The influence of cognitive styles on the design of adaptive web-based learning materials

This research addresses the issues of adaptation and personalisation of the computer interface for Web-based learning materials taking into consideration key characteristics of learners and particularly their cognitive style. The thesis examines main concerns driving learning towards individualisation. Different approaches to adaptation and personalisation are analysed, as are a range of adaptive systems. The need for further research regarding individual differences is identified; it is argued that cognitive styles should be allowed for in designing adaptive learning materials. A comprehensive review of cognitive style classifications is presented, from which key defining attributes and advantageous instructional conditions are identified and a number of adaptive variables derived. LEARNINT, a prototype based on these variables was developed and used in two experimental studies. Results show a relationship between Interface Affect and learning outcomes and also between the variables underpinning the interface style used and variation in user reactions and performance; however, little interaction is observed between these variables and cognitive style. It is suggested that for most learners using Web-based learning materials performance may improve if they experience positive affect towards the interface; also, that the proposed variables stand as good candidates for providing adaptivity. A methodological approach is presented that extends the functionality of LEARNINT. The generic aspects of the research are further elaborated offering guidance on future directions for the design of adaptive Web-based learning materials

The programming-like-analysis of an innovative media tool

This paper describes a case study in which evaluation techniques have been developed and applied to a novel commercially developed tool for supporting efficiency and effectiveness of a digital film production processes. The tool is based upon a familiar concept in digital publishing that of separating style from content, and as such, it represents a challenge for intended end users since it moves them away from traditional working practices and towards programming-like-activity. Two alternative user interfaces have been developed following a commercial development route. Approaches to analyzing the effectiveness of the tool and its interfaces prior to its widespread adoption are described and the conclusions from this analysis are illustrated and discussed

Developing formative evaluation for complex interaction

© 2019 IADIS Press. All rights reserved. This paper reports on the development, refinement and use of a design instrument for supporting the exploration of interactive tool design. The distinctive focus of the instrument is that it is intended for interactive tools that go beyond the aim of enabling direct interaction. It is intended to tools that by necessity mediate access to rich complex functionality. We argue that the majority of evaluative instruments that HCI designers have at-hand are not particularly useful in this context. We proposed that alternative concepts are of more relevance, specifically the concepts developed in the Cognitive Dimensions Framework. We have developed an instrument to enable and support the critical assessment of alternative complex interaction designs that is motivated by these concepts. Having described the origins of the tool, the paper then describes how it has been applied in three real world design and development settings. The paper concludes with reflections upon how best to refine, encapsulate and further improve the instrument

Towards knowledge exchange for effective innovation support

The term Knowledge Exchange (KE) is commonly used to describe university-industry collaborations that frequently foster innovation. Understanding such collaborations and their potential value is a difficult activity. The means of supporting collaboration vary significantly and potential for successful innovation is hard to asses. In this paper, we describe work aimed at developing an improved understanding of knowledge exchange within a digital context - both within digital sectors and also in non-digital sectors where the adoption of digital technologies can lead to new and challenging opportunities. Our work focuses upon digital innovation for Small to Medium Enterprises (SMEs) aiming to support effective Knowledge Exchange based innovation; a specific driver being the difficulty of understanding the potential for successful and productive collaborations with individual SMEs. From a number of existing digital innovation models and instruments, factors for characterizing digital innovation potential have identified. However, based on our experience and expert feedback, such characterizations appear to be inappropriate for SMEs. In response to this, an instrument has been developed to identify potential for quality digital innovation based on collaborative KE between SMEs and universities. The instrument is introduced, and its development and refinement discussed

Menage a trois! Innovation, digital and knowledge transfer

Knowledge transfer is often seen as a mechanism to support innovation of this sort, and in this paper, we describe work aimed at developing an understanding of such collaborations. Within this setting we believe that the adoption of digital technologies can lead companies on a path that can take them into new and challenging territories. Our work focuses upon support for digital innovation for Small to Medium Enterprises (SMEs) aiming to identify alternatives/strategies for establishing effective knowledge transfer based innovation. We analysed existing digital innovation models and instruments in order to develop an understanding of the factors valued in characterising digital innovation. Our findings show that although existing approaches have a useful role in digital innovation, they are however inappropriate for SMEs, who have probably not been involved in such a transformation. In addition, this paper reports on the early instrument developed to identify potential for digital innovation based on collaborative knowledge transfer between SMEs and universities. This study provides a better understanding of the makeup and effectiveness of some of the existing digital innovation models and frameworks

The use of Cyber Campuses to Support Online Learning for Students Experiencing Barriers Accessing Education

Attendance and participation in education are important for students to obtain the experiences necessary to develop their knowledge. However, there are some students who experience challenges hindering their access and participation in Higher Education. To support students, Universities utilise E-Learning. One of the many E-Learning tools is the use of virtual worlds in the form of cyber campuses. This paper investigates the extent to which cyber campuses can help to mitigate barriers and support students experiencing them. A prototype has been developed and a series of empirical studies have been performed. The results of this research suggest that a cyber campus environment can be used as an alternative learning support tool that can enhance online learning experiences, and help to mitigate some of the barriers that hinder access and participation to education. The associated limitations of this research and the future work planned out are also presented

Using and utilizing an innovative media development tool

This paper describes a novel commercially developed tool for supporting efficiency and effectiveness of a digital film production processes. The tool is described as are two alternative user interfaces for it. Approaches to analyzing the effectiveness of the tool prior to its widespread adoption are described and the conclusions from this analysis are illustrated

A relevance-focused search application for personalised ranking model

The assumption that users’ profiles can be exploited by employing their implicit feedback for query expansion through a conceptual search to index documents has been proven in previous research. Several successful approaches leading to an improvement in the accuracy of personalised search results have been proposed. This paper extends existing approaches and combines the keyword-based and semantic-based features in order to provide further evidence of relevance-focused search application for Personalised Ranking Model (PRM). A description of the hybridisation of these approaches is provided and various issues arising in the context of computing the similarity between users’ profiles are discussed. As compared to any traditional search system, the superiority of our approach lies in pushing significantly relevant documents to the top of the ranked lists. The results were empirically confirmed through human subjects who conducted several real-life Web searches

Nifty with data: can a business intelligence analysis sourced from open data form a nifty assignment?

This paper proposes a *nifty assignment* in data mining and discusses how quality in database assignments differs from other domains in computer science, particularly programming. It then considers the sources of data used, to study whether Open Data can form the basis of more such assignments, and if so how. In the next sections, we describe the nifty assessment criteria and explain why use them as a standard for quality of assessment. We then propose an assignment which outlines a number of topics related to finding and accessing Open Data, merging sources, and analysing the data using self-service and data mining tools. Once the assignment is clear, we will reconsider it against the nifty criteria, but also consider how the criteria themselves apply to the area of data mining which has few assignments proposed. Finally, we will consider whether the basis of this assignment, the use of Open Data as a source of data to analyse, can be extended to different cases and examples, and if so how. Keyword : Nifty assignments; Open Data; Business Intelligence; Computer Science Educatio

The Development of Transactive Memory Systems in Collaborative Educational Virtual Worlds

The use of 3D virtual worlds in the form of cyber campuses has been introduced in higher education over the past decade to support and enhance stu- dents’ online learning experiences. Considering that students learn in socially constructed ways and through peer collaboration, the development of Transac- tive Memory System - the collective awareness of the group’s specialization, coordination, and credibility - is found to be beneficial for educational purposes. This paper presents the results of a study investigating the extent to which a TMS can be developed within a 3D virtual world educational setting