, additional, Freedman, Reva, additional, Glass, Michael, additional, Graesser, Art, additional, Koedinger, Kenneth, additional, Jordon, Pamela, additional, Litman, Diane, additional, Lulils, Evelyn, additional, Pain, Helen, additional, Rose, Carolyn, additional, Woolf, Beverly, additional, and Zinn, Claus, additional

Published
2004
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43. Affect in One-to-One Tutoring

Author

Pain, Helen, Porayska-Pomsta, Kaska, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Ikeda, Mitsuru, editor, Ashley, Kevin D., editor, and Chan, Tak-Wai, editor

Published
2006
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44. Pushing the Boundaries of Participatory Design with Children

Author

Constantin, Aurora, Korte, Jessica, Fails, Jerry Alan, Good, Judith, Alexandru, Cristina, Dragomir, Mihaela, Pain, Helen, Hourcade, Juan Pablo, Eriksson, Eva, Waller, Annalu, and Garzotto, Franca

Subjects
children, Participatory Design, best practice, PD, co-design, methodology, special needs, reflection
Abstract

Despite its inherent challenges, participatory design (PD) has unique benefits when designing technology for children, especially children with special needs. Researchers have developed a multitude of PD approaches to accommodate specific populations. However, a lack of understanding of the appropriateness of existing approaches across contexts presents a challenge for PD researchers. This workshop will provide an opportunity for PD researchers to exchange and reflect on their experiences of designing with children with special needs. We aim to identify, synthesize and collate PD best practices across contexts and participant groups.

Published
2019
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49. Workshop on Dialog-Based Intelligent Tutoring Systems: State of the Art and New Research Directions

Author

Heffernan (Co-chair), Neil, Wiemer-Hastings (Co-chair), Peter, Aist, Greg, Aleven, Vincent, Arroyo, Ivon, Brna, Paul, Core, Mark, Evens, Martha, Freedman, Reva, Glass, Michael, Graesser, Art, Koedinger, Kenneth, Jordon, Pamela, Litman, Diane, Lulils, Evelyn, Pain, Helen, Rose, Carolyn, Woolf, Beverly, Zinn, Claus, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Lester, James C., editor, Vicari, Rosa Maria, editor, and Paraguaçu, Fábio, editor

Published
2004
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