Design of teacher assistance tools in an exploratory learning environment for algebraic generalisation

The MiGen project is designing and developing an intelligent exploratory environment to support 11-14 year-old students in their learning of algebraic generalisation. Deployed within the classroom, the system also provides tools to assist teachers in monitoring students' activities and progress. This paper describes the architectural design of these Teacher Assistance tools and gives a detailed description of one such tool, focussing in particular on the research challenges faced, and the technologies and approaches chosen to implement the necessary functionalities given the context of the project

Techniques for augmenting the visualisation of dynamic raster surfaces

Despite their aesthetic appeal and condensed nature, dynamic raster surface representations such as a temporal series of a landform and an attribute series of a socio-economic attribute of an area, are often criticised for the lack of an effective information delivery and interactivity.In this work, we readdress some of the earlier raised reasons for these limitations -information-laden quality of surface datasets, lack of spatial and temporal continuity in the original data, and a limited scope for a real-time interactivity. We demonstrate with examples that the use of four techniques namely the re-expression of the surfaces as a framework of morphometric features, spatial generalisation, morphing, graphic lag and brushing can augment the visualisation of dynamic raster surfaces in temporal and attribute series

Evaluation of anthropomorphic feedback for an online auction and affordances

This paper describes an experiment investigating the effectiveness and user satisfaction of using anthropomorphic feedback at the user interface. The context chosen was online bidding due to this kind of activity being very much used in current times by general users. The main results of the experiment were that there was a statistically significant effect observed for the time taken to place a bid in the anthropomorphic text condition. However there were no other significant effects for effectiveness issues and user satisfaction indicators. The results were also analysed in terms of the affordances and the main findings were that each of the four conditions tested in the experiment were probably equivalent in terms of their facilitating the affordances. Overall it may be more important to facilitate the affordances rather than a type of feedback being anthropomorphic in nature or not

Getting the message across : ten principles for web animation

The growing use of animation in Web pages testifies to the increasing ease with which such multimedia components can be created. This trend indicates a commitment to animation that is often unmatched by the skill of the implementers. The present paper details a set of ten commandments for web animation, intending to sensitise budding animators to key aspects that may impair the communicational effectiveness of their animation. These guidelines are drawn from an extensive literature survey coloured by personal experience of using Web animation packages. Our ten principles are further elucidated by a Web-based on-line tutorial

Using Building Blocks to Construct Effective Learning Objects

Technological developments over the past decade have had a strong impact on education bringing significant opportunities for changing teaching models. This has led to an interest in the development of shareable, scalable and reusable learning objects. This paper builds on the ideas of Parrish (2004) and other recognised theorists in this area who suggest that the production of educational materials needs to promote adaptive learning strategies. We broaden Parrish’s work by testing some of his propositions for object oriented instructional design in the domain of information systems. The contribution of this paper is an extended set of principles for creating multimedia building blocks and aggregating them into learning objects as well as engaging students in the development process. The principles can be used for creating and reusing multimedia building blocks for teaching in many discipline areas. We illustrate the use of these principles by developing and testing a set of learning objects for learning programming. We find that the high cost of creating learning objects noted by Parrish can be ameliorated by using readily available software and Web 2.0 technologies. This approach supports academics developing learning objects without involving professional educational designers and without the added overhead of learning complex software packages

Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach

This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts

Developing serious games for cultural heritage: a state-of-the-art review

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented

Use of animation to facilitate students in acquiring problem-solving: From Theory to Practice

In this article the use of animations is explored to facilitate students acquiring of problem-solving. The goal is to spur interest in educators for further research on the use of animated videos, which combine contextualised stories, animated worked examples and practice questions on an interactive platform to teach learners mathematics concepts and problem solving skills

Serious Games in Cultural Heritage

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design