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Browsing Computer Science and Informatics by Author "Blignaut, P. J."
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Item Open Access A comparative study on users’ responses to graphics, text and language in a word processor interface(University of the Free State, 2006) Beelders, René Tanya; Blignaut, P. J.; McDonald, T.English: The word processor or some form of editor-based application has become an integral tool for the many people who rely on computers on a daily basis. As such it has a wide and varied user base and must cater for a very diverse user group. Due to the heavy reliance on the word processor it is essential that it delivers pleasurable and efficient interaction to its users. Since its inception, the word processor has displayed the ability to evolve to continually exploit the increasing capabilities of technology. This study focused on furthering the improvement of the word processor usability for a subset of South African word processor users. Specifically, it concentrated on the impact of graphics, text and language on the usability of a word processor. Graphics were incorporated into the interface by means of inclusion of the icons currently found in the Microsoft Office package, which have been accepted as the industry standard, and the development of an alternative set of icons whose usability could be compared to that of the standard icons. Text was included in the interfaces in the form of menus and tooltips as well as text buttons which replaced the afore-mentioned pictorial icons and contained no graphical depiction of the associated function. The impact of language on the usability of a word processor was viewed strictly in terms of bilingual users and was achieved through translation of the text buttons, menus and tooltips into the predominant languages of the area. Comparative user testing was conducted through implementation of a scaled-down word processor application which could accommodate interchangeable interfaces and easy administration of preset tasks. Representative users were then required to complete a series of tasks on their respective pre-assigned interface, which conformed to one of the following general interface configurations: a. An interface using either set of pictorial icons and excluding both menus and tooltips, thus containing no language component. b. An interface in their first language, achieved through use of the text buttons, menus and/or tooltips. c. An English interface, where English was not their first language. A set of usability measures was identified which allowed for the effectiveness, efficiency and satisfaction of the users to be compared between the different user interface configurations. These measurements were: a. the score achieved for the test, based on a built-in difficulty index assigned to each task; b. the satisfaction experienced during interaction with the application; and c. for each task, the: i.time, ii.number of actions, iii.number of errors and iv.ratio of correct and incorrect answers Analysis of the user testing found that no particular interface configuration exhibited increased efficiency, effectiveness, learnability or satisfaction and that users were able to adapt to a changed interface with ease once they had become accustomed to the word processor environment. Therefore, the final finding of the study was that provision of an interface in a bilingual user’s first language neither significantly contributed nor detracted from the application’s usability. Similarly, neither of the pictorial icon sets nor the text buttons exhibited a significantly heightened level of usability. Therefore, none of the interface configurations could be recommended as the most usable. However, a number of recommendations concerning the usability of a word processor were proposed based on both the analysis of the tasks and observation of user interaction. Finally, based on user performance for each individual task, an icon was identified which appeared to be the best and most applicable for that function. The final recommended interface, the usability of which must still be empirically established, consisted of a combination of standard icons, alternative icons and text buttons.Item Open Access A comparative study to determine the optimum e-assessment paradigm for testing users' word processing skills(University of the Free State, 2008) Strauss, Hermanus Johannes; Blignaut, P. J.; Du Toit, E. R.English: In recent times, people have become more and more reliant on computers on a daily basis. As a result, the need has arisen to optimise the task-related experience in terms of time efficiency, which demands effective training in software skills. To be more specific, word processing skills are currently considered essential in any field of work and are in high demand. This study focuses on determining the optimal paradigm (methods) to assess users’ word processing skills. One of the main reasons for this research was the fact that students at the University of the Free State (UFS) reported to the computer literacy course lecturer that they were dissatisfied with the virtual, simulated MS Word software environment used to assess (e-assess) their word processing skills electronically. This existing test system (ETS) at the UFS requires students to perform certain tasks and automatically checks whether the required end-result is obtained. However, this system is based on a simulated interface with limited functionality. As a result, the relevant information on software e-assessment systems was researched and a new software skills e-assessment application developed accordingly. The aim was to develop a tool that would be able to assess students’ word processing skills in the most reliable way possible. Another aim was to find methods of stimulating the learning process during the