Abstract
REpresentational EPistemic Interface Design (REEP-ID) advocates exploiting the abstract structure of a target domain as the foundation for building cohesive diagrammatic representations. Previous research explored the application of this approach to the display and optimisation of solutions to complex, data rich, real world problems with promising results. This paper demonstrates the application of these principles to generate interactive visualisations for solving complex combinatorial optimisation problems, in this case the University Exam Timetabling Problem (ETP). Using the ETP as an example the principles of REEP-ID are applied, illustrating the design process and advantages of this methodology. This led to the implementation of the VAST (Visual Analysis and Scheduling for Timetables) application, enabling individuals to solve complete instances of the ETP using interactive visualisations. Rather than using automated heuristics or algorithms, VAST relies entirely on the user’s problem solving abilities, applying their knowledge and perceptiveness to the interactive visualisations maintained by the computer. Results from an evaluation of VAST support the use of the REEP-ID methodology and the case for further research. In the closing discussion these findings are summarised together with implications for future designers.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Cheng, P.C.-H., Barone, R.: Representing complex problems: A representational epistemic approach. In: Jonassen, D.H. (ed.) Learning to solve complex scientific problems, pp. 97–130. Lawrence Erlbaum Associates, Mahwah (2007)
Cheng, P.C.-H.: Electrifying diagrams for learning: Principles for effective representational systems. Cognitive Science 26(6), 685–736 (2002)
Cheng, P.C.-H., et al.: Opening the Information Bottleneck in Complex Scheduling Problems with a Novel Representation: STARK Diagrams. In: Diagrammatic representations and inference: Second International Conference, pp. 264–278. Springer, Berlin (2002)
Cheng, P.C.-H., Barone, R.: Representing rosters: Conceptual Integration counteracts visual complexity. In: Diagrammatic representation and inference: Third international conference, Diagrams 2004. Springer, Berlin (2004)
Kingston, J.H.: Modelling Timetabling Problems with STTL. In: Selected papers from the Third International Conference on Practice and Theory of Automated Timetabling III, pp. 309–321. Springer, Heidelberg (2001)
Ranson, D., Ahmadi, S.: An Extensible Modelling Framework for Timetabling Problems. In: Burke, E.K., Rudova, H. (eds.) Practice and Theory of Automated Timetabling VI, pp. 383–393. Springer, Heidelberg (2007)
Burke, E., et al.: Examination Timetabling in British Universities - A Survey. In: Practice and Theory of Automated Timetabling. Springer, Napier University, Edinburgh (1995)
McCollum, B., et al.: A Review of Existing Interfaces of Automated Examination and Lecture Scheduling Systems(Abstract). In: Practice and Theory of Automated Timetabling, KaHo St.-Lieven, Gent, Department of Industrial Engineering, Belgium (2002)
Ranson, D.: Interactive Visualisations to Improve Exam Timetabling Systems. In: Department of Informatics, University of Sussex (2008)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ranson, D., Cheng, P.C.H. (2008). VAST Improvements to Diagrammatic Scheduling Using Representational Epistemic Interface Design. In: Stapleton, G., Howse, J., Lee, J. (eds) Diagrammatic Representation and Inference. Diagrams 2008. Lecture Notes in Computer Science(), vol 5223. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-87730-1_15
Download citation
DOI: https://doi.org/10.1007/978-3-540-87730-1_15
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-87729-5
Online ISBN: 978-3-540-87730-1
eBook Packages: Computer ScienceComputer Science (R0)