Understanding developer and manager perceptions of function points and source lines of code

Although function points (FP) are considered superior to source lines of code (SLOC) for estimating software size and monitoring developer productivity, practitioners still commonly use SLOC. One reason for this is that individuals who fill different roles on a development team, such as managers and developers, may perceive the benefits of FP differently. We conducted a survey to determine whether a perception gap exists between managers and developers for FP and SLOC across several desirable properties of software measures. Results suggest managers and developers perceive the benefits of FP differently and indicate that developers better understand the benefits of using FP than managers.     

Pop Up Play: a digital creative play space

This article discusses the research findings from a year-long investigation funded by a Digital R&D for the Arts grant. The overarching aims of this research project were to understand how arts and cultural organisations can access mixed-reality environments and digital technology for creative play and learning, and how they can enable children and young people to access meaningful digital realm engagement. The article starts by introducing the underlying philosophical and cognitive framework built from embodiment philosophy, gaming theory and digital pedagogy that helped the research team determine what was meant by meaningful engagement in mixed reality. This is woven into an analysis of the four action-research case studies, followed by a discussion on the potential future areas for investigation. The conclusion evaluates how the resultant Pop Up Play product (free software download, supporting materials and bespoke digital creative play framework http://thesparkarts.co.uk/popupplay/) can be considered an environment for communications skill development, innovative thinking and immersive exploration through experiential play.     

Water,image, gesture and sound: composing and performing an interactive audiovisual work

Performing and composing for interactive audiovisual system presents many challenges to the performer. Working with visual, sonic and gestural components requires new skills and new ways of thinking about performance. However, there are few studies that focus on performer experience with interactive systems. We present the work Blue Space for oboe and interactive audiovisual system, highlighting the evolving process of the collaborative development of the work. We consider how musical and technical demands interact in this process, and outline the challenges of performing with interactive systems. Using the development of Blue Space as a self-reflective case study, we examine the role of gestures in interactive audiovisual works and identify new modes of performance.     

A SAS(®) macro implementation of a multiple comparison post hoc test for a Kruskal-Wallis analysis

The Kruskal-Wallis (KW) nonparametric analysis of variance is often used instead of a standard one-way ANOVA when data are from a suspected non-normal population. The KW omnibus procedure tests for some differences between groups, but provides no specific post hoc pair wise comparisons. This paper provides a SAS^® macro implementation of a multiple comparison test based on significant Kruskal-Wallis results from the SAS NPAR1WAY procedure. The implementation is designed for up to 20 groups at a user-specified alpha significance level. A Monte-Carlo simulation compared this nonparametric procedure to commonly used parametric multiple comparison tests.     

Developing a dynamic project learning and cross‐project learning capability: synthesizing two perspectives

Driven by the complexity of new products and services, project work has become increasingly common in all types of organizations. However, research on project learning suggests that often project teams do not meet their stated objectives and, moreover, there is limited organizational learning from the experiences of project work. We use the dynamic capabilities framework to argue that building a dynamic project learning capability is useful for organizations that make extensive use of projects. We use both survey and interview data to discuss the key ways in which such a dynamic capability can be built. Our survey data demonstrate the importance of documenting project learning, but our interview data show that teams are often remiss at documenting their learning. The results from the two different approaches are synthesized using Boland & Tenkasi’s notions of perspective‐making and perspective‐taking. Importantly, combining the results from the two sets of data suggests that organizations need to emphasize the benefits from project reviews and documentation and explore ways in which the documents produced can be made more useful as boundary objects to encourage the sharing of learning across projects.     

Shadow attacks on users’ anonymity in pervasive computing environments

Privacy preserving technologies are likely to become an essential component of adaptive services in pervasive and mobile computing. Although privacy issues have been studied for a long time in computer science as well as in other fields, most studies are focused on the release of data from large repositories. Mobile and pervasive computing pose new challenges, requiring specific formal models for attacks and new privacy preserving techniques. This paper considers a specific pervasive computing scenario, and shows that the application of state-of-the-art techniques for the anonymization of service requests is insufficient to protect the privacy of users. A specific class of attacks, called shadow attacks, is formally defined and a defense technique is proposed. This defense is formally proved to be correct, and its effectiveness is validated by extensive experiments in a simulated environment.     

Information technology use and creativity: Findings from the Children and Technology Project

This research examined relationships between children’s information technology (IT) use and their creativity. Four types of information technology were considered: computer use, Internet use, videogame playing and cell phone use. A multidimensional measure of creativity was developed based on  and  test of creative thinking. Participants were 491 12-year olds; 53% were female, 34% were African American and 66% were Caucasian American. Results indicated that videogame playing predicted of all measures of creativity. Regardless of gender or race, greater videogame playing was associated with greater creativity. Type of videogame (e.g., violent, interpersonal) was unrelated to videogame effects on creativity. Gender but not race differences were obtained in the amount and type of videogame playing, but not in creativity. Implications of the findings for future research to test the causal relationship between videogame playing and creativity and to identify mediator and moderator variables are discussed.