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ABSTRACT
Current fashion in "user-friendly" software design tends to place an over-reliance on direct manipulation interfaces. To be truly expressive (and thus truly user-friendly), applications need both learnable interfaces and domain-enriched languages that are accessible to the user. This paper discusses some of the design issues that arise in the creation of such programmable applications. As an example, we present "SchemePaint," a graphics application that combines a MacPaint-like interface with an interpreter for (a "graphics-enriched") Scheme.
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Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.
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CITED BY 8
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Michael Eisenberg , Ann Nishioka , M. E. Schreiner, Helping users think in three dimensions: steps toward incorporating spatial cognition in user modelling, Proceedings of the 2nd international conference on Intelligent user interfaces, p.113-120, January 06-09, 1997, Orlando, Florida, United States
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Chris DiGiano , Mike Eisenberg, Self-disclosing design tools: a gentle introduction to end-user programming, Proceedings of the conference on Designing interactive systems: processes, practices, methods, & techniques, p.189-197, August 23-25, 1995, Ann Arbor, Michigan, United States
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Eric Blough , Michael Eisenberg, Combining programming languages and direct manipulation in environments for computational science, Proceedings of the conference on Designing interactive systems: processes, practices, methods, & techniques, p.123-130, August 23-25, 1995, Ann Arbor, Michigan, United States
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Catherine Letondal , Wendy E. Mackay, Participatory programming and the scope of mutual responsibility: balancing scientific, design and software commitment, Proceedings of the eighth conference on Participatory design: Artful integration: interweaving media, materials and practices, July 27-31, 2004, Toronto, Ontario, Canada
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Michael Eisenberg , Julie DiBiase, Mathematical manipulatives as designed artifacts: the cognitive, affective, and technological dimensions, Proceedings of the 1996 international conference on Learning sciences, p.44-51, July 25-27, 1996, Evanston, Illinois
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