e-assessment of word processing skills. Therefore the newly developed e-assessment system, WordAssessor, is designed to be based on the real MS Word environment. It requires students to perform certain tasks and automatically checks whether the said tasks have been correctly performed. WordAssessor allows students to explore the MS Word interface fully while being assessed. It even allows students to use trial-and-error to solve certain problems (tasks). To stimulate learning potentially further during e-assessment, WordAssessor presents students with a video solution for the questions they had incorrect, directly after the test. In order to assess the validity of the e-assessment methods employed by the WordAssessor system, comparative user testing was conducted. Students’ word processing skills were assessed as part of their advanced computer literacy course, using the ETS, the WordAssessor system and a personalised test scenario (where no e-assessment tool was used). In addition, participating students were provided with a questionnaire to determine their reaction and preference with regard to the various elements of the assessment methods. By analysing the results in detail, it was found that the results of the personalised test scenario (PT) yielded the most reliable indication of students’ true word processing skills, and could be used as a benchmark. Hereafter, the results of the WordAssessor test scenario were analysed to determine the correlation (relationship) with the results of the personalised test. The same type of correlation was performed between the results of the ETS and PT. It was established that the WordAssessor results correlated significantly more closely with the PT results than the ETS. In the end (and after additional analysis) it was found that the methods employed by WordAssessor yielded the most reliable indication of students’ true word processing skills knowledge when compared to the ETS. In addition, from the results of the post-assessment questionnaire, it was determined that students felt they learned more as a result of the video tutorials. Furthermore, they stated that they preferred video feedback over text- or paper-based feedback. They also stated that they preferred being assessed in a real software environment, as opposed to a simulation. It was recommended that a more flexible and realistic e-assessment approach (as demonstrated by the WordAssessor system) could be beneficial to students on several levels. Also, it was recommended that students be able to answer test questions in a way that suits them rather than being instructed as to the method of use. Finally, the use of highly detailed video tutorials directly following e-assessment (only for questions students had incorrect), was recommended.Item Open Access A comparison of similarity metrics for e-assessment of MS Office assignments(University of the Free State, 2015-07) Marais, Willem Sterrenberg Jacobus; Blignaut, P. J.English: Computerised assessment is prevalent in various disciplines where immediate and accurate feedback with regard to students’ assignments is required. It is used as an alternative to manual assessment of computer programming assignments, computer proficiency tests and free-text responses to questions. The implementation of the Office Open XML (OOXML) standard, as the default document format for Microsoft Office, instigated the development of alternative computerised assessment algorithms with the ability to assess word-processing documents of the DOCX format. Word-processing assignments are primarily assessed by comparing the final document, submitted by the student, to the ideal solution provided by the examiner. Research into the anatomy of OOXML-based documents delivered several alternative approaches with regard to the computerised assessment of DOCX document types. OOXML simplifies the evaluation process of word-processing documents by providing easily identifiable elements within the document structure. These elements can then be used to assess the content and formatting of the document to determine whether the solution, submitted by the student, matches the ideal solution provided by the examiner. By examining current OOXML-based algorithms, certain gaps within the implementation thereof were identified. An alternative algorithm, dubbed the OOXML algorithm that could alleviate these issues, is introduced. It improves the assessment techniques of current OOXML-based algorithms by firstly simplifying the structure of the DOCX documents to ensure that the student’s document and examiner’s solution conform to a homogeneous structure. It then identifies corresponding paragraphs between the student’s document and the examiner’s solution. Finally, the student’s simplified document is assessed by comparing the content and formatting elements within the OOXML structure of the corresponding paragraphs with one another. To determine the accuracy and reliability of the proposed OOXML algorithm, it is compared with three established algorithms as well as manual assessment techniques. The three algorithms include a string comparison algorithm called fComp, the Levenshtein algorithm and a document difference algorithm, implemented by a system called Word Grader. The same group of word-processing assignments is graded by the specified algorithms and manually assessed by multiple human markers. Analysis of the results of a quasi-experimental study concluded that the proposed OOXML algorithm and its element comparison metric not only produced more reliable results than the human markers but also more accurate results than the human markers and the other selected document analysis algorithms.Item Open Access Enhancing the user experience for a word processor application through vision and voice(University of the Free State, 2011) Beelders, Tanya René; Blignaut, P. J.English: Multimodal