Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

A Comprehensive Review and Synthesis of Open Source Research

The open source movement has grown steadily and matured in recent years, and this growth has been mirrored by a rise in open source related research. The objective of this paper is to pause and reflect on the state of the field. We start by conducting a comprehensive literature review of open source research, and organize the resulting 618 peer-reviewed articles into a taxonomy. Elements of this taxonomy are defined and described. We then draw on a number of existing categorization schemes to develop a framework to situate open source research within a wider nomological network. Building on concepts from systems theory, we propose a holistic framework of open source research. This framework incorporates current research, as represented by the taxonomy, identifies gaps and areas of overlap, and charts a path for future work

Location-based technologies for learning

Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio

See no evil? Ethics in an interventionist ICTD

This paper considers some of the ethical questions that arise in conducting interventionist ICTD research, and examines the ethical advice and guidance that is readily available to researchers. Recent years have seen a growing interest from technology researchers in applying their skills to address the needs and aspirations of people in developing regions. In contrast to much previous research in Information and Communication Technologies for Development (ICTD) which has sought to study and understand processes surrounding technologies, technology researchers are interested in finding ways to change the forms of these technologies in order to promote desirable social aims. These more interventionist research encounters raise distinctive ethical challenges. This paper explores the discussions that have been presented in the major ICTD journals and conferences and major development studies journals as well as examining codes of conduct from related fields of research. Exploration of this literature shows that the quantity, quality and detail of advice that directly addresses the challenges of interventionist ICTD is actually very limited. This paper argues that the there is an urgent need for the ICTD research community to investigate and debate this subject

Assessment in and of serious games: an overview

There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach—based on established principles and guidelines—is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player's activity and better integration of assessment in games

Towards a Theory of Software Development Expertise

Software development includes diverse tasks such as implementing new features, analyzing requirements, and fixing bugs. Being an expert in those tasks requires a certain set of skills, knowledge, and experience. Several studies investigated individual aspects of software development expertise, but what is missing is a comprehensive theory. We present a first conceptual theory of software development expertise that is grounded in data from a mixed-methods survey with 335 software developers and in literature on expertise and expert performance. Our theory currently focuses on programming, but already provides valuable insights for researchers, developers, and employers. The theory describes important properties of software development expertise and which factors foster or hinder its formation, including how developers' performance may decline over time. Moreover, our quantitative results show that developers' expertise self-assessments are context-dependent and that experience is not necessarily related to expertise.Comment: 14 pages, 5 figures, 26th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering (ESEC/FSE 2018), ACM, 201

On the Emergence of Symmetrical Reality

Artificial intelligence (AI) has revolutionized human cognitive abilities and facilitated the development of new AI entities capable of interacting with humans in both physical and virtual environments. Despite the existence of virtual reality, mixed reality, and augmented reality for several years, integrating these technical fields remains a formidable challenge due to their disparate application directions. The advent of AI agents, capable of autonomous perception and action, further compounds this issue by exposing the limitations of traditional human-centered research approaches. It is imperative to establish a comprehensive framework that accommodates the dual perceptual centers of humans and AI agents in both physical and virtual worlds. In this paper, we introduce the symmetrical reality framework, which offers a unified representation encompassing various forms of physical-virtual amalgamations. This framework enables researchers to better comprehend how AI agents can collaborate with humans and how distinct technical pathways of physical-virtual integration can be consolidated from a broader perspective. We then delve into the coexistence of humans and AI, demonstrating a prototype system that exemplifies the operation of symmetrical reality systems for specific tasks, such as pouring water. Subsequently, we propose an instance of an AI-driven active assistance service that illustrates the potential applications of symmetrical reality. This paper aims to offer beneficial perspectives and guidance for researchers and practitioners in different fields, thus contributing to the ongoing research about human-AI coexistence in both physical and virtual environments.Comment: IEEE VR 202

Information systems evaluation methodologies

Due to the prevalent use of Information Systems (IS) in modern organisations nowadays, evaluation research in this field is becoming more and more important. In light of this, a set of rigorous methodologies were developed and used by IS researchers and practitioners to evaluate the increasingly complex IS implementation used. Moreover, different types of IS and different focusing perspectives of the evaluation require the selection and use of different evaluation approaches and methodologies. This paper aims to identify, explore, investigate and discuss the various key methodologies that can be used in IS evaluation from different perspectives, namely in nature (e.g. summative vs. formative evaluation) and in strategy (e.g. goal-based, goal-free and criteria-based evaluation). The paper concludes that evaluation methodologies should be selected depending on the nature of the IS and the specific goals and objectives of the evaluation. Nonetheless, it is also proposed that formative criteria-based evaluation and summative criteria-based evaluation are currently among the most and more widely used in IS research. The authors suggest that the combines used of one or more of these approaches can be applied at different stages of the IS life cycle in order to generate more rigorous and reliable evaluation outcomes