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Proceedings of the 2nd International Workshop on Interaction Design in Educational Environments

July 5-5, 2013, in Angers, France

ISBN: 978-989-8565-65-5

Conference Link: http://www.iceis.org/IDEE.aspx

Foreword: The development of quality e-Learning Systems that satisfy all the learning / teaching needs, require that takes into account a wide range of skills, abilities and knowledge in the user interface design, and designing the learning content. Besides, the learning content should be delivered through a Web or Desktop application supported by a set of networked services making use of Advanced Visual Interfaces in an efficient way. This process embraces from the content development and the skill acquisition, the analysis of the learning session, to the presentation model of these as a whole. Currently, students do not perceive e-Learning as a technological novelty; instead it is as an effective and viable alternative to improve their learning. Therefore online education is the fastest growing sector for learning arrangements in various parts of the world. Some studies show that the growth of students incorporating the online education exceeds 10%, being the public universities and the community colleges as the major providers. The growth in demand is driven by two main factors: the student need for flexibility and convenience; and due to the increase of Internet users. These users have changing needs and abilities and user interfaces need to support these changes in the process, thus, to implement an e-Learning system of quality for online education, must focuses on the accessibility and user interface, for its ease assimilation and employment by the user, to improve the productivity of teaching / learning process. This workshop encourages participants to discuss the application of interactive systems in developing education applications as a promising way to improve the teaching and learning experience. The Workshop contains a set of short and full papers, it is divided into two days, and its contributions are as follow: Session 1 is divided into two parts, first the keynote speaker Prof. Dr. Gerrit van der Veer, President of ACM SIGCHI. After that Abdul Hamid M. Ragab et. al., present their paper “CAAM: A Novel Classroom Acoustics Assessment Model for Enhancing Learning Quality (Case Study: KAU)”, where they discuss a new classroom acoustics assessment model (CAAM) for enhancing speech intelligibility and learning quality is proposed, based on five main criteria that affect the learning process and related to classrooms acoustical properties. The second session will contains 3 papers: in the first papers titled “Using fact-orientation for educational design” and presented by Peter Bollen et. al., show how fact-orientation can be used as a knowledge structuring approach for verbalizable knowledge domains, e.g. knowledge that is contained in articles, text books and instruction manuals further to be referred to as ‘subject matter’. Eyad Katib et. al, presents in their paper “Creating Interactivity Inside of eLearniXML Educative Platform” propose the creation of a module for eLearniXML platform that consists of the communication of this with the server, and the use of technologies like HTML5 and JavaScript to improve the interaction between the user and the application. Later Carina Gonzalez et. al., presents in their paper “Design Patterns for Collaborative Games supporting Evaluating Collaborative Learning Processes” a set of patterns the main objective of which is to evaluate and monitor the collaborative learning process. Third section starts with the paper “Offline Web Applications: A New Model for Blended Learning” presented by Felix Albertos et. al., who propose a model that deals with the problematic of using Blended-Learning strategies in disconnected scenarios. The model uses Web Applications to create Blended-Learning without the need of deploying learning content over the Internet, but taken profit of the advantages of the latest web technologies: the HTML5 standard. Michaela Buchtova et. al., in their paper “Educational Games and Simulations at School: Experimental Comparison with Classic Teaching Methods and Requirements of Successful Implementation into School Environment and Curricula” based on qualitative exploratory study, we present outcomes suggesting that real-world grounding, complex systems/processes simulation and teacher’s attitude, are crucial elements for increasing students’ learning engagement and knowledge acquisition. Later the paper “SocialWire: Social Software for Informal Learning” by Maria Estrella Sousa et. al., report the design and implementation of a software platform that leverages on the basic capabilities of an OSN and extends the functionality toward its use in education. Then Katsuko Nakahira et. al., propose in their paper “Development of a Student Centered Educational Design for Piano Playing and Singing Skills” a propose a student centered educational design for skill transfer by adopting the Cognitive Chrono-Ethnography method. In the last paper, Habib M. Fardoun et. al, in their paper “Creating new Teaching Techniques Following Montessori Method for Uneducable Young Students by means of Information and Communication Technology” create a system to work in schools and at home following the Montessori method through learning sensory with the use of Information and Communication Technology. Fourth section starts with Elena de la Guia et.al paper “Collaborative Games based on Multi-Device Environments to Improve Communication and Learning” the authors present Co-StiCap (Stimulate Collaborative Capabilities) is a multi games based device which aims to provide cognitive stimulation activities for children with ADHD. Next the paper “Education and Training for older people: preparing the future” by Inmaculada Plaza et. al., provides a list of manuals and standards that could be considered to develop educational environments for older users. Later Natalia Padilla Zea et. al., presents in their paper “Making the Teachers’ Work Easier: A bridge between teachers and designers” a tool with which teachers are able to describe the contents they want to include in the game. This tool is also available for designers, who obtain the required data from the educational standpoint and complete similar information about the recreational activities to accomplish those contents. In the paper “New educational environments: TechnoMuseum, discovering the use of the technology” by Raul Igual et. al., present the TechnoMuseum project, an interactive educational initiative with a double purpose: to help create a technological culture and to show the important role that technology can play helping disabled people in their daily lives. Finally Daniyal M. Alghazzawi et. al., in their paper “Cloud Computing Platform to Structure Students Educative time after Schools Time” do a study about the minimum necessities of a platform to help teachers and parents to help students to structure and organize their time after classes. In the Fifth section, the paper “An Interactive Educational Environment for Preschool Children” by Ahmad Zmily et. al., focuses on creating a fun, educational, interactive environment that allows kids to learn while they play. We created a pedagogical concept for basic skills related to the number core as an important mathematical concept for children. Next the paper “A Comparative Study of the Learning Curve of a Novel Interface for the Deafblind: Implications on Educational Environments” by Nicholas Caporusso et. al., introduce dbGLOVE, an innovative and low-cost wearable interface based on a tactile communication system especially designed for the deafblind. After that Voravika Wattanasoontorn et. al., presents in their paper “Visual realism in 3D serious games for learning: A case study” the elements and the process of visual realism design for 3D serious gaming, extended with a case study in LISSA (LIfe Support Simulation Application), a serious game designed to teach and learn cardiopulmonary resuscitation (CPR). In the paper “Breaking the rules: Gamification of learning and educational materials” by Carina Gonzalez et. al., explore the design features to gamify educational materials. So, we explore the mechanics of video games, wondering why games produce "engagement" in his players. Finally Abdulfattah S. Mashat et. al., in their paper “Graphical Evaluation of Students’ Academic Expedients” proposes a system for generating rapid visual results, resulting in saving the teacher time and effort. This system is based on generating graphs, similar to those of football video games, showing the capabilities of a particular player. The last session of the Workshop promotes the discussion by organizing the participants in working groups that discuss different emerging topics related to this field. (More)


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