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Designers of intelligent tutoring systems (ITSs) have long been interested in delivering personalized teaching to individual students, typically by ensuring that the student receives content appropriate to their skills and knowledge. Nonetheless, a more holistic view on what constitutes good teaching practice has challenged whether this approach to user modelling is sufficient. Teaching is not only defined by what is taught, but also by how it is taught. In this paper, we demonstrate that exploratory design research can support this view by generating a more inclusive set of user attributes for purposes of user modelling. Through a case study, we show that design research for user modelling can function as a boundary object serving three important roles that underpin more specifically the design of user modelling and more broadly ITS design. First, design research can establish common ground by encapsulating domain knowledge in an accessible form. This can support diverse project stakeholders to make decisions on what is to be modelled. Secondly, design research can reveal a wide range of teaching and learning perspectives that in turn introduce transparency to the decision-making process of user modelling and provoke a sense of criticality and accountability amongst project stakeholders. Thirdly, design research can build new bridges between the design of the technology and the user model that underpins it. To this end, user attributes deemed important, yet too complex or cumbersome to develop, can become design principles in the context of the overall ITS design. [ABSTRACT FROM AUTHOR]

The use of schematic diagrams is very common in many subjects of engineering education because it unequivocally permits establishing the dependency relationships among the different elements of the circuit. This article presents an interactive software that helps students to study and design them by means of CAD tools and a self-correction module. Results obtained with its evaluation within university studies can positively assess the integration of the application into teaching methodologies related to the design and drawing of schematic diagrams. © 2011 Wiley Periodicals, Inc. Comput Appl Eng Educ 22: 99-109, 2014 [ABSTRACT FROM AUTHOR]

Low cost and significant advances in technology now allow instructors to create their own virtual learning environments. Creating social interactions within a virtual space that emulates the physical classroom remains challenging. While students are familiar with virtual worlds and video meetings, they are inexperienced as virtual learners. Over a nine year period we applied iterative cycles of action research through numerous large classes to systematically uncover attributes of success when executing synchronous learning in distributed environments. Findings show technology is not the source of problems; rather, difficulties emerge from human behaviors and their interactions with system features. We conclude with practical takeaway guidelines for video conferencing and immersive virtual environments and a model of nexus of control that elaborates software and classroom management attributes that can lead to successful execution. [Copyright &y& Elsevier]

The aim of this study was to investigate the effects of web-based interactive virtual tours on the development of prospective mathematics teachers'' spatial skills. The study was designed based on experimental method. The “one-group pre-test post-test design” of this method was taken as the research model. The study was conducted with 3rd year students of department of mathematics teaching for primary schools in a state university, who had taken computer courses for two terms but hadn't been involved in a web-based interactive virtual tour before. A total of 60 teacher candidates were included in the study. The Purdue Spatial Visualization Test (PSVT) was administered as the pre-test and the post-test. This test was developed so as to consist of 36 multiple choice items and include the skills of mental visualization of objects based on their surface developments, mental rotation of objects and mental visualization of rotated views of objects. In conclusion, according to the findings, the greatest increase occurred in developments part of prospective primary school mathematics teachers'' spatial skills. Secondly, there was an increase in the rotations part. Next, the lowest increase was found in the views part. [Copyright &y& Elsevier]

In the current European university reform teacher-based education is replaced by another form of teaching, which is more focused on the students. To facilitate this task, a self-learning-oriented application called AIMEC-DT was developed. This article discusses, by means of an educational experience, the advantages of using these types of interactive tools adapted to achieve that goal. The results obtained allow us to conclude that their use can be a significant improvement in teaching in engineering. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 183-192, 2011 [ABSTRACT FROM AUTHOR]

Abstract: For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities for English learners to collaboratively practice reading comprehension are minimal, and due to resource constraints and a lack of accurate evaluation methods, English instructors rarely assess student literacy effectively. In response to these problems, we propose a Tag-based Collaborative reading learning System (TACO) that makes use of Web 2.0 Internet social tagging techniques to provide a collaborative environment for reading English. We test our system’s ability to both improve reading comprehension and aid teachers in accurately assessing literacy by conducting a three-month trial with 56 participating Taiwanese high school students from February to May 2009. During this period, post-testing results show a significant improvement in reading scores among participants in our tag-based system, and survey feedback from teachers suggests an improved capacity for literacy assessment. [Copyright &y& Elsevier]

Abstract: The use of simulations in general and of system dynamics simulation based interactive learning environments (SDILEs) in particular is well recognized as an effective way of improving users’ decision making and learning in complex, dynamic tasks. However, the effectiveness of SDILEs in classrooms has rarely been evaluated. This article describes the construction, integration, and evaluation of an interactive learning environment in two educational settings. Subsequently, it explores how undergraduate business students perceive SDILEs and SDILEs-based course approach. This research draws on data obtained from two courses in undergraduate business program, over a period of three years. Results of this study suggest that students enrolled in the SDILE-based courses do indeed perceive important learning benefits and educational value. Further more, introduction of SDILE-bases courses at higher level are more beneficial than at the lower level introductory courses. However, there is need of more resources to be developed and deployed to harness fully the benefits of experiential learning provided through SDILE-integrated course approach. [Copyright &y& Elsevier]

Abstract: This paper explores the concept and practice of interaction within a blended problem-based learning (PBL) module for academic professional development in higher education. A qualitative study spanning two years of the lived experiences of 17 academic staff in a blended PBL module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face-to-face PBL tutorials, online discussions, focus group interviews and reflective papers. For designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specific aspects of interaction (peer, tutor and the blended PBL learning experience) within face-to-face and online PBL tutorials are analysed to provide research-based information about the realities of delivering a PBL programme using a variety of current learning technologies. [Copyright &y& Elsevier]

Abstract: The new technologies make the appearance of highly motivating and dynamic games with different levels of interaction possible, in which large amounts of data, information, procedures and values are included which are intimately bound with the social sciences. We set out from the hypothesis that videogames may become interesting resources for their inclusion in the education processes in formal contexts. Videogames become laboratories for social experimentation where the scenarios, conditions and situations affecting a given human phenomenon are reproduced. In this article, 35 videogames are analysed to find out which contents can be approached through them for the teaching of Social Sciences using problem-solving strategies. To this end, instruments for information gathering (data collection grid) and analysis (category system) were designed. The different contents of a social nature are analysed according to the study categories and in turn from the areas of social issues detected in them. We present a working proposal for the use of videogames in the classroom on the basis of resolution of relevant problems, determining which are the issues that we consider relevant, what questions the pupils can be asked to approach through videogames and what the characteristics, benefits and obstacles are in the use of these resources in the teaching of Social Sciences. [Copyright &y& Elsevier]

Abstract: The purpose of this study was to investigate the effects of two different methods on primary school teacher candidates’ academic achievements and attitudes toward computer-based education, and to define their views on these methods. Both the first experimental group, programmed instruction (PI), and the second experimental group, meaningful learning (ML), included 36 students separately. While a significant difference was found between the groups regarding academic achievements, no significant difference was found between the groups’ attitude scores. There was no significant difference between the academic achievements of the students according to their genders in both groups. In addition, while there was no significant difference between the pre-test and post-test attitudes of students in the PI group, a significant difference was determined in the ML group. Generally, in the PI group, students considered the method effective but boring. Besides, students in the ML group had positive views on the method. [Copyright &y& Elsevier]

Abstract: This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer’s multimedia learning cognitive theory, and the language learning focus draws on Chapelle’s suggested criteria for development of multimedia CALL. Evaluation of student performance with two different formats for courseware integration is based upon data from pre- and post-tests for preparing speech texts, and a questionnaire survey. The courseware provides authentic materials with a logical situational layout and a friendly interface design for learning ESP for oral presentations in international business and technical settings and offers rich and flexible learning activities with corresponding on-line self-evaluation so that students actively engage in cognitive processing. Students with different English proficiencies have different concerns about giving a presentation. Meanwhile, after students’ self-study for six weeks, regardless of level of proficiency, students’ learning effectiveness and satisfaction with the courseware integration were significantly improved, by qualitative and quantitative analysis. Such students’ improvement suggests success of the courseware design and learning effectiveness with its integration. [Copyright &y& Elsevier]

