The Role of Domain Expenence in Software Design
IEEE Transactions on Software Engineering - Special issue on artificial intelligence and software engineering
Structured and opportunistic processing in design: a critical discussion
International Journal of Human-Computer Studies
The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
Key lessons for the design and integration of virtual environments in secondary science
Computers & Education
Storyboarding: A method for bootstrapping the design of computer-based educational tasks
Computers & Education
Computers & Education - Collaborative learning environments
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The design of educational software interfaces is a complex task, given its high domain dependency and multidisciplinary nature. It requires that teachers' knowledge and pedagogical beliefs be incorporated into the interface, posing a challenge to both teachers and designers, as they have to act as partners from the earliest phases of the process, sharing their knowledge. The present work investigates the strategies designers used when paired with experienced teachers, to design two interfaces on chemistry, evaluating how designers work with subjects they know little about, in the initial phases of the design process. Our observations demonstrate that although experienced and non-experienced designers use different strategies to couple with the design task, both approached the task in a depth-first manner. These results should not be generalized, because few subjects were investigated, but point to the importance of being familiar with the knowledge domain - which poses a challenge for designers.