Catálogo de publicaciones - libros

There is evidence that recent developments in Augmented Reality (AR) technology has the potential to be applied as pervasive media on multiple devices in different ways and contexts, especially with low-cost devices including Mobile Augmented Reality (MAR) applications on smart phones or Pocket-PCs. In this paper we present a framework in order to combine the pervasive e-education concept with augmented reality content for e-training. We analyze current research, discuss some examples from ultralight / light sport aircraft maintenance and show how to apply this framework generically. We present a learning engine to deliver this special type of content and provide a further outlook of future research. A user-centered approach must ensure that the developments can stimulate motivation and enhance performance of the end users in different training sessions. The main benefit is, that the end users are enabled to better perceive complex, technical facts, systems and components.

This paper describes the eLSE methodology to evaluate e-learning systems. By combing a specific inspection technique with user-testing, eLSE allows inspectors, even not having a wide experience in evaluating e-learning systems, to perform accurate evaluations. The inspection technique is based on the use of evaluation patterns which precisely describe the activities to be performed during inspection. For this reason, it is called Pattern-Based (PB) inspection. An experiment has shown that novice evaluators are able to come out with good results, confirming the efficiency and the effectiveness of PB inspection.

Mobile learning, or m-learning, respectively, can be stated as an upgrade of e-learning, valuable for mobile users using new mobile technology and telecommunication systems. The article presents the influence of m-learning system intended for supporting a remote engineering application. Here, we examined the usability of the application designed for people with special needs taking into account the main human-computer interaction factors. User interface for mobile systems served as a platform for examining the functionalities of a micro-controlled system. Two usability testing methods, involving some persons with special needs, were conducted in order to examine the usability of the system. The results gained are valuable for designing improved, future-oriented m-learning applications.

The aspect of accessibility and adaptivity is important for future of e-Learning applications. Creating e-Learning applications for everybody, including people with special needs, remains the question. The problem with development of e-Learning applications for everybody is that learner ability and weaknesses are usually neglected as important factors while developing applications. Most of nowadays applications offer lots of unclear information, unsuitable contents and non-adapted mechanisms. This paper suggests basic guidelines for successful design and structuring accessible and adaptive e-Learning applications that consider the requests and needs of people with special needs. It provides an example of design and realization of e-Learning application for receiving ECDL certificate, which includes easy adaptivity and basic accessibility factors. Experimental results of usability testing and pedagogical effectiveness have shown that material, designed following these guidelines, is appropriate and that there must be extra attention paid to learnability factor in the future.

Web 2.0 is an emerging catch phrase and the applications associated with it shocked the traditional eLearning world. However, is this really all new and can it be considered suitable for future interfaces for technology enhanced learning? In this paper, we present some experiences with This is an application designed and developed at Graz University of Technology and which has been running there since October 2006. It is based on the open-source software ELGG, which is a social software offering a high degree of choice, flexibility and openness and is considered as a system that places people at the hub of the activities. Our experimental research demonstrated that exactly thisaspect is an absolute necessity for successful Web 2.0 learning applications. The tools of Web 2.0 have crossed Moore’s chasm and reached the early majority, where they are evolving rapidly. However, the idea of itself, especially in learning scenarios, is not as far developed as we may imagine. It is necessary to take into account the fact that too few innovators and early adopters are actually using Web 2.0 technology to enhance existing learning behaviors. Insufficient educational concepts with Web 2.0 technologies require much future work.

Computer interfaces representation, design and implementation as the computer software outward window had a large impact on software learning and using, especially for virtual instrument. Several types of virtual instrument developing software are available for the virtual instrument development and parts of them have great influence in the instrument science field. However, only a limited number of inexperienced or previous untrained people are able to well utilize them. Part of the limitation stems from the difficulty in learning how to use them and part of from the demand of software developing expertise background or hardware design abilities. Therefore, user friendliness of virtual instrument software is needed for a great number of people who are without expertise background or hardware design abilities. There are a number of features in the software described in this article would server to meet the need, such as requirement-driven idea from human-computer interface imple-mentation aspect helped step obstacles encountered by users with limited experience. An experimental interface design has been developed to use an advanced object-oriented development environment, thus allowing a great deal of flexibility in implementing changes and adding new features in order to provide a friendliness operation interface to actual users.

Intelligent tutoring systems (ITSs) represent a particular kind of e-learning systems, which base their operation on the simulation of a human teacher in the learning and teaching process. With the advent of the mobile computing paradigm, m-learning systems, as the "portable and personal" fashion of e-learning, paved the way to the introduction of mobile intelligent tutoring. Mobile intelligent tutoring systems (MITSs) are targeted to fit into a mobile learner’s daily routine without disrupting her/his other activities, but conversely enhancing the efficiency and effectiveness of learning in the context of handheld terminals of restricted capabilities. As in the non-portable ITS counterparts, MITSs’ tasks are taken over by agents, making them agent-based systems. In this paper we discuss the mobile intelligent tutoring paradigm, as well as the agent types to be used in the m-learning environment along with the presently affordable agent infrastructure enabling MITS implementation, and corroborate this with the description of a mobile intelligent tutoring model we are developing.

Digital game-based learning has proven to be a useful and cost-effective alternative to the traditional classroom-based experience. However, current digital learning methods for young learners fail to engage audiences accustomed to interactive media. Moreover, most edutainment games do not offer players a situated learning experience, and those few that do, do not leverage the immensely popular online game market. This paper introduces a Belief Desire Intention (BDI) agent architecture for an online game Non-Player Character that encourages and stimulates situational learning in an online Role-Playing Game.

This paper describes a system based on haptics and sound, to assist in teaching plane geometry to visually impaired pupils. So far the exploration of the geometric figure was performed with an haptic device and construction commands launched with a keyboard. This way of interaction (switching from a device to another) proved to be quite inefficient. This work aims at using exclusively an haptic device to both perceive and build a figure. To do so, command gestures are introduced to construct a figure. Then two questions arise: are command gestures haptically learnable (pupil’s hand being haptically guided along the gesture)? Are command gestures usable to solve a task (here a geometry exercise)? Two experiments have been carried out to answer these questions.

This paper describes how the Unified Design method, originally conceived as a means for developing universally accessible user interfaces, can be adapted and applied to the development of universally accessible games. The basic steps for applying the method are presented and explained through illustrative examples. Furthermore, the key differentiations between designing turn-based strategy games and action games are highlighted and the related impact to the application of the design method is explained.