Toward a General Conceptualization of Multi-Display Environments

[EN] Combining multiple displays in the same environment enables more immersive and rich experiences in which visualization and interaction can be improved. Although much research has been done in the field of multi-display environments (MDEs) and previous studies have provided taxonomies to define them, these have usually consisted of partial descriptions. In this paper, we propose a general taxonomy that combines these partial descriptions and complements them with new evidences extracted from current practice. The main contribution of this paper is the summarization of the key dimensions that conform MDEs and a classification of previous studies to illustrate them.This work is supported by Spanish Ministry of Economy and Competitiveness and funded by the European Development Regional Fund (EDRF-FEDER) with Project TIN2014-60077-R. It is also supported by fellowship ACIF/2014/214 within the VALi + d program from Conselleria d’Educació, Cultura i Esport (Generalitat Valenciana) and by fellowship FPU14/00136 within the FPU program from Spanish Ministry of Education, Culture, and SportGarcía Sanjuan, F.; Jaén Martínez, FJ.; Nácher-Soler, VE. (2016). Toward a General Conceptualization of Multi-Display Environments. Frontiers in ICT. 3:20.1-20.15. https://doi.org/10.3389/fict.2016.00020S20.120.15

Authoring a Web‐enhanced interface for a new language‐learning environment

This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Web‐based Java programming, CALL authoring and language teaching expertise, it strives to generate new CALL‐enhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (Hémard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a student‐controlled navigational space based on a mixed learning environment approach, and (c) promote a flexible, network‐based, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific language‐learning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions

Reinventing learning: a design-research odyssey

Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars’ interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding students’ behaviors promoted my own recapitulation of a historical evolution in educators’ conceptualizations of learning—Romantic, Progressivist, and Synthetic (Schön, Intuitive thinking? A metaphor underlying some ideas of educational reform (working paper 8). Division for Study and Research in Education, MIT, Cambridge, 1981)—and beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives

The Consumer Psychology of Brands and Experiences in the Changing Retail Landscape

The dissertation examines the relationships between brand experiences and retail settings from a consumer\u2019s viewpoint. It seeks to investigate to what extent integrated experiences between brand manufacturers and retailers are needed and which degree of integrated experiences, retail environments, and multiple touch points of the brand or a lack thereof actually improves or deteriorates consumer buying intentions. The dissertation adopts qualitative and quantitative method

Right here, right now: situated interventions to change consumer habits

Consumer behavior-change interventions have traditionally encouraged consumers to form conscious intentions, but in the past decade it has been shown that while these interventions have a medium-to-large effect in changing intentions, they have a much smaller effect in changing behavior. Consumers often do not act in accordance with their conscious intentions because situational cues in the immediate environment automatically elicit learned, habitual behaviors. It has therefore been suggested that researchers refocus their efforts on developing interventions that target unconscious, unintentional influences on behavior, such as cue-behavior (“habit”) associations. To develop effective consumer behavior-change interventions, however, we argue that it is first important to understand how consumer experiences are represented in memory, in order to successfully target the situational cues that most strongly predict engagement in habitual behavior. In this article, we present a situated cognition perspective of habits and discuss how the situated cognition perspective extends our understanding of how consumer experiences are represented in memory, and the processes through which these situational representations can be retrieved in order to elicit habitual consumer behaviors. Based on the principles of situated cognition, we then discuss five ways that interventions could change consumer habits by targeting situational cues in the consumer environment and suggest how existing interventions utilizing these behavior-change strategies could be improved by integrating the principles of the situated cognition approach

Fostering the social utility of events: an integrative framework for the strategic use of events in community development

Although the use of planned events for achieving community development has received academic attention from different disciplines, the findings of these literatures are not systematically used towards developing a common understanding aimed at fostering their social utility. The challenge then is to study from an integrated interdisciplinary perspective how the social value of events can be fostered and leveraged for community development. In addressing this challenge, the purpose of this conceptual paper is to shed light on the multi-layered processes that foster the social utility of events. To this end, the theoretical tenets of social leverage, event dramaturgy and social capital are employed and integrated. On this basis, a conceptual framework linking event processes and outcomes is proposed aimed to guide future interdisciplinary research towards strategically incorporating events in community development. This line of research can eventually help create synergies between different event genres and implement joint social leveraging strategies, hence, fostering and magnifying their overall social utility for host communities

Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research