Catálogo de publicaciones - libros

When designing an e-learning system it is important to consider not only technical and resource related aspects, but user characteristics along with pedagogical and contextual issues as well. This paper proposes an approach to universal design within the e-learning environment able to address issues related to learner-centred design paradigm, context of use approach, individualized approach, pedagogical framework and guideline framework. A refinement from methodological point of view enhanced with the exemplification of approach’s appliance is required.

In order to advance personal learning experience it is crucial to overcome the one-size-fits-all approach in user interface design and increase the e-learning systems intelligent behavior. Recent research has confirmed that user individual characteristics must be taken into account to accomplish that goal. This paper identifies user features relevant for system’s adaptation in general. Aiming to investigate affect of those features on users’ learning outcomes in e-learning environment in particular, an empirical study along with obtained results is reported as well.

Accessibility implementation efforts are generally focused towards some typical user impairments and a few interaction devices for a particular user scenario. Whereas there are numerous factors in the prevalent context which can leverage the overall accessibility to its full potential, only if those are orchestrated together. In absence of a common and unifying approach the industry has little choice in abstaining from legacy and is therefore not very successful in producing universally accessible software. Exploiting enabling technology of Semantic Web, we present an approach by developing Connecting Ontologies for these different factors. Exemplars are developed to show its correctness and practicability.

The intrinsic motivation to play, and therefore to learn, that might be provided by digital educational games teases researchers and developers. However, existing educational games often fail in their attempt to compete with commercial games and to provide successful learning. Often some learning is added to digital games or some gameplay is added to educational applications. Successful educational games, however, require merging professional game design with sound pedagogical strategies, creating a new hybrid format. Moreover, a methodology is required that allows continuously balancing gaming and learning challenges and the learner’s abilities and knowledge in order to retain an immersive gaming experience. In this article we introduce approaches to game design and didactic design, as well as a framework for adaptive interventions in educational games.

The newly established Writing Center at the Hellenic American Union and the Hellenic American University is a breakthrough in what conventional Writing Centers entail in terms of both target audience and nature. It aims to address the needs of both the Hellenic American Union and the Hellenic American University students along with the general public for the improvement of academic, professional and writing The traditional role of Writing Centers-both in the USA and in Europe- is to offer academic writing assistance to students and help them develop their writing skills, for specific purposes or across the curriculum. The Writing Center at the Hellenic American University shares the same fundamental aims but extends its mission to a wider scope of applications and audiences, addressing the needs not only of the Hellenic American University students but also of the general public. Its services go beyond the traditional face-to-face, “paper-pencil” approach since assistance is provided through innovative design, e-equipment, and original software that encourage collaboration and individualized monitoring, both on site and on line. Thus, the Writing Center at the Hellenic American University aspires to become a showcase of how collaborative writing – defined in a variety of ways – is realized in terms of the cooperation among the particular Writing Center stakeholders and the learning outcomes involved.

Web-based learning environments are increasingly used to support lecture and seminar activities in blended learning courses and there is growing evidence to suggest a positive relationship between peer-to-peer learning activities and academic attainment. The role of web-based learning environments that are used as a learning-support tool is considered where the blended learning system goals of and within the context of web-based discussion boards are of particular interest. Using web-based learning community discussions as a case study we illustrate the role of personal agency and social interaction and how personalisation of the learning experience may be supported by the teachers. Our results are intended to inform teachers and the design of automated instructional agents, that will need to support personal agency and social interaction, to facilitate online student collaboration within the blended learning system context.

The video games are often inaccessible to disabled motor people of the upper limbs. The specialized games are limited choice of the set of accessible games. We present a new accessible technique of interaction: the Virtual Paddle. We designed it with a user-centered method. It is composed of three steps: questionnaire, brainstorming and paper prototypes. Next, we present the experiment to choose the optimized paddle. Finally we discuss the results and our perspective.

Today e-Learning is an important educational tool with multiple benefits. However, to be suitable for a large audience the learning objects, courses, and other forms of e-Learning content should be easy to use for all students, regardless of disability. This paper describes problems often encountered by a blind person using screen reader and voice synthesizer when using e-Learning systems, and proposes guidelines for designers in order to develop more accessible systems.

This paper describes findings and design implications from user research intended to support software to address the Mute English phenomenon. This term refers to the many students in China whose English speaking ability lags far behind that of their reading and listening. Software designs for games are presented as a scalable solution to the problem. Games are a unique way to elicit speech input from children in a personalized educational setting.

The report aims to answer a question how we can reduce a threat of isolation created by using a computer in free time. In the first part of the report the reasons of creating a state of isolation during work with a computer in free time were presented. Then potential results of this threat in the area of optimalisation of decisions made by participants were discussed. In the application part of the report results of research concerning a state of awareness of isolation as a threat were presented. The research was carried out on a group of students, chosen at random. A sociometric tool in a form of a questionnaire was applied in the research. The construction of the questionnaire was based on weights of attribution of emotional state, which isolation is. In the summary the authors presented the ways and methods of reducing results of the threat, which is isolation in the process of working with a computer.