interfaces may herald a significant improvement on current GUIs which have been commonplace until now. It is also possible that a multimodal interface could provide a more intuitive and natural means of interaction which, simultaneously, negates the reliance on traditional, manual means of interaction. Eye gaze and speech are common components of natural human-human communication and were proposed for use in a multimodal interface for a popular word processor for the purposes of this study. In order for a combination of eye gaze and speech to be a viable interface for a word processor, it must provide a means of text entry and facilitate editing and formatting of the document contents. For the purposes of this study a simple speech grammar was used to activate common word processing tasks, as well as for selection of text and navigation through a document. For text entry, an onscreen keyboard was provided, the keys of which could be pressed by looking at the desired key and then uttering an acceptable verbal command. These functionalities were provided in an adapted Microsoft Word 2007® to increase the customisability and possibly the usability of the word processor interface and to provide alternative means of interaction. The proposed interaction techniques also had to be able to execute typical mouse actions, such as point-and-click. The usability of eye gaze and speech was determined using longitudinal user testing and a set of tasks specific to the functionality. Results indicated that the use of a gravitational well increased the usability of the speech and eye gaze combination when used for pointing-and-clicking. The use of a magnification tool did not increase the usability of the interaction technique. The gravitational well did, however, result in more incorrect clicks due to natural human behaviour and the ease of target acquisition afforded by the gravitational well. However, participants learnt how to use the interaction technique over the course of time, although the mouse remained the superior pointing device. Speech commands were found to be as usable, or even more usable, than the keyboard and mouse for editing and selection purposes, although navigation was hindered to some extent. For text entry purposes, the keyboard far surpasses eye gaze and speech in terms of performance as an input method as it is both faster and results in fewer errors than eye gaze and speech. However, even though the participants were required to complete a number of sessions and a number of text entry tasks per session, more practice may be required for using eye gaze and speech for text entry. Subjectively, participants felt comfortable with the multimodal interface and also indicated that they felt improvement as they progressed through their sessions. Observations of the participants also indicated that as time passed, the participants became more adept at using the multimodal interface for all necessary interactions. In conclusion, eye gaze and speech can be used instead of a pointing device and speech commands are recommended for use within a word processor in order to accomplish common tasks. For the purposes of text entry, more practice is advocated before a recommendation can be made. Together with progress in hardware development and availability, this multimodal interface may allow the word processor to further exploit emerging technologies and be a forerunner in the use of multimodal interfaces in other applications.Item Open Access Graphical processing unit assisted image processing for accelerated eye tracking(University of the Free State, 2015-02) Du Plessis, Jean-Pierre Louis; Blignaut, P. J.English: Eye tracking is a well-established tool utilised in research areas such as neuroscience, psychology and marketing. There are currently many different types of eye trackers available, the most common being video-based remote eye trackers. Many of the currently available remote eye trackers are either expensive, or provide a relatively low sampling frequency. The goal of this dissertation is to present researchers with the option of an affordable high-speed eye tracker. The eye tracker implementation presented in this dissertation was developed to address the lack of low-cost high-speed eye trackers currently available. Traditionally, low-cost systems make use of commercial off-the-shelf components. However, the high frequency at which the developed system runs prohibits the use of such hardware. Instead, affordability of the eye tracker has been evaluated relative to existing commercial systems. To facilitate these high frequencies, the eye tracker developed in this dissertation utilised the Graphical Processing Unit, Microsoft DirectX and HLSL in an attempt to accelerate eye tracking tasks – specifically the processing of the eye video. The final system was evaluated through experimentation to determine its performance in terms of accuracy, precision, trackability and sampling frequency. Through an experiment involving 31 participants, it was demonstrated that the developed solution is capable of sampling at frequencies of 200 Hz and higher, while allowing for head movements within an area of 10×6×10 cm. Furthermore, the system reports a pooled variance precision of approximately 0.3° and an accuracy of around 1° of visual angle for human participants. The entire system can be built for less than 700 euros, and will run on a mid-range computer system. Through the study an alternative is presented for more accessible research in numerous application fields.Item Open Access Some psychological and biographical predictors of computer proficiency: an analysis of the potential of a novice to become a good computer user(University of the Free State, 2006-08-22) Burger, Andries Johannes; Blignaut, P. J.; Huysamen, G. K.English: As a result of the proliferation of computers throughout the business world, more