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Browsing by Subject: Human Computer Interaction

  1. Don’t do this – Pitfalls in using anti-patterns in teaching human–computer interaction principles

    Paula Kotzé, Karen Renaud & Judy van Biljon

    Computers & Education Vol. 50, No. 3 (April 2008) pp. 979–1008

    This paper explores the use of design patterns and anti-patterns in teaching human–computer interaction principles. Patterns are increasingly popular and are seen as an efficient knowledge transfer... More

    pp. 979-1008

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  2. Applying the technology acceptance model in a study of the factors affecting usage of the Taiwan digital archives system

    Jon-Chao Hong, Ming-Yueh Hwang, Hsuan-Fang Hsu, Wan-Tzu Wong & Mei-Yung Chen

    Computers & Education Vol. 57, No. 3 (November 2011) pp. 2086–2094

    The rapid development of information and communication technology and the popularization of the Internet have given a boost to digitization technologies. Since 2001, The National Science Council ... More

    pp. 2086-2094

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  3. On mediation in virtual learning environments

    Larry Davies & W.Shukry Hassan

    Internet and Higher Education Vol. 4, No. 3 (2001) pp. 255–269

    This article is not about the panacea of computers or technology as the saving grace of education. We firmly believe that human interaction, especially as it pertains to face-to-face (f2f)... More

    pp. 255-269

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  4. The MADE Framework: Multimodal Software for Affective Education

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1861–1871

    This paper proposes a framework for multimodal educational systems, considering the affective strategies. The ability to communicate emotionally and cognitively plays an important role in human... More

    pp. 1861-1871

  5. Multimodal Software for Affective Education: UI Evaluation

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1851–1860

    This paper focuses on evaluation techniques for multimodal software. We suggest how multimodal educational systems can help us and give a proposal for how to evaluate these systems. Our goal is to ... More

    pp. 1851-1860

  6. Multimodal Software for Affective Education: UI Design

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1844–1850

    This paper focuses on interaction design for multimodal software in affective education. We suggest how multimodal systems can help us, and give a proposal for how to design the systems. These are ... More

    pp. 1844-1850

  7. An Advance Organizer for 3D VR Training Simulations and Social Media 'Multi-Operator' training systems.

    AJ Boulay, Department of Computational Science, Laurentian University; CHILL; MIRARCO, Canada; Ratvinder Grewal, Department of Computational Sciences, Laurentian University; CHILL, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 764–771

    Advance Organizers (AO) have been applied to improve learning since the 1960’s, however they have not been experimentally examined as Human-Computer Interfaces to improve Usability and Learnability... More

    pp. 764-771

  8. Learning Through Making – Using Research Through Design as a Pedagogical Approach

    Mikael Wiberg, Department of Informatics, Umea university, Sweden

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 505–510

    Research Through Design (RtD) has recently grown as a perspective in the fields of HCI – Human Computer Interaction and interaction design research. With a focus on making and doing as a way of... More

    pp. 505-510

  9. Computer Versus Computer and Human Support in an Argumentation-based Science Learning Environment

    Yavuz Akpinar, Dilek Ardac & Neslihan Er Amuce, Boğaziçi University, Turkey

    Journal of Online Learning Research Vol. 1, No. 2 (August 2015) pp. 137–161

    Technological advancements have made it possible to design learning environments which support multiple representations, discussions and experimentations. This study designed and developed a web... More

    pp. 137-161

  10. Integrating Augmented Reality in Higher Education: A Multidisciplinary Study of Student Perceptions

    Julie A. Delello, Rochell R. McWhorter & Kerri M. Camp, The University of Texas at Tyler, United States

    Journal of Educational Multimedia and Hypermedia Vol. 24, No. 3 (July 2015) pp. 209–233

    Augmented reality (AR) is an emerging technology that blends physical objects with virtual reality. Through the integration of digital and print media, a gap between the “on and offline” worlds are... More

    pp. 209-233

  11. Technologies that Assist in Online Group Work: A Comparison of Synchronous and Asynchronous Computer Mediated Communication Technologies on Students’ Learning and Community

    Amanda Rockinson-Szapkiw, Liberty University, United States; Jillian Wendt, VIU, United States

    Journal of Educational Multimedia and Hypermedia Vol. 24, No. 3 (July 2015) pp. 263–279

