An active tangible user interface framework for teaching and learning artificial intelligence

Interactive and tangible computing platforms have garnered increased interest in the pursuit of embedding active learning pedagogies within curricula through educational technologies. Whilst Tangible User Interface (TUI) systems have successfully been developed to edutain children in various research, TUI architectures have seen limited deployment in more complex and abstract domains. In light of these limitations, this paper proposes an active TUI framework that addresses the challenges experienced in teaching and learning artificial intelligence (AI) within higher educational institutions. The proposal extends an aptly designed tabletop TUI architecture with the novel interactive paradigm of active tangible manipulatives to provide a more engaging and effective user interaction. The paper describes the deployment of the proposed TUI framework within an undergraduate laboratory session to aid in the teaching and learning of artificial neural networks. The experiment is assessed against currently adopted educational computer software and the obtained results highlight the potential of the proposed TUI framework to augment students’ gain in knowledge and understanding of abstracted threshold concepts in higher education

Кибербезопасность в образовательных сетях

The paper discusses the possible impact of digital space on a human, as well as human-related directions in cyber-security analysis in the education: levels of cyber-security, social engineering role in cyber-security of education, “cognitive vaccination”. “A Human” is considered in general meaning, mainly as a learner. The analysis is provided on the basis of experience of hybrid war in Ukraine that have demonstrated the change of the target of military operations from military personnel and critical infrastructure to a human in general. Young people are the vulnerable group that can be the main goal of cognitive operations in long-term perspective, and they are the weakest link of the System.У статті обговорюється можливий вплив цифрового простору на людину, а також пов'язані з людиною напрямки кібербезпеки в освіті: рівні кібербезпеки, роль соціального інжинірингу в кібербезпеці освіти, «когнітивна вакцинація». «Людина» розглядається в загальному значенні, головним чином як та, що навчається. Аналіз надається на основі досвіду гібридної війни в Україні, яка продемонструвала зміну цілей військових операцій з військовослужбовців та критичної інфраструктури на людину загалом. Молодь - це вразлива група, яка може бути основною метою таких операцій в довгостроковій перспективі, і вони є найслабшою ланкою системи.В документе обсуждается возможное влияние цифрового пространства на человека, а также связанные с ним направления в анализе кибербезопасности в образовании: уровни кибербезопасности, роль социальной инженерии в кибербезопасности образования, «когнитивная вакцинация». «Человек» рассматривается в общем смысле, в основном как ученик. Анализ представлен на основе опыта гибридной войны в Украине, которая продемонстрировала изменение цели военных действий с военного персонала и критической инфраструктуры на человека в целом. Молодые люди являются уязвимой группой, которая может быть главной целью когнитивных операций в долгосрочной перспективе, и они являются самым слабым звеном Систем

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

Using tangible user interfaces for teaching concepts of internet of things: usability and learning effectiveness

Purpose This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness. Design/methodology/approach To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment. Findings Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent. Originality/value The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study

Using tangible user interfaces for teaching concepts of internet of things: usability and learning effectiveness

Purpose This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness. Design/methodology/approach To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment. Findings Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent. Originality/value The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study

Integration of decision support systems to improve decision support performance

Decision support system (DSS) is a well-established research and development area. Traditional isolated, stand-alone DSS has been recently facing new challenges. In order to improve the performance of DSS to meet the challenges, research has been actively carried out to develop integrated decision support systems (IDSS). This paper reviews the current research efforts with regard to the development of IDSS. The focus of the paper is on the integration aspect for IDSS through multiple perspectives, and the technologies that support this integration. More than 100 papers and software systems are discussed. Current research efforts and the development status of IDSS are explained, compared and classified. In addition, future trends and challenges in integration are outlined. The paper concludes that by addressing integration, better support will be provided to decision makers, with the expectation of both better decisions and improved decision making processes

Designing the interface between research, learning and teaching.

Abstract: This paper’s central argument is that teaching and research need to be reshaped so that they connect in a productive way. This will require actions at a whole range of levels, from the individual teacher to the national system and include the international communities of design scholars. To do this, we need to start at the level of the individual teacher and course team. This paper cites some examples of strategies that focus on what students do as learners and how teachers teach and design courses to enhance research-led teaching. The paper commences with an examination of the departmental context of (art and) design education. This is followed by an exploration of what is understood by research-led teaching and a further discussion of the dimensions of research-led teaching. It questions whether these dimensions are evident, and if so to what degree in design departments, programmes and courses. The discussion examines the features of research-led departments and asks if a department is not research-led in its approach to teaching, why it should consider changing strategies