“React”, “Command”, or “Instruct”? Teachers’ Mental Models on End-User Development

要旨

This paper presents findings from a thinking-aloud protocol exploring mental models in 28 elementary school math teachers during their initial attempt at composing and testing trigger-action rules for a smart tangible educational device. In the study, two sets of event-driven primitives were implemented in an End-User Development platform for guiding teachers with no programming experience in defining new functions of the device: "concrete", based on actual actions performed on the device, and "abstract", based on general definitions of events/actions. With a thematic analysis, we identified three different metaphors that drive participants' interaction with the device. We discuss how the metaphors influenced performance and how the order of exposition to the two primitive sets impacted their grasping of the trigger-action logic. Our findings suggest the importance of guiding teachers in assuming effective metaphors for performing End-User Development tasks, to empower them to adopt an active role toward digital devices in education.

著者
Margherita Andrao
University of Trento, Trento, Italy
Federica Gini
University of Trento, Trento, Italy
Francesco Greco
University of Bari Aldo Moro - Computer Science Department, Bari, Italy
Alessandro Cappelletti
FBK, Trento, Italy
Giuseppe Desolda
University of Bari Aldo Moro - Computer Science Department, Bari, Italy
Barbara Treccani
University of Trento, Rovereto, Trento, Italy
Massimo Zancanaro
University of Trento, Trento, Italy, Italy
DOI

10.1145/3706598.3713234

論文URL

https://dl.acm.org/doi/10.1145/3706598.3713234

動画

会議: CHI 2025

The ACM CHI Conference on Human Factors in Computing Systems (https://chi2025.acm.org/)

セッション: Programming and Software Use

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7 件の発表
2025-04-30 20:10:00
2025-04-30 21:40:00
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