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As computer applications become larger with every new version, there is a growing need to provide some way for users to manage the interface complexity. There are three different potential solutions to this problem: 1) an <i>adaptable</i> interface that allows users to customize the application to suit their needs; 2) an <i>adaptive</i> interface that(More)
This paper presents the details of a student model that enables an open learning environment to provide tailored feedback on a learner's exploration. Open learning environments have been shown to be beneficial for learners with appropriate learning styles and characteristics, but problematic for those who are not able to explore effectively. To address this(More)
We describe a mixed-initiative framework designed to support the customization of complex graphical user interfaces. The framework uses an innovative form of online GOMS analysis to provide the user with tailored customization suggestions aimed at maximizing the user's performance with the interface. The suggestions are presented non-intrusively, minimizing(More)
This research examines a design guideline that aims to increase the positive perception of interruptions. The guideline advocates matching the amount of attention attracted by an interruption's notification method (attentional draw) to the utility of the interruption content. Our first experiment examined a set of 10 visual notification signals in terms of(More)
We introduce the concept of a socially-adaptable interface, an interface that provides instant access to task-specific interface customizations created, edited, and documented by the application's user community. We demonstrate this concept in AdaptableGIMP, a modified version of the GIMP image editor that we have developed.
We present an approach to content control where parents and children collaboratively configure restrictions and filters, an approach that focuses on education rather than simple rule setting. We conducted an initial exploratory qualitative study with results highlighting the importance that parents place on avoiding inappropriate content. Building on these(More)
Successful learning though exploration in open learning environments has been shown to depend on whether students possess the necessary meta-cognitive skills, including systematic exploration, hypothesis generation and hypothesis testing. We argue that an additional meta-cognitive skill crucial for effective learning through exploration is self-explanation:(More)