and more demands are placed on workers to develop computer skills. There are a variety of training methods by means of which workers can obtain these much-needed skills. It is nevertheless true that with identical training methods, it is quite likely that different people will end up with different computer abilities. It was thus the primary objective of this study to investigate the role that certain biographical, psychological and cognitive variables play in the prediction of computer proficiency. The variables that were included as possible predictors were personality type, learning style, general anxiety, three-dimensional perceptual ability (spatial 3D), numerical ability, computer attitude, grade 12 final examination mark and mathematical ability. The se condary objective of this study was to determine whether computer attitude and its three components (computer anxiety, computer liking and computer confidence) were influenced by computer experience. Culture was taken into account as a moderator variable in both the primary and secondary studies. To ensure that all the research participants were on the same level of computer literacy, only students enrolled for the basic computer literacy course at the University of the Free State were used in the study. Because the research was used to develop predictor formulas for computer proficiency, the research participants were tested early in February 2003, before the introductory computer literacy course commenced. This was to ensure that the participants’ attitudes, abilities and feelings regarding computers were assessed prior to their exposure to computers. The only test that was repeated (on the same students) towards the end of the semester course was the so-called Computer Attitude Scale (CAS). Apart from measuring a person’s attitude towards computers, the test also contains sub-tests that measure computer anxiety, computer liking and computer confidence. The researcher needed these retest scores to determine whether users’ computer attitude, as well as the three mentioned components, had changed as more computer experience was gained. The primary study resulted in the formulation of two formulas which can be used to predict the computer proficiency of white and black students enrolled for an introductory computer literacy course. The prediction formula for the white students is made up of six variables – grade 12 final examination mark, computer confidence, the learning modes of abstract conceptualisation (AC) and concrete experience (CE), mathematical ability and the conscientiousness (C) domain of personality. The prediction formula for the black students is also made up of six variables – spatial 3D, the L, Q3 and Q4 scores of the IPAT Anxiety Scale, computer confidence and the learning mode of abst ract conceptualisation (AC). It was thus found that different variables predict the computer proficiency of white and black students. The only variables that are shared by both formulas are computer confidence and the learning mode of abstract conceptualisation (AC). In contrast with previous research on the topic, a negative relationship between computer attitude and computer experience was found in the secondary study. The statistical results indicated that as the students gained more experience on computers their computer confidence and computer liking decreased while their computer anxiety increased. As these three constructs are the components of computer attitude, it was not surprising that computer attitude also decreased. Computers play an integral role in the lives of many individuals and therefore the improvement of computer skills is a continuous and important process. This study provided valuable inputs by identifying predictors of computer proficiency for students enrolled in an introductory computer literacy course.Item Open Access A study to determine if experience with mouse-orientated computer games enhances the value that a user draws from an office package in a GUI environment(University of the Free State, 2006-05) Nel, Wynand; Blignaut, P. J.English: Computer use is transforming the lives of many South Africans and is fast changing the way organisations communicate and do business. It also means that thousands of people in South Africa, from different cultures, races and age groups, are coming into contact with and using computers, either at home, at school or university, at the office and even in shopping malls. In order for a user to become computer literate he/she needs to know how to use the computer application effectively. This can only be achieved if he/she knows, inter alia, how to use the computer mouse as an input device. It has been noticed that many previously disadvantaged students (this includes all people that were discriminated against according to race and include all black and coloured people) have no idea of how to use a computer mouse. Even after they have been shown how to hold and move the mouse, many of them still struggle for some time to use the mouse effectively. They find it difficult to master the movement of the mouse cursor and they struggle to click the mouse buttons. Such a user may fall behind the rest of the students in a computer literacy class and often hinders the progress of the class as the lecturer has to give special attention to the struggling individual. The main focus of this study was to determine how long it takes a person to learn how to use a computer mouse effectively, and also, specifically in terms of mouse skills, whether mouse-orientated computer games enhance the value that a user draws from an office package in a graphical user interface environment. The study was done in two phases. In phase one the students played six mouse-orientated computer games. Three questions were investigated in this phase: - Does race play a significant role? - Do difficulty levels play