Sanjay Goel INCITE’07 Indo-European Workshop Jaypee Institute of Information Technology University, Noida, India Sanjay Goel, JIIT University, 2006 Design of Interactive Systems: Looking Beyond Cognitive domain

Some Cold facts on E-learning Sanjay Goel, JIIT University, 2006 ETV survey in Europe: Only one-third of respondents rate the quality of eLearning as ‘good’. Just one percent of respondents rate e-Learning as ‘excellent’, … Ref: Qingyang, Gui (2003), Mlearning: a new development towards more flexible and learner-centred learning, Teaching English with Technology: A Journal for Teachers of English, Vol. 3, Issue 2. Survey of nearly 1400 engineers: Computer based training received lowest rating amongst nine teaching methods. Ref: Bodmer Christian, Leu Andrea, Mira Lukas, Rütter Heinz (2002), “SPINE: Successful Practices in International Engineering Education”

ETV survey in Europe: Only one-third of respondents rate the quality of eLearning as ‘good’. Just one percent of respondents rate e-Learning as ‘excellent’, …

Ref: Qingyang, Gui (2003), Mlearning: a new development towards more flexible and learner-centred learning, Teaching English with Technology: A Journal for Teachers of English, Vol. 3, Issue 2.

Survey of nearly 1400 engineers: Computer based training received lowest rating amongst nine teaching methods.

Ref: Bodmer Christian, Leu Andrea, Mira Lukas, Rütter Heinz (2002), “SPINE: Successful Practices in International Engineering Education”

Necessary Direction for Learning Technology Educational software and learning systems need to be designed based on deep understanding of ‘learning’: Cognitive domain Affective domain Psychomotor domain Sanjay Goel, JIIT University, 2006

Educational software and learning systems need to be designed based on deep understanding of ‘learning’:

Cognitive domain

Affective domain

Psychomotor domain

What learners think? Pedagogical practices: Highest ranked practices Sanjay Goel, JIIT University, 2006 Applying theories/concepts to practical problems/in new situations. Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components. Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions Understand someone else's views by imagining how an issue looks from other’s perspective Have serious conversations with students of different background/ beliefs/opinions/values. Challenging Examinations Examine the strengths and weaknesses of their views Put together ideas or concepts from different courses Tutor or teach other students

Applying theories/concepts to practical problems/in new situations.

Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components.

Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

Understand someone else's views by imagining how an issue looks from other’s perspective

Have serious conversations with students of different background/ beliefs/opinions/values.

Challenging Examinations

Examine the strengths and weaknesses of their views

Put together ideas or concepts from different courses

Tutor or teach other students

What learners think? Pedagogical practices: Lowest ranked practices Sanjay Goel, JIIT University, 2006 Memorizing facts, ideas, or methods so they can be repeat them in pretty much the same form. Mainly depend on text book and/or lecture notes.

Memorizing facts, ideas, or methods so they can be repeat them in pretty much the same form.

Mainly depend on text book and/or lecture notes.

Learning Environments: Taxonomy of Learner’s conditioning Unexpressive learner : Learner is only listening and does not add any content to the discourse in learning session. Reactively expressive learner : Learner reacts and asks for some clarifications without adding any other type of content to the discourse in learning session. Actively expressive learner : Learner get individually engaged in some kind of analytical, creative, evaluative, rediscover, or problem solving activity and adds some content to the discourse in learning session. Interactively Expressive learner: Learner proactively collaborates with other learners to analyze, synthesize, critique, evaluate, rediscover, and solve problems and adds content to the discourse in learning session. Sanjay Goel, JIIT University, 2006

Unexpressive learner : Learner is only listening and does not add any content to the discourse in learning session.

Reactively expressive learner : Learner reacts and asks for some clarifications without adding any other type of content to the discourse in learning session.

Actively expressive learner : Learner get individually engaged in some kind of analytical, creative, evaluative, rediscover, or problem solving activity and adds some content to the discourse in learning session.

Interactively Expressive learner: Learner proactively collaborates with other learners to analyze, synthesize, critique, evaluate, rediscover, and solve problems and adds content to the discourse in learning session.

What learners think? Sanjay Goel, JIIT University, 2006 Learner’s conditioning Learner’s perception of effectiveness: a. Un-expressive learner 1.0 b. Reactively expressive learner 1.0 c. Actively expressive learner 9.2 d. Interactively expressive learner 10.5

Research Opportunities Evaluation and validation of learning theories in the context of e-learning Creation of theories of e-learning. Sanjay Goel, JIIT University, 2006

Evaluation and validation of learning theories in the context of e-learning

Creation of theories of e-learning.

Contemporary computer games do not fully address the needs of a feminine player who enjoys co-operation, relationships, caring realistic characters, female characters, player as protagonist, changing into something magical non-violence, control of pace , own goals , realistic settings Only a limited number of computer games are enjoyable for the elderly . Many games have been judged unsuitable for elders: Small size of the objects on the screen rapid movements or reactions required Inappropriate sound Sanjay Goel, JIIT University, 2006 Some Cold facts on Computer Games

Contemporary computer games do not fully address the needs of a feminine player who enjoys

co-operation, relationships, caring

realistic characters, female characters, player as protagonist, changing into something magical

non-violence, control of pace ,

own goals , realistic settings

Only a limited number of computer games are enjoyable for the elderly . Many games have been judged unsuitable for elders:

Small size of the objects on the screen

rapid movements or reactions required

Inappropriate sound

Proposed model for Computer Games for Elderly Aim Emotional fulfillment Enhancing the cognitive skills and also improving the fine motor skills. The games may leverage and test decision making skills and with relevance to their past experience. Sanjay Goel, JIIT University, 2006

Aim Emotional fulfillment

Enhancing the cognitive skills and also improving the fine motor skills.

The games may leverage and test decision making skills and with relevance to their past experience.

Maslow’s Need Hierarchy Transcendence needs Self-Actualization needs Aesthetic needs Cognitive needs Esteem needs Belongingness and Love (Social) needs Safety needs Biological and Physiological needs Sanjay Goel, JIIT University, 2006

Transcendence needs

Self-Actualization needs

Aesthetic needs

Cognitive needs

Esteem needs

Belongingness and Love (Social) needs

Safety needs

Biological and Physiological needs

Multiple Intelligences Theory: Gardner Sanjay Goel, JIIT University, 2006 Naturalist Linguistic-Literary Intrapersonal Logical-mathematical Musical-Auditory Visual-Spatial Body-Kinesthetic Interpersonal Existential

Naturalist

Linguistic-Literary

Intrapersonal

Logical-mathematical

Musical-Auditory

Visual-Spatial

Body-Kinesthetic

Interpersonal

Existential

Opportunity Computer: Cold Machine  Medium Domain: Cognition  Emotion Design focus: HCI  “Affect sensitive Design” Cognitive-experiential systems Sanjay Goel, JIIT University, 2006

Computer:

Cold Machine  Medium

Domain:

Cognition  Emotion

Design focus:

HCI  “Affect sensitive Design”

Cognitive-experiential systems

Questions How to assess the user’s affective state? How affect could be leveraged to design interactive systems? How technology systems could be designed to address social pathologies like depression, alienation, and solitude? Sanjay Goel, JIIT University, 2006

How to assess the user’s affective state?

How affect could be leveraged to design interactive systems?

How technology systems could be designed to address social pathologies like depression, alienation, and solitude?