scholarly journals Are Open Textbooks Effective for Learning? Investigating the Issue of Human-computer Interaction in Pedagogical Design of Open Textbook Affordable for a Diversity of Learning Environments

2021 ◽  
Vol 1828 (1) ◽  
pp. 012127
Author(s):  
E A Railean ◽  
A Elci ◽  
M Ivanova ◽  
M Alias ◽  
N Bîrnaz
2014 ◽  
Vol 1 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Valentin Petrescu ◽  
Florian Popescu ◽  
Alina Gligor

AbstractUsing blended learning method, Blast Furnace subject was analysed inside the DidaTec Project. The analysed factors were the quality of presentation, quantity of information per page and human – computer interaction. The analysis shows the preference of students to work with different learning environments.


2019 ◽  
Vol 14 (4) ◽  
pp. 731-741
Author(s):  
Zafer Guney

The purpose of this study is to discuss approaches for developing human–computer interaction (HCI) in educational technology (ET) based on definitions of visual design, learning variables and user-interface design principles in the field of instructional design and technology (IDT). We will do in several stages, first, we will review historical definitions of HCI and its developments in education and considerations for defining visual literacy for learning with instructional design (ID) models. Then, we will review each definition of visual principles for user interface design (UID) or user experience design (UED) and learning from screens. HCI and its roles with the perceptional approach will be discussed as previous definitions in the type of theories such as cognitive load, activity and paying particular attention to primary concepts included in each definition based on the ID model approach. We will also present some of the historical criticisms of the definitions, which provided designing and developing user interfaces. The process should indicate or address possible performance design approaches in ID steps for developing learning and teaching in learning environments as well as developing UID or UED in ET. This also indicates approaches in philosophy of ET and its theory, definition and applications of new technologies as well as UID or UED perspectives and visual design variables. In this study, we review the visual design techniques from past to present that  multimedia project design teams should follow the strategies and rules for designing learning environments in industry, business and military based on philosophy of ET and HCI design with ID models by using the newest technologies. The process compares both understanding global UID or UED requirements and visual strategies and considerations for research and product design by ID models. The steps include recognising terminology in ET practice concept, psychological, technological and pedagogical foundations in ID as well as ET approaches and using visual rules for conducting multimedia projects in last decays. At the end of the study, conceptions of ET, ID models and HCI will be discussing to indicate design standards for multimedia projects in the field of IDT. We will also present the relationships between ET and designing problems for creating instructional materials in education. All steps in visual design, UID, UED and HCI design based on philosophical approaches and evaluations in the field are given at the end of the study. Keywords: User interface design, visual designs, human–computer interaction (HCI), user experience design, educational technology, IDT.


Author(s):  
Mustafa Serkan Abdusselam ◽  
Ebru Turan Guntepe

This chapter is to challenge the research opportunity of media literacy in the twenty-first-century learning environment. Different technologies with human-computer interaction are addressed in this section as two different main structures. The relationships between these two structures are constructed as matrices. One of these structures is constituted by the educational technologies of the twenty-first century. The second is the learning framework of the twenty-first century. The research will be done using content analysis of the technologies used and learning frameworks. Based on the data obtained, this study will attempt to demonstrate that teachers can provide more effective and productive instruction using human-computer interaction. This section will hopefully provide information to teachers and students about suitable learning environments designed for the use of and in conformance with twenty-first-century skills with the use of innovative technologies, and technologies they should use in these environments.


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