From Usability to User Experience

Augmented Reality (AR) is merging real and virtual environments within a single interaction space. This tight integration of computer technologies into a real environment is creating new opportunities and challenges for the designers of e-learning systems as well as a new kind of user experience (UX) for the learner. More recently, AR-based educational systems were developed that are implementing learning scenarios for primary and secondary schools. An important goal of these novel teaching platforms is to enhance the students’ motivation to learn. This chapter reports on the perceived educational and motivational value of an AR-based learning scenario for chemistry based on the results of a user-centered formative usability evaluation. Quantitative and qualitative data were collected during two experiments with students from secondary schools. While the comparison between the two types of measure increases confidence in the evaluation results, the qualitative measures also provide a detailed description of the user learning experience.

The Potential of Affective Computing in E-Learning

The main goal of this chapter is to discuss the potential of affective computing for improving the e-learning experience, both from a theoretical and a practical perspective. First, we focus on the important role emotions play in the (e-)learning process and on the rationale to include affect in e-learning design . Second, we briefly present three trends in the affective computing domain which represent the core features of the EU-funded project on technology-enhanced learning “Myself”: the use of affective Embodied Conversational Agents as virtual tutors; the possibility of automatic recognition of - and adaptation to- the emotional and motivational state of the learner; the use of 3D simulations for web-based training of emotional competence. Finally, focusing on the feature of automatic recognition and adaptation, we present an account of the approach developed within the project and use it as a framework for discussing the main benefits and current limitations to the complex process of integration of affective computing features into e-learning systems.

Interface Design for Social Interaction in E-Learning Environments

This chapter concerns the contribution of the interface design to social interaction in e-learning environments. More specifically this chapter focuses on the design of social facilities in the interface that are intended to motivate and sustain the process of communication among students. Although there are design constraints in creating an environment capable of supporting social interaction, previous research findings indicate that social presence is a key factor for social interaction. In addition, previous research has pointed out that social presence is affected by individual, social response and media variables, suggesting that an interface design might enhance social presence. This chapter explores the interface design by investigating how placing an emphasis on interaction facilities and incorporating text, images and animation affects students’ experiences of interacting with each other. The overall conclusion is that the interface design can increase the number of interactions and enhance the perceived social presence in e-learning environments.

A Pedagogics Pattern Model of Blended e-Learning

In this chapter, we examine blended e-learning design based on user feedback commonly found in grassroots educational practice. After outlining three approaches to understanding blended e-learning, we present Marcia Bates’s informational process approach to bring together the design theory of Christopher Alexander and the instructional theory of Jean Houssaye. This results in our pedagogics pattern model to transcribe blended e-learning practice in a hands-on way to both instructional designers and educational practitioners using e-learning to satisfy the emotional and cognitive needs of learners. The Model takes into account the dynamics between technology-bounded determinism of e-learning and users’ need to develop their personal emotional and cognitive preferences. We present case studies demonstrating the viability of our approach in simulation-based learning in Human-Computer Interface design, and writing an online troubleshooting wiki about network computing in English. The study used a qualitative method to evaluate feedback data in the form of tutor self-reports, learners’ reports, examination results, and a collective analysis of three experienced tutors-researchers.

Web Advances in Education

The evolving shift from ‘teaching’ to ‘learning’ in contemporary education is strongly related to an increasing involvement of information and communication technologies and the Web. Although the latter was initially of a static nature and merely required passive human viewers, this is currently changing towards a second generation of dynamic services and communication tools that emphasize on peer-to-peer collaboration, contributing, and sharing, both among humans and programs. In this chapter, this revolution, usually known under the collective term Web 2.0, is reviewed from an educational as well as a technological point of view. The issues and controversies arising are backed up by case studies from diverse educational contexts to illustrate the potential of the proposed solutions. The discussion is finally concluded with some exciting speculations on the envisaged arrival of Web 3.0 and collaborative content sharing with semantic technologies.

E-Learning Design from a "Quality of Experience" Perspective

This chapter considers technology-enhanced educational activities spanning along a significant period of time, and explores this context from a “quality of experience” perspective. Rather than addressing the design of technology, interface, or interactive contents for learning, our main focus is the exploration of the process-oriented, affective, socio-contextual issues involved in the design of prolonged workflows of e-learning activities. We propose a set of heuristics for designing e-learning experiences that can maintain learners’ engagement along the time and achieve durable, profound educational benefits in the educational context in which they take place, and are valuable for all involved stakeholders. We also pinpoint that involving learners as experience design partners is fundamental for these purposes. Our approach is exemplified by widely discussing two case studies that involve different technologies (shared 3D virtual worlds and online collaborative storytelling) in different educational contexts – high and primary schools.

Orchestrating Ontologies for Courseware Design

This chapter presents an approach aimed at creating teaching strategies for e-learning based on the principles of ontological engineering and cognitive psychology. The proposed framework is important for many reasons. It is targeted at the development of methodologies and related technologies that can scaffold the process of knowledge structuring and orchestrating teaching ontologies for courseware design. The orchestrating procedure is the kernel of ontology development. Ontologies that describe the main concepts of exemplary domains are used both for teaching and assessment techniques. The main stress is put on using visual techniques of mind-mapping and concept mapping as a powerful mind learning tool. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the course in C-programming, and in the foundations of intelligent systems development.

Individual and Collaborative Approaches in E-Learning Design

There is no doubt that e-learning is not all about technology but includes the human aspect which is often neglected in studies of e-learning. This chapter addresses the interface between technology and the learner by using cognitive psychology to discuss learning processes in formal and informal groups, investigate how to create competent learning groups, and how to design e-learning to facilitate optimal learning by an individual in a group setting. The chapter proposes an e-learning design based on a blend of cognitive and activity theories. It also presents a pilot empirical study that measured the value of e-learning from four constructs derived from the theories. The result of the study suggests that pure virtual learning environments may not always be the best option as some users require some physical contact. While e-learning may fill many gaps, it should be perceived as a tool that needs to be attended with emotional and social contact.

Key Factors and New Directions of Multimedia Learning Design

This chapter explores specific topics, issues and directions associated with multimedia and hypermedia learning environments. A key aim is to inform researchers, designers, and developers of multimedia learning systems as well as educators who wish to engage students in learning activities rooted in multimedia learning research and design of the critical factors that have had an impact on maximizing learning through multimedia. Strengths and pitfalls of multimedia learning design are discussed through the review of the important conclusions that two generations of multimedia research have contributed to multimedia design. Finally, emerging factors, which are currently formulating a third generation of multimedia design and learning research are presented.

Using E-Learning to Achieve Fluency in Foreign Languages

Speaking a language and achieving pro?ciency in another one is a highly complex process which requires the acquisition of various kinds of knowledge, declarative and procedural (skills), like the learning of words, rules or patterns and their connection to communicative goals (intentions), the usual starting point. In order to help the learner acquire these skills we propose an electronic version of an age old method: pattern drills (henceforth PDs). While being highly regarded in the ?fties, PDs have become unpopular since then, partially because of their rigidity and lack of contextual and communicative grounding. Despite these shortcomings we do believe in the virtues of this approach, at least with regard to the acquisition of basic linguistic re?exes or skills (automatisms), necessary to produce language at a ’normal’ rate. Of course, the method needs improvement, and we will show here how this can be achieved. Unlike tapes or books, computers are open media, allowing for dynamic changes, taking users’ performances and preferences into account. Our DT, a small web-application still in its prototype phase, allows for this. It is a free, electronic version of PDs, i.e. an exercise generator, open and accomodatable to the users’ ever changing needs.