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Group by: Published Date | Item Type | No Grouping
Jump to: 2009 | 2008 | 2007 | 2004 | 2003 | 2000 | 1999 | 1994
Number of items: 10.

2009

Hornecker, Eva and Dünser, Andreas (2009). Of pages and paddles: children's expectations and mistaken interactions with physical–digital tools. Interacting with Computers, 21(1-2) pp. 95–107. file

Sharp, Helen; Robinson, Hugh and Petre, Marian (2009). The role of physical artefacts in agile software development: Two complementary perspectives. Interacting with Computers, 21(1-2) pp. 108–116.

2008

Rogers, Yvonne (2008). 57 varieties of Activity Theory. Interacting with Computers, 20(2) pp. 247–250.

2007

van Dijk, Geke; Minocha, Shailey and Laing, Angus (2007). Consumers, channels and communication: online and offline communication in service consumption. Interacting with Computers, 19(1) pp. 7–19. file

2004

Smith, Andrew; Dunckley, Lynne; French, Tim; Minocha, Shailey and Chang, Yu (2004). A process model for developing usable cross-cultural websites. Interacting with Computers, 16(1) pp. 63–91.

2003

Bekker, Mathilde; Beusmans, Julie; Keyson, David and Lloyd, Peter (2003). KidReporter: a user requirements gathering technique for designing with children. Interacting with Computers, 15(2) pp. 187–202.

2000

Kukulska-Hulme, Agnes (2000). Communication with users: insights from second language acquisition. Interacting with Computers, 12(6) pp. 587–599. file

1999

Jones, A.; Scanlon, E.; Tosunoglu, C.; Morris, E.; Ross, S.; Butcher, P. and Greenberg, J. (1999). Contexts for evaluating educational software. Interacting with Computers, 11(5) pp. 499–516. restricted access item, not available for direct download

Maiden, Neil; Minocha, Shailey; Sutcliffe, Alistair; Manuel, Darrel and Ryan, Michele (1999). A co-operative scenario based approach to acquisition and validation of system requirements: How exceptions can help! Interacting with Computers, 11(6) pp. 645–664.

1994

Green, Alison J. K. (1994). Interacting cognitive subsystems: a framework for considering the relationships between performance and knowledge representations. Interacting with Computers, 6(1) pp. 61–85.

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