Information Studies Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2780
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Item The Role of 3D Spatiotemporal Telemetry Analysis in Combat Flight Simulation(2024) Mane, Sourabh Vijaykumar; Elmqvist, Niklas Dr; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Analyzing 3D telemetry data collected from competitive video games on the internet can support players in improving performance as well as spectators in viewing data-driven narratives of the gameplay. In this thesis, we conduct an in-depth qualitative study on the use of telemetry analysis by embedding over several weeks in a virtual F-14A Tomcat squadron in the multiplayer combat flight simulator DCS World (DCS) (2008). Based on formative interviews with DCS pilots, we design a web-based game analytics framework for rendering 3D telemetry from the flight simulator in a live 3D player, incorporating many of the data displays and visualizations requested by the participants. We then evaluate the framework with real mission data from several air-to-air engagements involving the virtual squadron. Our findings highlight the key role of 3D telemetry playback in competitive multiplayer gaming.Item STICKERS CONVEYING YOUTH INTERESTS: HOW YOUTH USE STICKERS FOR MEANING MAKING(2023) Pauw, Daniel; Clegg, Tamara; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While mobile technology has supported and enabled both formal and informal learning, there remain difficulties connecting learners’ interests to places-based learning contexts. Place-based and affinity space learning frameworks are useful for understanding and scaffolding learning. Place-based learning looks at ways aspects of the local context/geographical context (e.g., plants, animals, stores, houses, etc.) can shape learning. Affinity spaces, as a learning theory, focuses on the interests and passion that motivate learners and communities. Bridging the interests from affinity spaces with the knowledge from lived environments can help scaffold learners to help them connect their learning to new contexts. Being able to connect learning in new contexts is an important step that currently is not thoroughly described between online interest spaces and place-based learning environments. Technological affordances of mobile technologies (e.g., cameras, apps, GPS, etc.) can provide tools to bridge gaps between learners’ interests and lived environments. For example, the always on connection mobile phones have to the internet allows people to bring their interest communities to new places (e.g., telepresence robots). New technologies thus have great potential for connecting these interest and place-based aspects of children’s lives to learning. My dissertation study explores how to help learners connect their interest-driven learning to everyday place-based learning using technology. An important aspect of this connection centers on how to effectively encourage new lines of communication between learning communities. The specific technology I used to encourage the development of learning communication is digital stickers. Digital stickers, much like their analog counterparts, are used by learners to communicate interests and, importantly, emotion with images. Unlike emoji or badges, stickers have the added affordance of allowing learners to collectively edit or contribute to a single image rather than being a more standard time-based conversation log. Placement, theme, recipient, and other factors provide the technology with the ability to impact and communicate emotional ties and potentially influence more enduring connections between place, interest, and learners. My dissertation specifically looks at (1) how members of the Science Everywhere informal learning community currently connect place and interest and (2) how the affordances and constraints of digital stickers impact usage of these stickers with respect to connecting and communicating learning interests. Analysis of this data examined factors that impact design of digital stickers or potential similar technologies when connecting interests from affinity spaces to place-based learning environments.Item Improving Selection of Analogical Inspirations with Chunking and Recombination(2023) Srinivasan, Arvind; Chan, Joel; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Innovation is vital in various fields, and analogical thinking is a powerful tool for gen- erating creative solutions to complex problems. However, recognizing analogies can be time- consuming, and successful recognition doesn’t guarantee their adoption in innovation. In this thesis, A novel computational support system for analogical innovation is proposed that employs the cognitive mechanisms for chunking and recombination as mediums of interaction. Chunking involves identifying and extracting meaningful chunks or segments from a design problem into interactive tiles called magnets while recombination involves combining these magnets to gener- ate insightful questions that elicit divergent thinking. In this way, the proposed system aims to streamline the process of recognizing and selecting analogical