ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications
Jun 27, 2005
Editors
Piet Kommers; Griff Richards
Table of Contents
Number of papers: 815
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Development-oriented eLearning Tool Evaluation: The Edukalibre Approach
Luca Botturi, University of Lugano, Switzerland; Vania Dimitrova, Chris Tebb, Julika Matravers & Drew Whitworth, University of Leeds, United Kingdom; Jutta Geldermann & Isabelle Hubert, University of Karlsruhe, Germany
This paper arose from the recognition that a lot more work is required to address the issue of suitable and complete evaluation for libre software development for education. The evaluation... More
pp. 1104-1109
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Investigating Students’ Use of Information and Communication Technologies (ICTs): How to enlarge the picture?
Périne Brotcorne, Université Libre de Bruxelles, Belgium
It is now largely recognized that information and communication technologies have a revolutionary impact on higher education and will drive its reconstruction. Yet, beyond this claim, little is... More
pp. 1110-1116
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Involving Preschoolers in Design of Interactive Multimedia for Learning: An Activity-Driven Approach
Sandra Cairncross & Suzanne Waugh, School of Computing, Napier University, United Kingdom
Recently a range of methods aimed at actively involving children in the design of interactive applications have emerged. These have tended to be aimed at school-age children but interest in... More
pp. 1117-1124
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The impact of the technology acceptance model (TAM) in determining the success or failure of computer-integrated education
Rabelani Dagada, University of South Africa, South Africa
This paper reflects how the technology acceptance model (TAM) affects the implementation of computer-integrated education. The study on which this paper is based took place in the South African... More
pp. 1125-1129
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An Ongoing Research on the Behavior of Students with ADHD Symptoms While Working with ICT
Fotini Garagouni-Areou & Christina Solomonidou, University of Thessaly, Greece
The need for the design of educational environments suitable to the needs and the abilities of students with various learning difficulties (ADHD, dyslexia, etc.) is an issue of a great importance. ... More
pp. 1130-1138
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Web-Based Educational Software in Computer Science: Technical and Pedagogical Usability
Said Hadjerrouit, Agder University College, Faculty of Mathematics and Sciences, Norway
In contrast to Human-Computer Interaction (HCI) where the technical usability is the main issue when designing a software system, Web-based educational systems have a broader context. They must... More
pp. 1139-1144
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The learning effect of cognitive load under different structure hypertext environments
Ah-Fur Lai & Yu-Jiun Huan, Taipei Municipal Teachers College, Taiwan
The study conducted a static-group comparison design to investigate the cognitive load and learning performance of fifth-grade students under different structures of hypertext environment. The... More
pp. 1145-1150
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Evaluating students' problem solving ability on the earthquake related topics through Web-based testing
Ming-Chao Lin & Chun-Yen Chang, Department of Earth Sciences, National Taiwan Normal University, Taiwan; James P. Barufaldi, Center for Science and Mathematics Education, The University of Texas at Austin, United States; Jing-Ye Jhan, Yi-Chun Chen & Yi-Shin Chien, Department of Earth Sciences, National Taiwan Normal University, Taiwan
Tenth-grade students' (n = 75) problem-solving ability was evaluated through a Web-based test in a secondary school of Taiwan. This research was based on a previous empirical model (Chang, 2004),... More
pp. 1151-1154
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Audience response systems for large enrollement undergraduate classes – does it make a difference?
Jacques Morin, University of Chapel Hill, United States
The use of audience response systems in classroom is a relatively new phenomenon in university classrooms. While many such systems have been employed in the business setting and large gatherings... More
pp. 1155-1156
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Attention Metadata Management: Tracking the use of Learning Objects through Attention.XML
Jehad Najjar, Michael Meire & Erik Duval, Computer Science Department, K.U.Leuven, Belgium
In this paper, we introduce a framework for automatic collection and management of attention metadata. This framework enables keeping track of the learning objects that people use, how they use... More
pp. 1157-1161
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Improving the Design of Web-based Games and Simulations through Usability Research
Ron Owston, York University, Canada; Andre Kushniruk, University of Victoria, Canada; Francis Ho, York University, Canada; Kevin Pitts, Seneca College, Canada; Herb Wideman, York University, Canada
In this session we describe the design and application of the Virtual Usability Laboratory (VUL), a software tool developed to remotely capture and analyze a wide variety of usage data on Web-based... More
pp. 1162-1167
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Evaluating VLEs: Problems and Solutions
Rachel Ellaway Rachel & David Dewhurst, The University of Edinburgh, United Kingdom
VLEs are in many ways a fundamentally new way of using technology in support of learning because of their plural and multifaceted ways they interact with their contexts of use. Most approaches to... More
pp. 1168-1171
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A User-Centered Content Architecture for an Academic Digital Research Portal
Erika Rogers, Mary Somerville & Alissa Randles, California Polytechnic State University - SLO, United States
As part of the digital evolution of libraries, librarians are now expected to serve in new roles as knowledge mediators, and to provide much more technologically based support and assistance for... More
pp. 1172-1177
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Accessibility of a graduate school website for users with disabilities: developing guidelines for user testing
Bernadette Sibuma, David Boxer, Paul Acquaro & Guillermo Creus, Teachers College, Columbia University, United States
In this paper, we reviewed a usability evaluation of a leading graduate school homepage in order to adapt the design and format for users with disabilities. Teachers College, Columbia University,... More
pp. 1178-1179
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Evaluating Usability, Fun and Learning in Educational Software for Children
Gavin Sim, Stuart MacFarlane & Matthew Horton, University of Central Lancashire, United Kingdom
This paper reports the findings of an investigation into the relationship between usability fun and learning in educational software designed for children. Twenty five children from an English... More
pp. 1180-1187
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Iterative Usability Evaluation Methods Applied to Learning Technology Development
John Sullivan, Richard Hall, Michael Hilgers, Ronaldo Luna, Matt Buechler & William Lawrence, University of Missouri - Rolla, United States
The goals of this project were to: a) carry out the evaluation of a learning system for teaching Civil Engineering students to use Geographic Information Systems software within the context of... More
pp. 1188-1193
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How to integrate games or game elements in educational multimedia: a typology of educational game use
Bert Wylin & Piet Desmet, K.U.Leuven Campus Kortrijk, Belgium
Any game typology reveals that some types of games are more fit to education than others. Several studies have proposed a game typology or taxonomy, using different perspectives to do so, but most ... More
pp. 1194-1199
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Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment
Fang-Ying Yang & Cheng-Chieh Chang, National Taiwan Normal University, Taiwan; Chin-Chung Tsai, National Chiao-Tung University, Taiwan
This study attempted to explore the learner preferences about the web-based learning environment, focusing on the forms of instructional structure, interaction and cognitive process. Reported here ... More
pp. 1200-1206
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The Effect of Online Instruction Interface Design on Future Teachers’ Cognitive Learning Outcome
Hope Adams, Jane Strickland & Albert Strickland, Idaho State University, United States
Internet technology allows online instructional methods to be integrated into educational curricula worldwide. Without an interface Internet communication is not possible. The purpose of this... More
pp. 1207-1213
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Augmenting Whiteboard Interaction in the Classroom
Henning Breuer, University of Applied Sciences Potsdam, Germany; Nelson Baloian, University of Chile, Chile
Interactive whiteboards in the classroom are usually used as presentation media with annotating features - combining slide presentation with graphic chalkboard functionality. Pedagogic and... More
pp. 1214-1221