Abstract: This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage–process–product format for ‘information’ and ‘dialogue’ features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content. [Copyright &y& Elsevier]

Abstract: The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the application of 3D models that initiates interaction, immersion and trigger the imagination of the learner. The question of good pedagogy and use of technology innovations comes into focus once again. Educators attempt to find theoretical guidelines or instructional principles that could assist them in developing and applying a novel VR learning environment intelligently. This paper introduces the educational use of Web-based 3D technologies and highlights in particular VR features. It then identifies constructivist learning as the pedagogical engine driving the construction of VRLE and discusses five constructivist learning approaches. Furthermore, the authors provide two case studies to investigate VRLEs for learning purposes. The authors conclude with formulating some guidelines for the effective use of VRLEs, including discussion of the limitations and implications for the future study of VRLEs. [Copyright &y& Elsevier]

Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information space of an ILE, a process which can be quite difficult and cognitively exacting as the information space becomes very large and complex. Proper design can make this process less exacting and, at the same time, facilitate better learning of the information space. However, this is not easy to do, especially for ILEs. Frameworks can assist in the effective analysis and design of interactive environments. However, there is lack of conceptual frameworks for guiding the analysis and design of navigation in ILEs. This paper tries to address this issue by presenting a framework which can be used to characterize navigation within ILEs. To create this framework, this paper brings together research from various disciplines, such as human-computer interaction design, educational multimedia design, cognitive technologies and learning sciences. This framework prescribes a three-stage process for designing and analyzing navigation: 1. content structuring; 2. information navigation modeling; 3. interface presentation structuring. By bringing these three stages together, it is intended to provide a conceptual framework to assist and guide designers in the proper analysis and design of navigation in ILEs. [ABSTRACT FROM AUTHOR]

This article introduces an educational tool for a switched reluctance motor (SRM) drive system. It is prepared for undergraduate and graduate level students. Classical PI and Genetic PI controllers are used in SRM drive system. The Genetic PI controller was applied to the speed loop, replacing the classical PI controller. The tool software was implemented using C++ Builder on a PC. It has flexible structure and graphical interface. The students can be easily establishing a thorough understanding of both classical PI and genetic PI controller for a SRM drive system. The education tool allowed the student to interact with the SRM drive system and it is using controllers. Then it is responses on a dynamic and instantaneous basis under different operating conditions. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 268–279, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae20148 [ABSTRACT FROM AUTHOR]

A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier’s Principle was designed to investigate the contribution of this feature to students’ understanding. Two groups of 12th grade Chemistry students (n =15) interacted with the computer simulation during the study. Both groups did the same pre-instructional and simulation activities except one of the groups interacted with the analogical example in the simulation and the other group was asked to recall an analogy that was presented in the form of text and pictures. A statistical analysis of the tests administered at the end of the study suggested that analogies that are dynamic, interactive, and integrated in a computer simulation may have a stronger effect on learning outcomes than analogies which are presented in the form of text and static pictures. The implication of this study for science educators is that dynamic computer-based analogies can enhance student learning of unobservable phenomena in science. [Copyright &y& Elsevier]

This study aimed to develop a set of evaluation criteria for English learning websites. These criteria can assist English teachers/web designers in designing effective websites for their English courses and can also guide English learners in screening for appropriate and reliable websites to use in increasing their English ability. To fulfill our objective, we employed a three-phase research procedure: (a) establishing a preliminary set of criteria from a thorough review of the literature, (b) evaluating and refining the preliminary criteria by conducting interviews with in-service teachers and learners, and (c) validating and finalizing the criteria according to expert validity surveys. The established criteria have 46 items, classified into 6 categories (the number of items within the category) – general information (12), integrated English learning (13), listening (4), speaking (6), reading (5), and writing (6). The general information evaluates the authority, accuracy, and format of the learning websites. The integrated English learning evaluates the overall information relevant to English learning materials as well as the common features of the four language skills. The criteria for listening, speaking, reading, and writing, for example, examine the suitable intonation, skills of discourse, classification of reading articles by their attributes, and the proper use of discussion boards for students when practicing their writing skills. Based on qualitative and quantitative analysis of the interviews and expert validity surveys, we confirmed the effectiveness of the developed evaluation criteria with satisfactory indexes of inter-rater reliability, content validity, and factorial validity. [Copyright &y& Elsevier]

