Towards a framework for investigating tangible environments for learning

External representations have been shown to play a key role in mediating cognition. Tangible environments offer the opportunity for novel representational formats and combinations, potentially increasing representational power for supporting learning. However, we currently know little about the specific learning benefits of tangible environments, and have no established framework within which to analyse the ways that external representations work in tangible environments to support learning. Taking external representation as the central focus, this paper proposes a framework for investigating the effect of tangible technologies on interaction and cognition. Key artefact-action-representation relationships are identified, and classified to form a structure for investigating the differential cognitive effects of these features. An example scenario from our current research is presented to illustrate how the framework can be used as a method for investigating the effectiveness of differential designs for supporting science learning

An environment for studying the impact of spatialising sonified graphs on data comprehension

We describe AudioCave, an environment for exploring the impact of spatialising sonified graphs on a set of numerical data comprehension tasks. Its design builds on findings regarding the effectiveness of sonified graphs for numerical data overview and discovery by visually impaired and blind students. We demonstrate its use as a test bed for comparing the approach of accessing a single sonified numerical datum at a time to one where multiple sonified numerical data can be accessed concurrently. Results from this experiment show that concurrent access facilitates the tackling of our set multivariate data comprehension tasks. AudioCave also demonstrates how the spatialisation of the sonified graphs provides opportunities for sharing the representation. We present two experiments investigating users solving set data comprehension tasks collaboratively by sharing the data representation

Overcoming Language Dichotomies: Toward Effective Program Comprehension for Mobile App Development

Mobile devices and platforms have become an established target for modern software developers due to performant hardware and a large and growing user base numbering in the billions. Despite their popularity, the software development process for mobile apps comes with a set of unique, domain-specific challenges rooted in program comprehension. Many of these challenges stem from developer difficulties in reasoning about different representations of a program, a phenomenon we define as a "language dichotomy". In this paper, we reflect upon the various language dichotomies that contribute to open problems in program comprehension and development for mobile apps. Furthermore, to help guide the research community towards effective solutions for these problems, we provide a roadmap of directions for future work.Comment: Invited Keynote Paper for the 26th IEEE/ACM International Conference on Program Comprehension (ICPC'18

Culture in the design of mHealth UI:An effort to increase acceptance among culturally specific groups

Purpose: Designers of mobile applications have long understood the importance of users’ preferences in making the user experience easier, convenient and therefore valuable. The cultural aspects of groups of users are among the key features of users’ design preferences, because each group’s preferences depend on various features that are culturally compatible. The process of integrating culture into the design of a system has always been an important ingredient for effective and interactive human computer interface. This study aims to investigate the design of a mobile health (mHealth) application user interface (UI) based on Arabic culture. It was argued that integrating certain cultural values of specific groups of users into the design of UI would increase their acceptance of the technology. Design/methodology/approach: A total of 135 users responded to an online survey about their acceptance of a culturally designed mHealth. Findings: The findings showed that culturally based language, colours, layout and images had a significant relationship with users’ behavioural intention to use the culturally based mHealth UI. Research limitations/implications: First, the sample and the data collected of this study were restricted to Arab users and Arab culture; therefore, the results cannot be generalized to other cultures and users. Second, the adapted unified theory of acceptance and use of technology model was used in this study instead of the new version, which may expose new perceptions. Third, the cultural aspects of UI design in this study were limited to the images, colours, language and layout. Practical implications: It encourages UI designers to implement the relevant cultural aspects while developing mobile applications. Originality/value: Embedding Arab cultural aspects in designing UI for mobile applications to satisfy Arab users and enhance their acceptance toward using mobile applications, which will reflect positively on their lives.</p

Investigating an open methodology for designing domain-specific language collections

With this research and design paper, we are proposing that Open Educational Resources (OERs) and Open Access (OA) publications give increasing access to high quality online educational and research content for the development of powerful domain-specific language collections that can be further enhanced linguistically with the Flexible Language Acquisition System (FLAX, http://flax.nzdl.org). FLAX uses the Greenstone digital library system, which is a widely used open-source software that enables end users to build collections of documents and metadata directly onto the Web (Witten, Bainbridge, & Nichols, 2010). FLAX offers a powerful suite of interactive text-mining tools, using Natural Language Processing and Artificial Intelligence designs, to enable novice collections builders to link selected language content to large pre-processed linguistic databases. An open methodology trialed at Queen Mary University of London in collaboration with the OER Research Hub at the UK Open University demonstrates how applying open corpus-based designs and technologies can enhance open educational practices among language teachers and subject academics for the preparation and delivery of courses in English for Specific Academic Purposes (ESAP)

Digital interaction: where are we going?

In the framework of the AVI 2018 Conference, the interuniversity center ECONA has organized a thematic workshop on "Digital Interaction: where are we going?". Six contributions from the ECONA members investigate different perspectives around this thematic

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices