iCapture: Facilitating Spontaneous User-Interaction with Pervasive Displays using Smart Devices

Abstract. The eCampus project at Lancaster University is an inter-disciplinary project aiming to deploy a wide range of situated displays across the University campus in order to create a large per-vasive communications infrastructure. At present, we are conducting a series of parallel research activities in order to investigate how the pervasive communications infrastructure can support the daily needs of staff, students and visitors to the University. This paper introduces one of our current research investigations into how one is able to mediate spontaneous interaction with the pervasive display infrastructure through camera equipped mobile phones (i.e. smart devices).

Experimental education research: rethinking why, how and when to use random assignment

Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research

The Mere Categorization Effect: How the Presence of Categories Increases Choosers' Perceptions of Assortment Variety

What is the effect of option categorization on choosers’ satisfaction? A combination of field and laboratory experiments reveals that the mere presence of categories, irrespective of their content, positively influences the satisfaction of choosers who are unfamiliar with the choice domain. This “mere categorization effect” is driven by a greater number of categories signaling greater variety amongst the available options, which allows for a sense of self-determination from choice. This effect, however, is attenuated among choosers who are familiar with the choice domain, who do not rely on the presence of categories to perceive the variety available.

Factors influencing the success of computer mediated communication (CMC) environments in university teaching: a review and case study

Despite its potential benefits, the effectiveness of CMC when used to support learning in higher education is very variable, making it important to identify those factors which best predict successful implementations. A review of the literature from the past few years, presented in the first half of this paper, suggests that, consistent with Activity Theory (Leont'ev, 1978), the critical factors are those which provide a context and rationale for online communication by helping users to establish a shared purpose. However, generating empirical support for this hypothesis presents two kinds of methodological problem: specifying the methods and measures necessary to discern the existence and impact of shared purpose; and dealing with the difficulties of making controlled comparisons in this area. The second half of the paper illustrates, via an implementation case study, something of how these methodological problems might be resolved, and presents evidence in favour of the central importance of shared purpose

Testing normative and self-appraisal feedback in an online slot-machine pop-up in a real-world setting

Over the last few years, there have been an increasing number of gaming operators that have incorporated on-screen pop-up messages while gamblers play on slot machines and/or online as one of a range of tools to help encourage responsible gambling. Coupled with this, there has also been an increase in empirical research into whether such pop-up messages are effective, particularly in laboratory settings. However, very few studies have been conducted on the utility of pop-up messages in real-world gambling settings. The present study investigated the effects of normative and self-appraisal feedback in a slot machine pop-up message compared to a simple (non-enhanced) pop-up message. The study was conducted in a real-world gambling environment by comparing the behavioral tracking data of two representative random samples of 800,000 gambling sessions (i.e., 1.6 million sessions in total) across two conditions (i.e., simple pop-up message versus an enhanced pop-up message). The results indicated that the additional normative and self-appraisal content doubled the number of gamblers who stopped playing after they received the enhanced pop-up message (1.39%) compared to the simple pop-up message (0.67%). The data suggest that pop-up messages influence only a small number of gamblers to cease long playing sessions and that enhanced messages are slightly more effective in helping gamblers to stop playing in-session

Evaluating the effectiveness of explanations for recommender systems : Methodological issues and empirical studies on the impact of personalization

Peer reviewedPostprin

Evaluation

The importance of evaluation has grown in recent years so that this topic has become the focus of considerable policy and research interest (Oliver, 2000). As new learning technologies emerge there is a need to evaluate how these are used to support an increasingly diverse student population. All staff are now expected to carry out evaluations to account for resources or to justify strategic initiatives. Additionally, for individuals trying to instigate change, evaluation data can be important in providing relevant information to initiate, support and empower change by the “production of knowledge that makes a difference” (Patton, 1997)

Development and evaluation of a multimedia interactive CD: Public speaking interactive media

This paper reports on a study that endeavours to develop a Computer Assisted Learning (CAL) multimedia courseware namely, Public Speaking Interactive Media. This courseware was developed specifically for diploma students undergoing ENG4113 (Business English) and ENG 4153 (Public Speaking Skills) at Kolej Profesional MARA Indera Mahkota, Kuantan, Pahang. The objectives and goals of this study is to develop a CAL courseware which is in-line with the syllabus of the courses using multimedia elements together with the application of behaviorist, cognitive and constructivist learning theories as a basis in the design of the courseware. Moreover, the instructional design and implementation of this CAL multimedia courseware employ active and flexible learning strategies. Utilizing Hannafin and Peck’s Design Model, this courseware was developed using Macromedia Director and Macromedia Authorware to ensure that multimedia elements and simulations can be fully integrated. The findings of the study revealed that the courseware fulfilled its objectives in aiding students in comprehending the concept of public speaking skills better by using multimedia elements. In addition, the courseware is in-line with the syllabus and has incorporated the theories and strategies intended successfully

Improving Ontology Recommendation and Reuse in WebCORE by Collaborative Assessments

In this work, we present an extension of CORE [8], a tool for Collaborative Ontology Reuse and Evaluation. The system receives an informal description of a specific semantic domain and determines which ontologies from a repository are the most appropriate to describe the given domain. For this task, the environment is divided into three modules. The first component receives the problem description as a set of terms, and allows the user to refine and enlarge it using WordNet. The second module applies multiple automatic criteria to evaluate the ontologies of the repository, and determines which ones fit best the problem description. A ranked list of ontologies is returned for each criterion, and the lists are combined by means of rank fusion techniques. Finally, the third component uses manual user evaluations in order to incorporate a human, collaborative assessment of the ontologies. The new version of the system incorporates several novelties, such as its implementation as a web application; the incorporation of a NLP module to manage the problem definitions; modifications on the automatic ontology retrieval strategies; and a collaborative framework to find potential relevant terms according to previous user queries. Finally, we present some early experiments on ontology retrieval and evaluation, showing the benefits of our system