Conceptual model for usable multi-modal mobile assistance during Umrah

Performing Umrah is very demanding and to be performed in very crowded environments. In response to that, many efforts have been initiated to overcome the difficulties faced by pilgrims. However, those efforts focus on acquiring initial perspective and background knowledge before going to Mecca. Findings of preliminary study show that those efforts do not support multi-modality for user interaction. Nowadays the computational capabilities in mobile phones enable it to serve people in various aspects of daily life. Consequently, the mobile phone penetration has increased dramatically in the last decade. Hence, this study aims to propose a comprehensive conceptual model for usable multimodal mobile assistance during Umrah called Multi-model Mobile Assistance during Umrah (MMA-U). Thus, four (4) supporting objectives are formulated, and the Design Science Research Methodology has been adopted. For the usability of MMA-U, Systematic Literature Review (SLR) indicates ten (10) attributes: usefulness, errors rate, simplicity, reliability, ease of use, safety, flexibility, accessibility, attitude, and acceptability. Meanwhile, the content and comparative analysis result in five (5) components that construct the conceptual model of MMA-U: structural, content composition, design principles, development approach, technology, and the design and usability theories. Then, the MMA-U has been reviewed and well-accepted by 15 experts. Later, the MMA-U was incorporated into a prototype called Personal Digital Mutawwif (PDM). The PDM was developed for the purpose of user test in the field. The findings indicate that PDM facilitates the execution of Umrah and successfully meet pilgrims’ needs and expectations. Also, the pilgrims were satisfied and felt that they need to have PDM. In fact, they would recommend PDM to their friends, which mean that use of PDM is safe and suitable while performing Umrah. As a conclusion, the theoretical contribution; the conceptual model of MMA-U; provides guidelines for developing multimodal content mobile applications during Umrah

Explicit Feedback Within Game-based Training: Examining The Influence Of Source Modality Effects On Interaction

This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT’s browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding. The resulting data supports the application of using an EPA embedded in GIFT’s TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game

A UX model for the evaluation of learners' experience on lms platforms over time

Although user experience (UX) is dynamic and evolves over time, prior research reported that the learners' experience models developed so far were only for the static evaluation of learners' experiences. So far, no model has been developed for the dynamic summative evaluation of the UX of LMS platforms over time. The objective of this study is to build a UX model that will be used to evaluate learners' experience on LMS over time. The study reviewed relevant literature with the goal of conceptualizing a theoretical model. The Stimuli-Organism-Response (SOR) framework was deployed to model the experience engineering process. To verify the model, 6 UX experts were involved. The model was also validated using a quasi-experimental design involving 900 students. The evaluation was conducted in four time points, once a week for four weeks. From the review, a conceptual UX model was developed for the evaluation of learners' experience with LMS design over time. The outcome of the model verification shows that the experts agreed that the model is adequate for the evaluation of learners' experience on LMS. The results of the model validation indicate that the model was highly statistically significant over time (Week 1: x2(276) = 273 I 9.339, Week2: x2(276) = 23419.626, Week3: x2(276) =18941.900, Week4: x2(276) = 27580.397, p=000<0.01). Each design quality had strong positive effects on the learners' cognitive, sensorimotor and affective states respectively. Furthermore, each of the three organismic states: cognitive, sensorimotor, and affective, had strong positive influence on learners' overall learning experience. These results imply that the experience engineering process was successful. The study fills a significant gap in knowledge by contributing a novel UX model for the evaluation of learners' experience on LMS platforms over time. UX quality assurance practitioners can also utilize the model in the verification and validation of learner experience over tim

International conference "Information technologies in education in the 21st century": Conference proceedings.

Proceedings of a conference which concluded TEMPUS project JEP 25008_200

Multisensory learning in adaptive interactive systems

The main purpose of my work is to investigate multisensory perceptual learning and sensory integration in the design and development of adaptive user interfaces for educational purposes. To this aim, starting from renewed understanding from neuroscience and cognitive science on multisensory perceptual learning and sensory integration, I developed a theoretical computational model for designing multimodal learning technologies that take into account these results. Main theoretical foundations of my research are multisensory perceptual learning theories and the research on sensory processing and integration, embodied cognition theories, computational models of non-verbal and emotion communication in full-body movement, and human-computer interaction models. Finally, a computational model was applied in two case studies, based on two EU ICT-H2020 Projects, "weDRAW" and "TELMI", on which I worked during the PhD

Way of the Ferret: Finding and Using Resources on the Internet

This source-book is designed to aid educators in exploring the Internet.https://scholarworks.wm.edu/educationbook/1000/thumbnail.jp