Research on help seeking with a computer coach providing on-demand help has not produced fully adequate models of the process from a cognitive perspective. The present study postulates a model of help seeking from a cognitive perspective and tests this model in a learning situation characterized as problem-based and computer-supported. The participants were 18 graduate students from the faculty of Education of a Canadian university. Their participation involved solving a complex problem in statistics, in pairs, with the help of a computer coach, the McGill statistics tutor. Analysis of the performance data was performed using directed probability graphs and the log-linear approach. Results show that the model is reflected in the data. Implications for the design of computer coaches and instructional situations are discussed. [Copyright &y& Elsevier]

Darius et al. (2007) and Nolan & Temple Lang (2007) give examples of virtual environments that can, for specific purposes, substitute for the real world. We are in the early stages of developments that could revolutionize statistics education by making it possible to capture efficiently important aspects of the thinking and practice of professional statisticians previously learned only from long years of experience. The ability of virtual environments to automate processes provides a potent weapon for tackling the tyranny that Time exercises over such modes of learning. We discuss the many new possibilities that are opened up by virtual environments together with cognitive and pedagogical imperatives to be addressed to ensure that environments actually do teach the lessons they were designed to teach. We echo Nolan and Temple Lang's call for the development of environments to be modular and open source. Taking the R-project as a model, this can lead to a growing repository of building blocks that make the construction of future environments less costly, thus facilitating the realization of more and more ambitious conceptions. [ABSTRACT FROM AUTHOR]

This article shows a novel approach to Digital Signal Processors (DSPs) teaching based on an interactive multimedia educational tool, designed with Shockwave™ and Macromedia Director™. The use and utility of the tool has been analyzed, and the benefits of this novel teaching methodology have been pointed out. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ 15: 88–98, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20110 [ABSTRACT FROM AUTHOR]

All the people in the world should be learning, both in wealthy circumstances and in poor circumstances, not just in schools and universities, but also through training programs within companies. Such learning is essential for the new century. All students should master the material they study. Everyone should learn to the highest level, even though the times of learning may differ from student to student. Such adaptive learning should be individualized to the needs of each student, considering the unique learning problems of each student, and is possible with highly interactive learning units. This vision emphasizes lifelong learning, from very early childhood to old age, not just in schools and universities but also in training programs within companies. Such learning is essential for the new century. Our world is rapidly changing, and so we must instill a view in each person that learning continues all of our life. This paper proposes an educational system, based on distance learning at all levels of learning, from birth to death. The major learning medium for students will be highly interactive multimedia computer-based learning materials that will allow us to educate everyone in the world to the mastery level. The material will be for global use anywhere, at any time, using the student's native language. All individuals are unique; no two are alike. Learning experiences will be optimized to the needs of each student, exploring carefully the problems that each student has and offering individually tailored assistance with these problems with the help of Information and Communication Technologies (ICT). ICT encourages love of learning. Students should enjoy learning, and so want to do it all their lives. [ABSTRACT FROM AUTHOR]

When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental integration of the pictorial and symbolic sources of information. In order to support learners in this process, we encouraged them to interactively and externally relate different static sources of information to each other before exploring dynamic and interactive visualisations. We evaluated the benefit of this instructional support in two experimental studies concerning the domains of statistics and mechanics. It revealed that the active integration of static representations before processing dynamic visualisations resulted in better performance and can provide a basis for a more systematic and goal-oriented experimentation behaviour during simulation-based discovery learning. [ABSTRACT FROM AUTHOR]

