Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game

The human–computer interaction (HCI) design of educational technologies influences cognitive behaviour, so it is imperative to assess how different HCI strategies support intended behaviour. We developed a neuroscience-inspired game that trains children's use of “stopping-and-thinking” (S&T)—an inhibitory control-related behaviour—in the context of counterintuitive science problems. We tested the efficacy of four HCI features in supporting S&T: (1) a readiness mechanic, (2) motion cues, (3) colour cues, and (4) rewards/penalties. In a randomised eye-tracking trial with 45 7-to-8-year-olds, we found that the readiness mechanic increased S&T duration, that motion and colour cues proved equally effective at promoting S&T, that combining symbolic colour with the readiness mechanic may have a cumulative effect, and that rewards/penalties may have distracted children from S&T. Additionally, S&T duration was related to in-game performance. Our results underscore the importance of interdisciplinary approaches to educational technology research that actively investigates how HCI impacts intended learning behaviours.

Download Full-text

“A Voice to Talk About it”: Cosmetologists as STEM Experts in Educational Technology Design and Implementation

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2019-0009 ◽

2020 ◽

Vol 22 (2) ◽

pp. 41-55 ◽

Cited By ~ 1

Author(s):

Michael Lachney ◽

William Babbitt ◽

Audrey Bennett ◽

Ron Eglash

Keyword(s):

Educational Technology ◽

African American ◽

Communities Of Practice ◽

Mixed Methods Research ◽

Educational Technology Research ◽

Critical Discussion ◽

Educational Technologies ◽

Before And After ◽

And Performance ◽

And Mathematics

AbstractIn the U.S. there are steady efforts by governmental and philanthropic organizations to increase the representation of students of colour in science, technology, engineering, and mathematics (STEM). After years of mixed results, researchers and educators have started to question one size fits all notions of broadening participation. An increasing number of projects are challenging universalist assumptions by enrolling the expertise of culturally situated communities of practice in STEM lessons and the educational technologies that support them. While this research shows promising results for improving young people’s interest and performance in STEM, there has been little research on how these lessons and technologies might also benefit the communities whose expertise were originally enrolled. This paper details the design of educational technologies that bridge STEM and African American cosmetology. We report on a mixed-methods research project, conducted with a group of predominantly African American cosmetologists. Qualitative and quantitative data were collected to study their attitudes toward STEM before and after working with the technologies. Our results suggest positive changes in the cosmetologists’ attitudes. We end with a critical discussion about respecting the knowledge systems of underrepresented communities of practice in educational technology research and development.

Download Full-text

Development Of A Graphical User Interface For Control Of A Robotic Manipulatior With Sample Acquisition Capability

10.32920/ryerson.14650065.v1 ◽

2021 ◽

Author(s):

Karan Desai

Keyword(s):

User Interface ◽

Graphical User Interface ◽

Interface Design ◽

Robotic Arm ◽

Design Strategies ◽

Multiple Systems ◽

Control Functions ◽

Visual Hierarchy ◽

Cognitive Behaviour ◽

Thesis Work

Design of a graphical user interface (GUI) is a delicate task requiring knowledge of human cognitive behaviour, design strategies and programming skills. In this thesis work, a GUI has been developed for control of a robotic arm that is capable of sample retrieval and collection. This thesis work creates a bridge between technical and psychological aspects of interface design by integrating the concepts of compatibility of GUI with users, consistency in design, visual hierarchy and page layout. The developed GUI is able to support control of the robotic manipulator autonomously and manual operation using a joystick. Combinations of control functions have been defined and implemented to alleviate the operator’s efforts. The developed GUI is capable of task planning in offline mode. Implemented intelligent server/client architecture enables efficient remote control of the robotic arm. The presented interface can also be used for multiple systems with minimal changes. To verify the effectiveness of the developed GUI, experiments have been conducted using a robotic arm comprised of three rotary joints and a scoop.

Download Full-text

2020 vision: What happens next in education technology research in Australia

Australasian Journal of Educational Technology ◽

10.14742/ajet.6593 ◽

2020 ◽

Vol 36 (4) ◽

pp. 1-8

Author(s):

Kate Thompson ◽

Jason Lodge

Keyword(s):

Education Technology ◽

Policy Research ◽

Educational Technology Research ◽

Educational Technologies ◽

Technology Research ◽

Research And Practice ◽

Mass Migration ◽

Challenges And Opportunities ◽

Available Technology ◽

Do So

The COVID-19 pandemic has certainly caused global upheaval in education. The sudden and mass migration of learning online has created challenges and opportunities for educators, educational technologists and researchers of educational technologies and will continue to do so for some time. As we discuss here, there is a likelihood that the COVID-19 pandemic will exacerbate the troubled relationships between policy, research and practice that have existed for the last decade. We focus here on the Australian context as a case in point and argue that changes to the funding of universities and research have contributed to a system in which the available technology has driven educational technology research. We argue that we have a moment to pause and consider how we might work more effectively together to create a better, evidence-informed future for learning with technologies in higher education.

Download Full-text

Development Of A Graphical User Interface For Control Of A Robotic Manipulatior With Sample Acquisition Capability

10.32920/ryerson.14650065 ◽

2021 ◽

Author(s):

Karan Desai

Keyword(s):

User Interface ◽

Graphical User Interface ◽

Interface Design ◽

Robotic Arm ◽

Design Strategies ◽

Multiple Systems ◽

Control Functions ◽

Visual Hierarchy ◽

Cognitive Behaviour ◽

Thesis Work

Download Full-text

Re-examining cognitive tools: New developments, new perspectives, and new opportunities for educational technology research

Australasian Journal of Educational Technology ◽

10.14742/ajet.5389 ◽

2019 ◽

Vol 35 (2) ◽

Cited By ~ 1

Author(s):

Christopher Drew

Keyword(s):

Educational Technology ◽

Technological Change ◽

Educational Technology Research ◽

Higher Order ◽

Educational Technologies ◽

Cognitive Tools ◽

Technology Research ◽

New Developments

The concept of educational technologies as cognitive tools or mindtools emphasises the importance of learning with not from technology. When cognitive tools are designed with student-led learning in mind, they ideally help to extend and scaffold learners’ higher-order cognition both when the technology is in use and long after the cognitive partnership has ended. With new wearable, immersive and increasingly personalised educational technologies emerging, this collection of papers reflects upon the value and applicability of the cognitive tools concept in 2019. It works to progress unsettled debates on the definition, design and use of the cognitive tools in light of technological change and highlights the continued relevance of the concept moving forward.

Download Full-text