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Browsing by Subject: Interaction

  1. Data Mining Technology for the Evaluation of Learning Content Interaction

    Claus Pahl, Dublin City University, Ireland

    International Journal on E-Learning Vol. 3, No. 4 (2004) pp. 47–55

    Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining –... More

    pp. 47-55

  2. Tap it again, Sam: Harmonizing Personal Environments towards Lifelong Learning

    Bernardo Tabuenca, Marco Kalz & Marcus Specht, Open University of The Netherlands

    International Journal of Advanced Corporate Learning (iJAC) Vol. 8, No. 1 (Mar 09, 2015) pp. 16–23

    The increasing number of mobile vendors releasing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market... More

    pp. 16-23

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  3. Young Language Learners’ Collaborative Learning and Social Interaction as a Motivational Aspect of the iPad

    Mona Alhinty

    International Journal of Emerging Technologies in Learning (iJET) Vol. 10, No. 2 (Mar 22, 2015) pp. 24–29

    Second language (L2) motivation is of great importance for young foreign language learners, as it can both attract their interest towards learning the target language and improve their L2... More

    pp. 24-29

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  4. Measuring the Reading Abilities of Dyslexic Children through a Visual Game

    Luca Ludovico, Laboratorio di Informatica Musicale, Dipartimento di Informatica, Universit degli Studi di Milano; Pio Di Tore, IC San Valentino Torio, Salerno; Giuseppina Mangione, Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (INDIRE), Nucleo territoriale Sud, Napoli; Stefano Di Tore, Universit degli Studi di Salerno; Felice Corona, Dipartimento di Medicina e Chirurgia, Universit degli Studi di Salerno

    International Journal of Emerging Technologies in Learning (iJET) Vol. 10, No. 7 (May 04, 2015) pp. 47–54

    In modern society about 10% of children suffer from a neuro-developmental disorder called dyslexia, which implies difficulties in learning to read. According to recent research, playing action... More

    pp. 47-54

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  5. Incidental Lexicon Acquisition through Playful Interaction

    Lukas Ansteeg, NHTV Breda

    International Journal of Emerging Technologies in Learning (iJET) Vol. 10, No. 1 (Feb 21, 2015) pp. 4–10

    This paper presents an educational game which aids learners with foreign lexicon acquisition while entertaining them at the same time. An overview over existing language learning tools is given,... More

    pp. 4-10

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  6. Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD

    Elena Guía de la, María D. Lozano & Víctor M. R. Penichet

    British Journal of Educational Technology Vol. 46, No. 3 (May 01, 2015) pp. 664–678

    Children with attention deficit hyperactivity disorder (ADHD) experience behavioural and learning problems at home and at school, as well as a lack of self-control in their lives. We can take... More

    pp. 664-678

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  7. 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

  8. Beyond Social Presence: Increasing Cognitive Presence through Meaningful Interaction

    Meiyi Song, University of Pittsburgh, United States; Rong Yuan, Defense Language Institute, United States

    Global Learn 2015 (April 2015) pp. 731–736

    The Community of Inquiry model (Garrison, Anderson, & Archer, 2000) is a comprehensive process model that illustrates how social, teaching, and cognitive presence interact with each other, with the... More

    pp. 731-736

  9. Paradigmatic Transitions in Distance Education: From Analog Communication to Virtual Interaction

    Bruno Galasso, University of São Paulo, Brazil; Maria Laura Toca, St. Nicholas, Brazil

    Global Learn 2015 (April 2015) pp. 699–704

    Communication is essential to education. Therefore, we can say the educational systems integrate various communication tools in a pedagogical proposal, which has been changing over the years. There... More

    pp. 699-704

  10. The influence of email notifications in asynchronous discussion on interaction patterns using social network analysis

    Amy Garbrick & Roy Clariana, Pennsylvania State University, United States

    Global Learn 2015 (April 2015) pp. 622–626

    This exploratory quasi-experimental investigation describes the influence of email notifications (push) on asynchronous discussion interactions measured through social network analysis.... More

    pp. 622-626

  11. All for one and one for all! Collaboration in online learning environments

    Kim Livengood & Lesley Casarez, Angelo State University, United States

    Global Learn 2015 (April 2015) pp. 410–414

    Just as students in traditional physical learning environments need connections, students in online learning environments also need the same type of connections. Building collaboration among... More

    pp. 410-414

  12. Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses

    Kristi Bordelon, KB Consulting, United States

    Global Learn 2015 (April 2015) pp. 232–239

    Students have been documented as achieving and being satisfied in online classes. However, the perception still exists that isolation reduces satisfaction and achievement. Student-instructor... More

    pp. 232-239

  13. 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

  14. Awareness of cognitive and social behaviour in a CSCL environment

    P.A. Kirschner, K. Kreijns, C. Phielix & J. Fransen

    Journal of Computer Assisted Learning Vol. 31, No. 1 (February 2015) pp. 59–77

    Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics... More

    pp. 59-77

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  15. Analysing content and patterns of interaction for improving the learning design of networked learning environments

    Pablo A. Haya, Oliver Daems, Nils Malzahn, Jorge Castellanos & Heinz Ulrich Hoppe

    British Journal of Educational Technology Vol. 46, No. 2 (Mar 30, 2015) pp. 300–316

    Learning Analytics constitutes a key tool for supporting Learning Design and teacher-led inquiry into student learning. In this paper, we demonstrate how a Social Learning Analytics toolkit can... More

    pp. 300-316

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  16. The impacts of network centrality and self-regulation on an e-learning environment with the support of social network awareness

    Jian‐Wei Lin, Hsieh‐Hong Huang & Yuh‐Shy Chuang

    British Journal of Educational Technology Vol. 46, No. 1 (Jan 30, 2015) pp. 32–44

    An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and... More

    pp. 32-44

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  17. Social Interaction in Self-paced Distance Education

    Terry Anderson, Lorne Upton, Jon Dron & Judi Malone, Athabasca University; Bruno Poelhuber, Universit de Montral

    Open Praxis Vol. 7, No. 1 (Feb 13, 2015) pp. 7–23

    In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, ... More

    pp. 7-23

  18. Evidence-based Practices in the Design of Interactive Multimedia for Learners with Cognitive Learning Disabilities

    Julia Allen, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2944–2949

    This report examines the design of interactive multimedia used to benefit students with cognitive learning disabilities such as dyslexia, ADHD/ADD, and autism. Previous studies indicate the... More

    pp. 2944-2949

  19. Just a Click Away: A Postdoctoral Residency Program's Quest for Technology Learner-Centered Support

    Marissa Owens & Prashanti Bollu, Roseman University of Health Sciences, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3533–3534

    Faculty within many postdoctoral medical residency programs are faced with the challenge of providing students with necessary knowledge and resources, customized to varied experience levels. To... More

    pp. 3533-3534

  20. The Nature of Peer-Peer Interaction in Internet-Supported Collaboration: A Case Study in Freshman English Class in Taiwan

    Yi Chin Hsieh, Indiana University at Bloomington, IN, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2076–2082

    The prevalence of Internet access in the classroom has created a powerful learning environment. The combination of technology and collaboration is receiving research attention. This study explores ... More

    pp. 2076-2082