a significant role? - Does computer use frequency play a significant role? Phase two of the study focused on only three of the computer games used in phase one, and also on Microsoft Word tests. Six questions were investigated in this phase: - Is there a difference between the average total completion times for the two MS Word tests within a session? - Is there a difference in the average total completion times between the different sessions? - Is there a difference between the average total marks for the MS Word tests in any session? - Is there a difference in the average total marks between the different sessions? - Does the student's score in any of the three games remain constant through different attempts and sessions? - Is there a correlation between the score that a user obtains in one of the games and the total completion time for the MS Word test in the different sessions? Various statistical tests were done on the captured data to answer the above questions. The tests included the Analysis of Variance (ANOVA), Tukey's test for the honestly significant differences and Spearman's correlation. This study proved that playing mouse-orientated computer games improves a user's fine motor skills and enhances his/her computer mouse hand-eye coordination. Furthermore it proved that three of the six mouse-orientated computer games enhanced the value that the users drew from the MS Word tests. A positive relationship between the scores of the games and the completion time of the MS Word tests was encountered indicating that a high score in the games compared with a short completion time in the MS Word tests. The games provide a relaxed and enjoyable environment for users to improve their computer mouse skills, and users are able to gain more value from an office package within a short time.Item Open Access Using eye-tracking to assess the application of divisibility rules when dividing a multi-digit divident by a single digit divisor(University of the Free State, 2017-09) Potgieter, Pieter Henri; Blignaut, P. J.English: The Department of Basic Education in South Africa has identified factorisation as a problem area in Mathematics for Grade 9 learners. Establishing the foundation for factorisation begins at earlier grades. If learners know the divisibility rules, they can help them to determine the factors of numbers. The divisibility rules are presented to learners in Grade 5 for the first time. When a true/false question is used to assess learners' ability to determine whether a dividend is divisible by a certain divisor, the teacher has no insight in the learners’ reasoning because he or she is only in possession of the final answer, which could be correct or incorrect. If the answer is correct, the teacher does not know if the learner (i) guessed the answer, (ii) correctly applied the divisibility rule, or (iii) incorrectly applied the divisibility rule. To improve the credibility of the assessment, learners can be requested to provide a reason for their answer. However, if the reason is correct, the teacher still does not know whether the learners correctly applied the divisibility rule – regardless of whether the answer is correct or not. A pre-post experiment design was used to investigate the effect of revision on the performance of learners and also the difference in gaze behaviour of learners before and after revision of divisibility rules. About 1000 learners from Grade 4 to Grade 7 of two schools were assessed by means of a paper-based assessment on their knowledge of the divisibility rules before and after revision. The gaze behaviour of 155 learners was also recorded before and after revision. It was found that revision had an impact on learner performance per divisor for nearly all grades that participated in the test for both schools. The gaze behaviour was measured as the percentage of fixation time on the digits of the dividend. It was found that revision had an effect on the gaze behaviour for learners who indicated the reason incorrectly before revision and the answer and reason correctly after revision. However, revision did not have an impact on the gaze behaviour of learners who indicated the answer and reason correctly before and after revision. It was found that the correctness of the answer did not have an impact on the gaze behaviour (except for divisor 6) for learners who indicated the reason correctly. However, revision had an impact on the gaze behaviour for learners who indicated the answer incorrectly and reason correctly before revision, as well as for learners who had both the answer and reason correctly after revision for divisor 6. This infers that eye-tracking can be used to determine whether the divisibility rule was applied correctly or incorrectly. Eye-tracking also revealed that learners who did not know the divisibility rules, only inspected the last two digits of the dividend before indicating their answer. The study suggests that when a teacher has access to the learner’s answer, reason and gaze behaviour, he or she will be in a position to identify if the learner (i) guessed the answer, (ii) applied the divisibility rule correctly, (iii) applied the divisibility rule correctly but made mental calculation errors, or (iv) applied the divisibility rule incorrectly. An instrument is proposed that can be used by teachers to assess learners on divisibility rules where learners only have to indicate whether a dividend is divisible by a divisor. Eye-tracking will predict whether the learner knows the divisibility rule. For 85% of learners who provided the correct answer, their gaze behaviour corresponded with the reason provided. The study concluded, therefore, that eye-tracking can, to a large extent, correctly identify whether learners, who indicated correctly if a dividend is divisible by a certain single digit divisor, applied the divisibility rules correctly.