Human computer interaction for international development: past present and future

Recent years have seen a burgeoning interest in research into the use of information and communication technologies (ICTs) in the context of developing regions, particularly into how such ICTs might be appropriately designed to meet the unique user and infrastructural requirements that we encounter in these cross-cultural environments. This emerging field, known to some as HCI4D, is the product of a diverse set of origins. As such, it can often be difficult to navigate prior work, and/or to piece together a broad picture of what the field looks like as a whole. In this paper, we aim to contextualize HCI4D—to give it some historical background, to review its existing literature spanning a number of research traditions, to discuss some of its key issues arising from the work done so far, and to suggest some major research objectives for the future

Mobiles for Reading: A Landscape Research Review

This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The \u27mobiles\u27 in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term \u27reading\u27 refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society

A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Physical literacy: Importance, assessment and future directions

Physical literacy (PL) has become a major focus of physical education, physical activity and sports promotion worldwide. PL is a multifaceted conceptualisation of the skills required to fully realise potentials through embodied experience. Substantial financial investments in PL education by governments are underpinned by a wide range of anticipated benefits, including expectations of significant future savings to healthcare, improved physical and psychological well-being of the population, increased work-force productivity and raised levels of expertise in sport and exercise participation. However, disappointingly, scientific evidence showing the efficacy of PL interventions to successfully meet such high expectation is limited. We suggest that contradictions in research findings are due largely to limitations in movement assessment batteries and consequent discrepancies between measurements used to assess the immediate outcomes of PL programmes. Notably, there is no robust empirical tool for evidencing skill learning in the physical movement component of PL, education and this presents a serious limitation to the design of, and claims that can be made for, such interventions. Considering the parameters of proficient PL skills and the limitations of current evaluation instruments, possible future directions for developing empirical measures of PL movement skills are presented

From Page to Stage to Screen and Beyond

A group of Chicago youth media organizations have embarked on an evaluation process with adult program alumni to assess the degree to which hands-on media production and dissemination contributes to developing productive, independent, and engaged citizens. This report sets the stage for the evaluation, which began in late 2012 and will run through 2013, highlighting the work of youth media organizations in Chicago and exploring six dimensions, or outcome areas, that youth media organizations work within: journalism skills, news/media literacy, civic engagement, career development, youth development, and youth expression

Comparative analysis of instructional software that supports the teaching of English to speakers of other languages

Instructional Technology can play a major role In the teaching of English to speakers of other languages (ESOL). For it to realize this potential, though,essential shifts need to occur in how instructors and developers think about instructional technology: either as that which serves instruction or as that which supports learning. Instructors must also consider the extent to which they encourage learners to exert control over their own learning. Computer-assisted language learning (CALL) courseware is widely available for use in the LanguageArts for children in kindergarten and elementary schools, but little is available for use by adolescents and adults who are not fluent in spoken English. In this study,a rationale is provided for making CALL courseware more user friendly to students who are speakers of languages other than English. That rationale may be stated as: CALL courseware and spoken English are not so much subject matter for primary or supplemental instruction as they are tools that enable students to function efficiently, both in the classroom and in society at large.In support of that rationale, a survey was conducted of eight CALLcourseware applications that purport to address the teaching of modern English To adult speakers of other languages. The researcher first determined the established criteria were available for evaluating CALL courseware designed for use by adults. These criteria were then applied to the courseware survey, making use of a media comparison approach. The CALL courseware applications surveyed uniformly appeared not to address the kind of instruction necessary for teaching English to potentially non-literate speakers of other languages. Learning Institutions can and do equip modern classrooms with CALL courseware aimed at potentially literate learners. This researcher maintains that a more reasonable alternative would be to equip many of those classrooms with courseware that enables non-literate learners as well to participate in drill and practice, tutorials,and educational games or simulations

Human-Computer User Interface Design for Semiliterate and Illiterate Users

Information and Communication Technology (ICT) has revolutionized the lives of the people. The technology is embedded in daily life of literate or semiliterate/illiterate users. However, the user interface (UI) requirements for semiliterate/illiterate users are different from that of an educated person. The researchers of Human Computer Interaction for Development (HCI4D) face challenges to improve the usability of a UI for the semiliterate users. Therefore, a Systematic Literature Review (SLR) is conducted to provide a set of design factors and guidelines for UI development of semiliterate users. The study is based on extensive research gathered from literature to understand the user-centered design (UCD) approach, enhancing user experience (UX) for semiliterate users. This study analyses fifty two research articles that are published during 2010-2020. The findings shed light on the systematization of UI design guidelines for semiliterate/illiterate users. These guidelines can help in taking advantage of ICT during the COVID-19 pandemic. The analysis shows that seventeen main design factors are indispensable for designing UI of semiliterate users. The most suggested design factors include localization and graphics, which should be incorporated in UI for the target population. Moreover, the lag in the design factors as personalization and consistency open a road for future research

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