Human Factors As A Parameter For Improving Interface Usability And User Satisfaction

The endeavour to optimize HCI should integrate a wide array of user characteristics that have an effect throughout users’ interactions with a system. Human factors such as cognitive traits and current state, from a psychological point of view, are undoubtedly significant in the shaping of the perceived and objective quality of interactions with a system. The research that is presented in this paper focuses on identifying human factors that relate to users’ performance in Web applications that involve information processing, and a framework of personalization rules that are expected to increase users’ performance is depicted. The empirical results that are presented are derived from environments both learning and commercial; in the case of e-learning personalization was beneficial, while the interaction with a commercial site needs to be further investigated due to the implicit character of information processing in the Web

Formación Integral en competencias para Impresión 3D

[EN] Competences, skills and habilities adquired by students in the learning process must be determined by the learning outcomes, previously defined. In the 3D-PRISM European Project, the learning outcomes for 3D-printing students have been stablished. The process for determining the learning outcomes did take in consideration the opinion of University and Professionals of the manufacturing industry. The proposed methodology comprises 4 phases: creation of the profiles for the professionals in the 3D-printing industry, creation of the questionnaire based in previous documental research, on-line questionnaire and data collection and processing[ES] Los conocimientos, competencias y/o habilidades adquiridas por el alumnado en el proceso de formación, han de estar determinadas por los resultados de aprendizaje previamente establecidos. En el Proyecto Europeo 3D-PRISM se han establecido los resultados de aprendizaje en materia de Impresión 3D. El proceso ha sido llevado a cabo mediante el dialogo establecido entre la Universidad y la sociedad representada por expertos profesionales y docentes en la materia. La metodología propuesta en este trabajo se basa en cuatro fases: elaboración de los perfiles de los expertos en materia de impresión 3D, elaboración de un cuestionario basado en una investigación documental previa, distribución on-line de los cuestionarios y la recopilación de los datos obtenidos y tratamiento de los datos.Los autores desean agradecer el apoyo financiero recibido a través del proyecto ERASMUS +: 3D PRINTING SKILLS FOR MANUFACTURIN G 2015-1-UK01-KA202-013432.Benavente, R.; Patrao, I.; Small, G.; Tsianos, N. (2017). Formación Integral en competencias para Impresión 3D. En In-Red 2017. III Congreso Nacional de innovación educativa y de docencia en red. Editorial Universitat Politècnica de València. 756-768. https://doi.org/10.4995/INRED2017.2017.6766OCS75676

The Role of Emotions in the Design of Personalized Educational Systems

Research on modelling affect and on interfaces adaptation based on affective factors has matured considerably over the past several years, so that designers of educational products are now considering the inclusion of components that take affect into account. Emotions are considered to play a central role in guiding and regulating behaviour by modulating numerous cognitive and physiological activities. This paper1 introduces a new model in the field of adaptive hypermedia, which integrates cognitive and emotional parameters and attempts to apply them on a web-based learning environment. Our purpose is to improve learning performance and, most importantly, to personalize web-content to users’ needs and preferences, eradicating known difficulties that occur in traditional approaches. The specific article emphasizes on the emotional aspect of our model, since it presents results of our efforts to measure and include emotional processing parameters, by constructing a theory that addresses emotion and is feasible in Web-learning environments

New Fundamental Profiling Characteristics for Designing Adaptive Web-based Educational Systems

There is a growing body of empirical evidence to suggest that users tend to make poor decisions in traditional educational systems as the navigational freedom given to the user leads to comprehension and orientation difficulties in the sense that users may become spatially disoriented, lose sight of educational objectives, skip important content, choose not to answer questions, look for stimulating rather than informative material or simply use the navigational features unwisely. Since the user population is relatively diverse, such traditional static hypermedia applications suffer from an inability to satisfy the heterogeneous needs of the many users. Moreover, with the growth of mobile and wireless communication allowed service providers to develop for users new ways of interactions through a variety of channels in an anyhow, anytime and anywhere manner, but developing also more demanding requirements. This paper makes an extensive reference to user profiling considerations. It underpins the emergence of the mobile and wireless technology and the “new ” user profiling requirements that arise, with visual, emotional and cognitive processing parameters incorporated. Eventually, it proposes an adaptive Web-based educational environment based on the user perceptual preference characteristics identified

Eye-tracking Users' Behavior in Relation to Cognitive Style within an E-Learning Environment

Eye-tracking measurements may be used as a method of identifying users’ actual behavior in a hypermedia setting. In this research, an eye-tracking experiment was conducted in order to validate the construct of cognitive style as a personalization parameter in adaptive e-Learning systems. The main research question was whether the verbalizer/ imager axis of the Cognitive style. Analysis theory reflects actual preferences in an e-learning environment and properly identifies learner types. The findings from a sample of 21 participants reveal statistically significant differences among types of learners; as hypothesized, imagers concentrate on visual content, verbalizers on text, while intermediates are placed in between

The role of emotions in the design of personalized educational systems

Research on modelling affect and on interfaces adaptation based on affective factors has matured considerably over the past several years, so that designers of educational products are now considering the inclusion of components that take affect into account. Emotions are considered to play a central role in guiding and regulating behaviour by modulating numerous cognitive and physiological activities. This papers introduces a new model in the field of adaptive hypermedia, which integrates cognitive and emotional parameters and attempts to apply them on a web-based learning environment. Our purpose is to improve learning performance and most importantly, to personalize web-content to users’ needs and preferences, eradicating known difficulties that occur in traditional approaches. The specific article emphasizes on the emotional aspect of our model, since it presents results of our efforts to measure and include emotional processing parameters, by constructing a theory that addresses emotion and is feasible in Web-learning environments

The Role of Affect in Personalized Learning

Research on modelling affect and on interfaces adaptation based on affective factors has matured considerably over the past several years. Emotions are considered to play a central role in guiding and regulating learning, performance, behaviour and decision making, by modulating numerous cognitive and physiological activities. The basic objective of this paper is to analyse the way that individuals process their emotions and how they interact with other elements of their information-processing system. It will further underpin their significance taking into consideration the notion of emotion regulation, based on which users expect to receive the most apt personalized provider’s content. Special emphasis will be given in dispositional trait affect that serves as an overall estimation of an individual’s affective state and statistical evidence will be provided which suggest that affect can have both informational and processing effects on cognition