Sanjay Goel  INCITE’07 Indo-European Workshop   Jaypee Institute of Information Technology University, Noida, India   Sanj...
Some Cold facts on E-learning   Sanjay Goel, JIIT University, 2006 <ul><li>ETV survey in Europe:   Only one-third of respo...
Necessary Direction for Learning Technology <ul><li>Educational software and learning systems need to be designed based on...
What learners think? Pedagogical practices:  Highest ranked practices   Sanjay Goel, JIIT University, 2006 <ul><li>Applyin...
What learners think? Pedagogical practices:  Lowest ranked practices Sanjay Goel, JIIT University, 2006 <ul><li>Memorizing...
Learning Environments:  Taxonomy of Learner’s conditioning  <ul><li>Unexpressive learner : Learner is  only  listening and...
What learners think?   Sanjay Goel, JIIT University, 2006 Learner’s conditioning Learner’s perception of effectiveness:  a...
Research Opportunities <ul><li>Evaluation and validation of  learning theories in the context of  e-learning </li></ul><ul...
<ul><li>Contemporary computer games do not fully address the needs of a  feminine player  who enjoys  </li></ul><ul><ul><l...
Proposed model for  Computer Games for Elderly <ul><li>Aim Emotional fulfillment  </li></ul><ul><li>Enhancing the cognitiv...
Maslow’s Need Hierarchy <ul><li>Transcendence needs  </li></ul><ul><li>Self-Actualization needs   </li></ul><ul><li>Aesthe...
Multiple Intelligences Theory:  Gardner Sanjay Goel, JIIT University, 2006 <ul><li>Naturalist </li></ul><ul><li>Linguistic...
Opportunity <ul><li>Computer:   </li></ul><ul><ul><li>Cold Machine     Medium </li></ul></ul><ul><li>Domain:   </li></ul>...
Questions <ul><li>How to assess the user’s affective state?  </li></ul><ul><li>How affect could be leveraged to design int...
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Designing interactive systems - going beyond cognitive domain

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Designing interactive systems - going beyond cognitive domain

  1. 1. 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
  2. 2. Some Cold facts on E-learning Sanjay Goel, JIIT University, 2006 <ul><li>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’, … </li></ul><ul><li>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. </li></ul><ul><li>Survey of nearly 1400 engineers: Computer based training received lowest rating amongst nine teaching methods. </li></ul><ul><li>Ref: Bodmer Christian, Leu Andrea, Mira Lukas, Rütter Heinz (2002), “SPINE: Successful Practices in International Engineering Education” </li></ul>
  3. 3. Necessary Direction for Learning Technology <ul><li>Educational software and learning systems need to be designed based on deep understanding of ‘learning’: </li></ul><ul><ul><li>Cognitive domain </li></ul></ul><ul><ul><li>Affective domain </li></ul></ul><ul><ul><li>Psychomotor domain </li></ul></ul>Sanjay Goel, JIIT University, 2006
  4. 4. What learners think? Pedagogical practices: Highest ranked practices Sanjay Goel, JIIT University, 2006 <ul><li>Applying theories/concepts to practical problems/in new situations. </li></ul><ul><li>Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components. </li></ul><ul><li>Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships </li></ul><ul><li>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 </li></ul><ul><li>Understand someone else's views by imagining how an issue looks from other’s perspective </li></ul><ul><li>Have serious conversations with students of different background/ beliefs/opinions/values. </li></ul><ul><li>Challenging Examinations </li></ul><ul><li>Examine the strengths and weaknesses of their views </li></ul><ul><li>Put together ideas or concepts from different courses </li></ul><ul><li>Tutor or teach other students </li></ul>
  5. 5. What learners think? Pedagogical practices: Lowest ranked practices Sanjay Goel, JIIT University, 2006 <ul><li>Memorizing facts, ideas, or methods so they can be repeat them in pretty much the same form. </li></ul><ul><li>Mainly depend on text book and/or lecture notes. </li></ul>
  6. 6. Learning Environments: Taxonomy of Learner’s conditioning <ul><li>Unexpressive learner : Learner is only listening and does not add any content to the discourse in learning session. </li></ul><ul><li>Reactively expressive learner : Learner reacts and asks for some clarifications without adding any other type of content to the discourse in learning session. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>Sanjay Goel, JIIT University, 2006
  7. 7. 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
  8. 8. Research Opportunities <ul><li>Evaluation and validation of learning theories in the context of e-learning </li></ul><ul><li>Creation of theories of e-learning. </li></ul>Sanjay Goel, JIIT University, 2006
  9. 9. <ul><li>Contemporary computer games do not fully address the needs of a feminine player who enjoys </li></ul><ul><ul><li>co-operation, relationships, caring </li></ul></ul><ul><ul><li>realistic characters, female characters, player as protagonist, changing into something magical </li></ul></ul><ul><ul><li>non-violence, control of pace , </li></ul></ul><ul><ul><li>own goals , realistic settings </li></ul></ul><ul><li>Only a limited number of computer games are enjoyable for the elderly . Many games have been judged unsuitable for elders: </li></ul><ul><ul><li>Small size of the objects on the screen </li></ul></ul><ul><ul><li>rapid movements or reactions required </li></ul></ul><ul><ul><li>Inappropriate sound </li></ul></ul>Sanjay Goel, JIIT University, 2006 Some Cold facts on Computer Games
  10. 10. Proposed model for Computer Games for Elderly <ul><li>Aim Emotional fulfillment </li></ul><ul><li>Enhancing the cognitive skills and also improving the fine motor skills. </li></ul><ul><li>The games may leverage and test decision making skills and with relevance to their past experience. </li></ul>Sanjay Goel, JIIT University, 2006
  11. 11. Maslow’s Need Hierarchy <ul><li>Transcendence needs </li></ul><ul><li>Self-Actualization needs </li></ul><ul><li>Aesthetic needs </li></ul><ul><li>Cognitive needs </li></ul><ul><li>Esteem needs </li></ul><ul><li>Belongingness and Love (Social) needs </li></ul><ul><li>Safety needs </li></ul><ul><li>Biological and Physiological needs </li></ul>Sanjay Goel, JIIT University, 2006
  12. 12. Multiple Intelligences Theory: Gardner Sanjay Goel, JIIT University, 2006 <ul><li>Naturalist </li></ul><ul><li>Linguistic-Literary </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Logical-mathematical </li></ul><ul><li>Musical-Auditory </li></ul><ul><li>Visual-Spatial </li></ul><ul><li>Body-Kinesthetic </li></ul><ul><li>Interpersonal </li></ul><ul><li>Existential </li></ul>
  13. 13. Opportunity <ul><li>Computer: </li></ul><ul><ul><li>Cold Machine  Medium </li></ul></ul><ul><li>Domain: </li></ul><ul><ul><li>Cognition  Emotion </li></ul></ul><ul><li>Design focus: </li></ul><ul><ul><li>HCI  “Affect sensitive Design” </li></ul></ul><ul><ul><li>Cognitive-experiential systems </li></ul></ul>Sanjay Goel, JIIT University, 2006
  14. 14. Questions <ul><li>How to assess the user’s affective state? </li></ul><ul><li>How affect could be leveraged to design interactive systems? </li></ul><ul><li>How technology systems could be designed to address social pathologies like depression, alienation, and solitude? </li></ul>Sanjay Goel, JIIT University, 2006

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