Teaching and learning human-computer interaction

This paper reviewed a series of studies which investigated the validity of educational soft ware as tools to promote EFL learning. A metasummary approach was used to appraise and synthesize the main fi ndings of four studies. The results are presented in a comparative form, providing information extracted from each report in the following domains: objectives of the studies, instruments of data collection, sample composition, theoretical background, major fi ndings and conclusions and implications of the studies. It is concluded that the four studies reviewed do believe in the contribution of technology to EFL teaching and learning but express a concern about the integration of human-computer interaction and pedagogic features of educational soft ware for EFL learning.

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Experiences with Using Videos in Distance Education. A Pilot Study: A Course on Human-Computer Interaction

Issues in Informing Science and Information Technology ◽

10.28945/3472 ◽

2016 ◽

Vol 13 ◽

pp. 269-277

Author(s):

Herman Koppelman

Keyword(s):

Distance Education ◽

Pilot Study ◽

Human Computer Interaction ◽

Teaching And Learning ◽

Information Science ◽

Online Courses ◽

Open Educational Resources ◽

Introductory Course ◽

On Line ◽

Computer Interaction

The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.

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Tangible User Interfaces as Mediating Tools within Adaptive Educational Environments

Human Computer Interaction ◽

10.4018/978-1-87828-991-9.ch088 ◽

2009 ◽

pp. 1388-1401

Author(s):

Daria Loi

Keyword(s):

Human Computer Interaction ◽

User Interfaces ◽

Teaching And Learning ◽

Necessary Conditions ◽

Tangible User Interfaces ◽

Educational Environments ◽

Mediating Tools ◽

Pedagogical Frameworks ◽

Learning Ecologies ◽

Computer Interaction

This chapter proposes that, as approaches to human computer interaction (HCI), tangible user interfaces (TUIs) can scaffold rich classroom experiences if they are coupled and generated within multi-pedagogical frameworks that adopt concepts such as Multimodality, Multisensoriality, and Multiliteracies. It overviews some necessary conditions for these tools to be effective, arguing that tangible user interfaces and multi-pedagogies are efficient when they are conceptualized as part of adaptive educational environments—teaching and learning ecologies where learners and teachers are seen as co-creators of content and of new ways of interacting with such content.

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Experiences with Using Videos in Distance Education. A Pilot Study: A Course on Human-Computer Interaction

10.28945/3438 ◽

2016 ◽

Author(s):

Herman Koppelman

Keyword(s):

Distance Education ◽

Pilot Study ◽

Human Computer Interaction ◽

Teaching And Learning ◽

Information Science ◽

Online Courses ◽

Open Educational Resources ◽

Introductory Course ◽

On Line ◽

Computer Interaction

The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.

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Tangible User Interfaces as Mediating Tools within Adaptive Educational Environments

Enhancing Learning Through Human Computer Interaction ◽

10.4018/978-1-59904-328-9.ch010 ◽

2007 ◽

pp. 178-191 ◽

Cited By ~ 2

Author(s):

D. Loi

Keyword(s):

Human Computer Interaction ◽

User Interfaces ◽

Teaching And Learning ◽

Necessary Conditions ◽

Tangible User Interfaces ◽

Educational Environments ◽

Mediating Tools ◽

Pedagogical Frameworks ◽

Learning Ecologies ◽

Computer Interaction

This chapter proposes that, as approaches to human computer interaction (HCI), tangible user interfaces (TUIs) can scaffold rich classroom experiences if they are coupled and generated within multi-pedagogical frameworks that adopt concepts such as Multimodality, Multisensoriality, and Multiliteracies. It overviews some necessary conditions for these tools to be effective, arguing that tangible user interfaces and multi-pedagogies are efficient when they are conceptualized as part of adaptive educational environments—teaching and learning ecologies where learners and teachers are seen as co-creators of content and of new ways of interacting with such content.

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An HCI-Based Cognitive Architecture for Learning Process Observation

International Journal of Distance Education Technologies ◽

10.4018/ijdet.2020010101 ◽

2020 ◽

Vol 18 (1) ◽

pp. 1-18

Author(s):

Guimin Shi ◽

Sheng Yang ◽

Changyong Liu ◽

Shimin Meng ◽

Zhiming Luo ◽

...

Keyword(s):

Human Computer Interaction ◽

Teaching And Learning ◽

Mental Arithmetic ◽

Cognitive Architecture ◽

Learning Space ◽

Cognitive Framework ◽

Interaction Factors ◽

Low Dimensional ◽

Process Observation ◽

Computer Interaction

In this article, a cognitive framework for observing learning activities based on human-computer coupling is proposed. The observation is based on the vectorization of a learning situation along with human-computer interaction factors. An evolutionary high-dimensional topology of learning cognitive flow is introduced for human-computer interaction. In addition, the authors have selected a tree topology as the topological structure of a low-dimensional learning space to process the observations for online learning. Furthermore, the mechanism for the BSM (brain cognitive body-situation of coupling-manifold of information) the coupling morphism is presented. The principle for the coupled observation of objects in a cognitive or learning manifold is proposed. Finally, a special system for teaching and learning is programmed to observe and evaluate learning and mental arithmetic training processes. This system not only provides students with a new ergonomic learning model but also records the students' learning processes. Thus, the teachers can summarize the knowledge points automatically rather than manually.

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