Experimental Studies In Learning Technology And Child Computer Interaction

This book is about the ways in which experiments can be employed in the context of research on learning technologies and child–computer interaction (CCI). It is directed at researchers, supporting them to employ experimental studies while increasing their quality and rigor. The book provides a complete and comprehensive description on how to design, implement, and report experiments, with a focus on and examples from CCI and learning technology research. The topics covered include an introduction to CCI and learning technologies as interdisciplinary fields of research, how to design educational interfaces and visualizations that support experimental studies, the advantages and disadvantages of a variety of experiments, methodological decisions in designing and conducting experiments (e.g. devising hypotheses and selecting measures), and the reporting of results. As well, a brief introduction on how contemporary advances in data science, artificial intelligence, and sensor data have impacted learning technology and CCI research is presented. The book details three important issues that a learning technology and CCI researcher needs to be aware of: the importance of the context, ethical considerations, and working with children. The motivation behind and emphasis of this book is helping prospective CCI and learning technology researchers (a) to evaluate the circumstances that favor (or do not favor) the use of experiments, (b) to make the necessary methodological decisions about the type and features of the experiment, (c) to design the necessary “artifacts” (e.g., prototype systems, interfaces, materials, and procedures), (d) to operationalize and conduct experimental procedures to minimize potential bias, and (e) to report the results of their studies for successful dissemination in top-tier venues (such as journals and conferences). This book is an open access publication.

Interaction Design and Children surveys the research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles. It also provides an overview of current research trends in the field of interaction design and children and identifies challenges for future research.

Digital Education is recognised as a key transformative innovation for K-12 school and university teaching and learning, as well as, for professional development and vocational training. As a result, blended and online courses are nowadays widely deployed to meet the needs of K-12, higher education and vocational training students, as well as, the needs for professional development of in-service professionals. In this context, important professional roles in digital education and training, such as, the Instructional Designers, who design and develop online and blended courses, and the Trainers or Tutors who support the delivery of these online and blended courses, require new professional competences compared to those assumed at the traditional face to face education and tra ining programs.This is particularly relevant today, in the post Covid-19 era, where educational organisations, leaders and teachers are challenged with reinventing their teaching and learning environments to offer higher quality, more accessible and inclusive teaching, learning and assessment. Educational Data Literacy (EDL) is a core competence for all education professionals, including school teachers, instructional designers and tutors of online and blended learning courses, as well as educational institutions' leaders. Nevertheless, existing professional competence frameworks for educators pay little attention to EDL, missing out the potential of using emerging EDL methods and tools in online and blended teaching and learning - thus there is a need for extending existing professional competence frameworks for educators with new competences to accommodate the emerging field of EDL. To this end, this brief monograph presents a comprehensive proposal of an Educational Data Literacy Competence Profile (EDL-CP) framework for education professionals, as well as, exemplary learning outcomes for the proposed EDL-CP framework, and use-case examples for indicative target groups, namely instructional designers, e-Trainers and K-12 school teachers. The work of this book has been produced within the project "Learn2Analyze — An Academia-Industry Knowledge Alliance for enhancing Online Training Professionals’ (Instructional Designers and e-Trainers) Competences in Educational Data Analytics" which is co-funded by European Commission through the Erasmus+ Program (Cooperation for innovation and the exchange of good practices – Knowledge Alliances).

Takes the human-computer interaction researcher through the complete experimental process, from identifying a research question, to conducting an experiment and analysing the results.

"Human Computer Interaction is used in all areas of our daily lives as a result of the rapid development of technology and computer systems. Human Computer Interaction is an interdisciplinary field of study involving the design and implementation of interactive technologies. The field of Human Computer Interaction is related to many areas such as human behavior, psychology, cognitive sciences, computer technologies, software engineering, ergonomics, graphic / industrial design, sociology and educational sciences. Researchers of this subject both observe the interaction of people with computers and design different technologies and examine the interaction of people with these technologies. The Human Computer Interaction system has four main components: user, task, tool, context. Human Computer Interaction aims to develop interactive technologies through design, evaluation and implementation processes. The development of interactive technologies depends on usability. Usability can be determined by evaluating effectiveness, efficiency and satisfaction together. Effectiveness includes how much users can accomplish the tasks they are expected to do using the application; efficiency, how long the user has done the job; Satisfaction refers to the measure of the user's ideas when using the application. One of the major shortcomings in HCI is the transformation of theoretical knowledge into practice. The purpose of the book is to introduce students, teachers, researchers, and practitioners to new advances in HCI. The book includes theoretical and practical studies prepared with the academic contributions of scientists working in different fields. It was decided to publish each chapter in the book after being examined by the scientific board. As an editor, my duty is to ensure breadth, while the chapter authors treat the delegated chapters with depth. The book is designed for practitioners or researchers of all levels of expertise from novice to expert. Each of the book's individual topics could be considered as a compact, self-contained mini-book right under its title. The approach is to provide a framework and a set of techniques for evaluating and improving HCI. It presents a specific set of solutions, mostly obtained from real world projects and experimental studies, for routine applications. It further highlights promising emerging techniques for research and exploration opportunities. The development team of this book wanted to thank their colleagues who made contributions to this book by providing continuous encouragements and thorough reviews of the chapters of the book"--

The text explores intentional approaches for using digital technologies in the classroom as a tool to support established strategies.

This is the first comprehensive book on child-computer interaction, covering basic concepts as well as the latest research.The book is ideal for graduate students entering the field, as well as for practitioners and researchers coming from other fields who want to quickly catch up with child-computer interaction research. It can also be a useful book for teaching courses on child-computer interaction.

This book explores how technology can foster interaction between children and their peers, teachers and other adults. It presents the Co-EnACT framework to explain how technology can support children to collaborate, so helping them to learn and engage enjoyably with the world, in both work and play. The focus is on children, rather than young people, but the principles of supporting interaction apply throughout all life stages. Chapters on classrooms and on autism explain principles behind using technology in ways that support, rather than obstruct, social interaction in diverse populations. Collaborative interaction involves both verbal and non-verbal behaviour and this book presents evidence from closely analysing children’s behaviour in natural settings. Examples from cutting-edge technology illustrate principles applicable to more widely-available technology. The book will be of interest to psychologists, educators, researchers in Human–Computer Interaction (HCI), particularly those designing with children in mind, and practitioners working with children who want to deepen their understanding of using technology for collaboration.