    While the benefits of online group work completed using asynchronous CMC technology is documented, researchers have identified a number of challenges that result in ineffective and unsuccessful... More

    pp. 263-279

  12. A Review of the Instructional Practices for Promoting Online Learning Communities

    Woei Hung, Elicia Flom, Jacob Manu & Enaz Mahmoud, University of North Dakota, United States

    Journal of Interactive Learning Research Vol. 26, No. 3 (July 2015) pp. 229–252

    An effective learning community helps foster positive student learning experiences and outcomes. However, in distance learning environments, the communication barriers inevitably hinder the... More

    pp. 229-252

  13. Student Interaction and Knowledge Construction in Case-Based Learning in Educational Psychology using Online Discussions: The Role of Structure

    Judith Pena-Shaff, Ithaca College, United States; William Altman, Broome Community College, United States

    Journal of Interactive Learning Research Vol. 26, No. 3 (July 2015) pp. 307–329

    The authors analyzed students’ patterns of interaction and knowledge construction in asynchronous online discussions of cases in two Educational Psychology classes. They performed quantitative... More

    pp. 307-329

  14. A study of inverted classroom pedagogy in computer science teaching

    Sameen Reza & Maria Baig, Department of Computer Science, Virtual University of Pakistan, Pakistan

    International Journal of Research Studies in Educational Technology Vol. 4, No. 2 (Feb 28, 2015)

    An “inverted classroom” is a teaching environment that integrates the use of technology with active learning by exploration. In such a teaching environment, the class contact time is used for... More

  15. Technological utopia, dystopia and ambivalence: Teaching with social media at a South African university

    Patient Rambe & Liezel Nel

    British Journal of Educational Technology Vol. 46, No. 3 (May 01, 2015) pp. 629–648

    The discourse of social media adoption in higher education has often been funnelled through utopian and dystopian perspectives, which are polarised but determinist theorisations of human engagement... More

    pp. 629-648

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  16. Enhancing Children’s Outdoor Learning Experiences with a Mobile Application

    Jenni Rikala, University of Jyväskylä, Finland

    Journal of Educational Multimedia and Hypermedia Vol. 24, No. 2 (April 2015) pp. 139–159

    ** Invited as a paper from EdMedia 2014 ** This paper examines how a mobile learning application can enhance children’s outdoor learning experiences. The study draws upon empirical evidence... More

    pp. 139-159

  17. The user experience within the web 2.0 context: a review supported on the perspective of situated cognition theory

    Eurides Castro Jr, UNA-SUS/UFMA, Brazil; Rosane Obregon, Cassia Furtado & Ana Lucia Zandomeneghi, Federal University of Maranhão - UFMA, Brazil; Ana Emilia Oliveira, UNA-SUS/UFMA, Brazil

    Global Learn 2015 (April 2015) pp. 119–126

    In the educational field, Information and Communication Technologies can ensure familiarization and interaction of future producers and consumers of information. With the emergence of Web 2.0, it... More

    pp. 119-126

  18. Examining Factors that Affect Students’ Knowledge Sharing within Virtual Teams

    Jinxia He, Montclair State University, United States; Glenda Gunter, University of Central Florida, United States

    Journal of Interactive Learning Research Vol. 26, No. 2 (April 2015) pp. 169–187

    The purpose of this study was to examine factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors include: trust, mutual influence,... More

    pp. 169-187

  19. Natural Language Processing and Game-based Practice in iSTART

    Tanner Jackson, Learning Sciences Institute, Arizona State University, United States; Chutima Boonthum-Denecke, Hampton University, United States; Danielle McNamara, Learning Sciences Institute, Arizona State University, United States

    Journal of Interactive Learning Research Vol. 26, No. 2 (April 2015) pp. 189–208

    Intelligent Tutoring Systems (ITSs) are situated in a potential struggle between effective pedagogy and system enjoyment and engagement. iSTART (Interactive Strategy Training for Active Reading and... More

    pp. 189-208

  20. HCI Design Methods in CBA: Lessons Learned and Recommendations Based on a Concept Map Use Case

    Katja Weinerth, Vincent Koenig & Salvador Rivas, University of Luxembourg, Luxembourg; Martin Brunner, Free University of Berlin, Germany; Romain Martin, University of Luxembourg, Luxembourg

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 859–868

    This paper focuses on the user-centered design of a computer-based assessment (CBA) instrument for knowledge measurement. We describe relevant design steps in general and illustrate them via the... More

    pp. 859-868