inspirations for innovation while avoiding premature rejection and design fixation.To evaluate the effectiveness of the system, a within-subjects study involving 23 participants was conducted, comparing the proposed interface with a baseline. The study found that using chunking and recombination as interactive mechanisms helped prevent premature rejection of useful analogical leads, resulting in 4 times fewer ignored analogical leads. Participants were also found to make 12 times fewer changes to their decisions, given a minor increment in processing time in the order of 1.5 minutes. Overall, these results suggest that our proposed intervention is an effective tool for facilitating the selection of beneficial analogies, fostering analogical innovation through computational support.Item USER INTERFACE CHANGES IN VIRTUAL ENVIRONMENTS AFFECT THE PERCEIVED RESPONSES OF INDOOR CYCLISTS(2018) Stone, Rebecca; Golbeck, Jennifer A.; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Virtual reality is becoming mainstream in areas such as entertainment, medicine and training. However, the affect on a user’s perceived states are still to be fully understood. This study aims to add to the existing body of research by examining changes in user interfaces and the affect on perceived responses. Subjects in the study were exposed to two virtual environments, while undertaking a physical exercise task. Their perceived responses were captured through a combination of interviews, observations, and surveys. This differs from previous studies in that it is capturing the perceived differences between the environments themselves. The results highlighted that the content of the environments resulted in a variety of interesting, and unexpected, perceived responses.Item Designing Cyberbullying Prevention and Mitigation Tools(2017) Ashktorab, Zahra; Vitak, Jessica; Golbeck, Jennifer; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While cyberbullying is prevalent among adolescents, attempts by researchers to evaluate mechanisms for its prevention and mitigation have been largely non-existent. In this dissertation, I argue that the complex nature of cyberbullying, made more challenging by the affordances of diverse social media, cannot be solved through strictly algorithmic approaches. Instead, I employ multidisciplinary methods to evaluate data generated by teens on social media and work with teens to develop and test potential cyberbullying mitigation solutions. I further argue that solutions focused on improving users' well-being after being targeted online offer designers a valuable tool in fighting back against the harm caused by cyberbullying. Based on the interdisciplinary studies conducted in this dissertation, I offer design recommendations for cyberbullying prevention and mitigation tools. I address the mitigation of adolescent cyberbullying through a multi-methodological approach: 1) data-centric exploratory study of discourse occurring alongside cyberbullying 2) an experimental design of reactions to positive messages in response to cyberbullying 3) human-centered participatory design to design cyberbullying mitigation prototypes and 4) a longitudinal study evaluating the effectiveness of cyberbullying mitigation tools. I offer design recommendations for building and administering cyberbullying mitigation tools. This dissertation begins with a data-centric study to understand \textit{why} users are motivated to post and interact through ASKfm, a social media platform that affords cyberbullying and how anonymity and the site's other affordances affect these interactions. I discuss the unique affordances specific to semi-anonymous Q\&A social media platforms and how such affordances enable users to engage in self-disclosure and gaining social support on sensitive topics. I then present two studies to first determine if users will be receptive to anonymous positive messages responding to bullying messages, then to administer positive messages or \textit{Cyberbully Reversal Pings} to ASKfm users who have received bullying messages. I then use a human-centered approach methodology to co-design cyberbullying prototypes with teens. I use the design recommendations derived from the participatory design study to test the impact of a cyberbullying mitigation system. I address technological mechanisms to mitigate sadness and decline in well-being caused by negative online experiences and cyberbullying. I administer cyberbullying mitigation through technology-mediated memory; in other words, I use positive posts and images participants have previously shared on social media to remind them of existing social support in users’ social networks. The studies in this dissertation comprise of a mixed methods approach to understand social media platforms on which cyberbullying occurs, work collaboratively with users to design mitigation platforms and ultimately evaluate a cyberbullying mitigation platform with real users. These aforementioned studies result in design recommendations for building cyberbullying mitigation tools and design recommendations for designing a study to evaluate a cyberbullying mitigation tool.