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240 Anais do IHC’2001 - IV Workshop sobre Fatores Humanos em Sistemas Computacionais Treating this issue as an independent factor is not likely to produce results that will directly impact the quality of DM for learnware. Some peripheral affordances could be discovered along this sort of study, however, providing designers with a wider range of choices of nonmetaphoric domain concept representations. Yet, the value of such affordances as learning scaffolding should be subordinate to the value of signs themselves as carriers of domain meanings. Finally, a theoretical approach of the kind we propose in this paper indicates that a tension between traditional graphic representations used in different domains (such as Euler Circles, Punnet Squares, syntactic trees and metaphors thereof), on one side, and concept visualizations that are tractable for smooth DCM-to-RDCM transitions, on the other, will probably arise. Because traditional visualizations were created to be used in non-interactive media such as paper and blackboards, manipulation was never an issue with them. So, it may well be the case that such traditional resources offer poor manipulation patterns in interactive media such as the computer. By the same token, more easily manipulable visualizations may involve unnecessarily complex metaphoric stretches in visual sensemaking, if considered from a strictly pedagogical point of view. As a conclusion, we can say that a semiotic analysis of ST has given us one more degree of insight into the issues involved in DM style interfaces for learnware. Evidence from related work in diagrammatic reasoning and practices in teaching different subject matters suggests that we should continue with this line of investigation and carry out analytical experiments with other systems and interface styles. As soon as strong indications of the plausibility of these conjectures are obtained, the next steps toward a coherent body of theoretically-based design guidelines for HCI in the domain of learnware are: to formulate emerging design principles; to apply them in the redesign of existing systems (where the principles have not been observed); and to compare learners’ performance with the original and the redesigned version of the application. Acknowledgements Both of us, authors, would like to thank the anonymous referees of this paper, who provided useful comments and suggestions for this improved version. We are indebted to the institutions and people who have made this work possible. Clarisse Sieckenius de Souza, in particular, would like to thank CNPq for supporting her research in many different ways. Special thanks go to Tom Carey, of LT3 at the University of Waterloo, Canada, who has insightfully encouraged us to explore the opportunities for crossfertilizing our individual research works. References [1] Danesi, M. and Perron, P. (1999) Analyzing Culture. A Handbook and Introduction. Bloomington, In. Indiana University press. [2] Dennet, D. C. (1995) Darwin’s dangerous idea. New York. Simon & Schuster, Inc. [3] Eco, U. (1976) A Theory of Semiotics. Bloomington, In. Indiana University Press. [4] Forman, G., & Pufall, P. B. (1988). Constructivism in the computer age: A reconstructive epilogue. In G. Forman, & P. B. Pufall (Eds.), Constructivism in the computer age. Hillsdale, NJ: Lawrence Erlbaum Associates. [5] Golightly, D. (1996). Harnessing the interface for domain learning. Proceedings of CHI ‘96: Conference Companion, 37-38.
Anais do IHC’2001 - IV Workshop sobre Fatores Humanos em Sistemas Computacionais 241 [6] Golightly, D., & Gilmore, D. (1997). Breaking the rules of direct manipulation. In S. Howard, J. Hammond, & G. Lindgaard (Eds.) INTERACT ‘97. IFIP TC13 International Conference on Human-Computer Interaction. London: Chapman Hall pp. 156-163. [7] Golightly, D., Gilmore, D., & Churchill, E. (1996). Puzzling interfaces: The relationship between manipulation and problem solving. Adjunct Proceedings, HCI’96 Conference of the BCS HCI Group, Imperial College London, August 1996. [8] Holst, S. J. (1996). Directing learner attention with manipulation styles. Proceedings of CHI ‘96: Conference Companion, 43-44. [9] Lakoff, G. (1987) Women, fire and dangerous things. Chicago, Il: The University of Chicago Press. [10] Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, Il: The University of Chicago Press. [11] Nöth, W. (1998) Panorama da Semiótica. São Paulo. Annablume Editora. [12] Peirce, C.S. (1931-1958) Collected Papers. Volumes 1–8. Hartshorne & Weiss & Burk (organizers). Cambridge, Mass. Harvard University Press. [13] Piaget, J. (1970) L’Epistémologie génétique. Paris. Presses Universitaire de France. [14] Rappin, N., Guzdial, M., Realff, M., & Ludovice, P. (1997). Balancing usability and learning in an interface. Proceedings of CHI ’97, 479-486. [15] Sedig, K. [or Sedighian, K.] (1998). Interface style, flow, and reflective cognition: Issues in designing interactive multimedia mathematics learning environments for children. Unpublished Ph.D. dissertation. Department of Computer Science, The University of British Columbia, Vancouver, Canada. [16] Sedig, K., Klawe, M., & Westrom, M. (2001) Role of Interface Manipulation Style and Scaffolding on Cognition and Concept Learning in Learnware. ACM Transactions on Computer-Human Interaction. No. 1, Vo. 8, pp. 34-59. [17] Stenning, K. & Inder, R. (1995). Applying semantic concepts to analyzing media and modalities. In J. Glasgow, N. H. Narayanan & B. Chandrasekaran (Eds.). Diagrammatic reasoning: Cognitive and computational perspectives. Menlo Park CA: AAAI & MIT Press. [18] Stenning, K., & Oberlander, J. (1995). A cognitive theory of graphical and linguistic reasoning: Logic and implementation. Cognitive Science, 19(1):97-140. [19] Wang, D., Lee, J., & Zeevat, H. (1995). Reasoning with diagrammatic representations. In J. Glasgow, N. H. Narayanan & B. Chandrasekaran (Eds.). Diagrammatic reasoning: Cognitive and computational perspectives. Menlo Park CA: AAAI & MIT Press.
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Anais do IHC'2001 - Departamento de Informática e Estatística - UFSC

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