In this study, a computer-based educational tool for static converters is presented for cost-effective education and training. Developments in power control techniques for pulse-width-modulated (PWM) inverters are often ignored because of inadequate time for testing and evaluation. In addition, teaching students PWM for static converters in a laboratory is time consuming and may be an expensive task. This study presents a computer-based educational tool for PWM for static converters, which has been designed to alleviate these problems. The tool has flexible structure and graphical interface. It can generate and display associated converter's output voltage and current waveforms and their respective frequency spectra for further evaluation of selected PWM schemes. PWM strategy, carrier and reference frequencies, carrier and reference voltage can be changed easily by using graphical interface. © 2004 Wiley Periodicals, Inc. Comput Appl Eng Educ 12: 215–223, 2004; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20020 [ABSTRACT FROM AUTHOR]

Computer-based learning (CBL) is well established and its benefits are widely reported. It has found considerable utility in recent years with the explosion in interest in the use of the Web as a knowledge medium. Many online courses, however, consist merely of a series of textual notes and pictures with little navigational information or choice. In previous studies we have suggested that there are a number of usability and interactivity mistakes that are commonly made when preparing online learning material. These can be used to develop a set of principles for good design. Here, we apply those principles to modules in genetics and reproduction. This allows us to test the hypothesis that material presented in an interactive, easily navigable computer-based learning system (a “Virtual Lecture” or VL) creates a significant improvement in the student learning experience over identical material presented as simply pictures and text in scrollable Web pages (“Web pages”). The student learning experience was measured in terms of performance in summative assessment and through questionnaire analysis. Two separate studies were conducted. The first study involved two cohorts of students with one being given material as Web pages and another (a year later) given it in the form of a VL. The results showed a significant increase in final examination marks for students taking material as a VL compared with Web pages. Students using Web pages also expressed some discontent with their experience but those using the VL did not. In the second study we divided a single cohort into two groups and exposed them to material in the form of both Web pages and a VL. The results of a multiple-choice assessment reveal a significant increase in scores for material presented as a VL. Questionnaire analysis also revealed overwhelming preference for the VL approach. Taken together, these studies provide compelling evidence that a carefully designed interface can provide a significant improvement in the student learning experience compared to presenting material as scrollable Web pages consisting simply of pictures and text. [Copyright &y& Elsevier]

The unique characteristics of routine-reproductive and adaptive-creative expertise were examined in the protocols of three expert hypermedia designers. It was expected that it would be possible to differentiate routine-reproductive expertise from adaptive-creative expertise in the planning phases of hypermedia design. One designer's protocol corresponded well with characteristics unique to routine-reproductive expertise; only three of that designer's replies were coded as adaptive-creative responses. Two of the designers' protocols corresponded well with the unique characteristics of adaptive-creative expertise, and none of their responses was coded as routine-reproductive. The distinction between the two types of expertise is supported in this rapidly evolving new domain. [ABSTRACT FROM AUTHOR]

An advanced learning system for interactive simulation of patient cases (ISP) is described. The system was designed to meet specific pedagogical needs where student activation and problem orientation were two of the key issues. The system includes features such as video based illness history-taking function using free text input, highly interactive physiological examination procedures, extensive laboratory tests and detailed user feedback. The system was constructed mainly in Authorware Professional, starting more than 10 years ago, and it is now available in refined versions in different languages. Twelve pedagogical and three technical features were initially defined for the project. All of these aims were fulfilled. The ISP system has been successfully used in education, and in international collaboration, including three applicability field tests. The system is also a powerful research tool for studying for instance medical decision-making. [Copyright &y& Elsevier]

This paper presents Bigger Bits, an interactive multimedia learning environment that teaches students about VLSI within the context of computer electronics. The system was built with COSMOS (Content Oriented semantic Modelling Overlay Scheme), which is a modelling scheme that we developed for enabling the semantic content of multimedia to be used within interactive systems. [Copyright &y& Elsevier]

This article presents the design and preparation using hypermedia tools of an interactive CD-ROM for the active teaching and learning of diverse problem-solving strategies in Mathematics for secondary school students. The use of the CD-ROM allows the students to learn, interactively, the heuristic style of solving problems. A range of problems has been used, each of which requires different solving strategies. A complementary section for consulting the theoretical foundations for the process of solving problems and other related information is also included on the CD-ROM. This section provides both theoretical and curriculum support for teachers. [Copyright &y& Elsevier]