Human‐Computer Interaction and Education

Ahn, June; Clegg, Tamara

doi:10.1002/9781118976005.ch38

Cited by 11 publications

(5 citation statements)

References 45 publications

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“…Thus, it is important to prepare the utilization of TEL so that the teachers, still be able to improve not only the engagement a motivation but also the students' outcomes and achievement. This statement is aligned with Ahn and Clegg (2017) who have noted that design is the fundamental component of work in Human-Computer Interaction (HCI), and understanding the process is a major focus in the field.…”

Section: Resultssupporting

confidence: 54%

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

Putri

2020

Humaniora

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The research aimed to investigate the utilization of technological tools in implementing the research-based teaching method in English for Academic Writing Course. The narrative research design was implemented to reach the conclusion of the research. 66 (sixty-six) students enrolled in English for Academic Writing Course were observed. Lecturer’s reflective journal and portfolios were analyzed. An online interview was conducted to confirm the initial findings. There were six technological tools and applications utilized during the preparation process, instruction, and practice process, as well as in the assessment and transfer process. Through a structured reflection process based on Gibbs’ model of reflection, the result shows that the students’ motivation is increased during the use of technology. Technology also enables students to work collaboratively. Nevertheless, preparation and briefing are needed to be done before the class begins. Like the classic problem of technology implementation, internet access becomes the main challenge in conducting Technology-Enhanced Learning (TEL) in the classroom.

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Section: Resultssupporting

confidence: 54%

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

Putri

2020

Humaniora

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“…The most common types of resources being created by the respondents were lesson plans (30), Slideshows/Presentations (29), worksheets (20), syllabus (20), tutorials/'how to' guides/instruction manuals (19), online quizzes (18), online learning pages -i.e., Moodle etc. ( 17) and illustrations/diagrams (16).…”

Section: Resource Creationmentioning

confidence: 99%

“…The average Plutchik coded score was 2.25 (σ-2.78), indicating a largely positive emotional response to VR being introduced Figure 1 Plutchik responses when asked to select their top three feelings when being asked to teach with VR in their practice. Interest (30), joy (16) and anticipation (14) were all significant responses with apprehension (13) being the most common negative response. The results can be seen in fig 1 . Respondents were also asked what type of educational benefits they thought VR would provide.…”

Section: Virtual Realitymentioning

confidence: 99%

Opportunities and Challenges for Vr-Mediated Educational Resources: An Educators' Perspective

Sims¹,

Sims²

2022

EDULEARN Proceedings

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With the increasing expectation on educators to make innovative use of technology within the classroom, how these technological platforms and tools are populated with educational resources is important. Many platforms require specific training including immersive technologies such as Virtual Reality (VR). To realize the benefits of VR, it is important to understand barriers facing the adoption of this technology, least not how educators use or want to use this technology.This study, through surveys and interviews with practicing educators, aims to understand the challenges of educational resource creation and its relation to the wider adoption of VR technologies within education. It is positioned as exploratory in nature, the results determining the potential scope for further investigationsWe found that time pressures on educators was major barrier and that a large portion do not create resources in collaboration with their peers. However, they do demonstrate a willingness to use enhanced productivity tools and online tools. Nearly half of respondents stated they do not use external repositories to source resources. This indicates that despite many repositories of resources existing, it is difficult to find resources or that the resources do not match educators' requirements.For VR adoption within education, we found the overwhelming majority are receptive and identified interesting and unique ways in using this technology (thought exercises, mind mapping etc.). Interview responses showed a relation between how VR can be used (unable to conceptualize teaching activities for use in VR) and how difficult or time consuming it would be to populate VR environments with the required teaching/learning resources. This survey should help designers of VR-based tools, content or resources to understand the challenges faced by educators and make informed decisions about the capabilities desired by them.We recommend education leaders to be mindful of the challenges associated with time and skill required to use VR. We also suggest that in order to enhance adoption, education VR application developers create curated repositories of educational resources and provide tools that let teachers trivially create additional resources for these applications.

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“…For example, Khan et al [22] describe the use of an accelerometer-based skills assessment technique to support surgical students in learning suturing skills and several authors have explored the role of simulation for clinical skills training [39,46]. Further, scholars in HCI and learning sciences are increasingly converging around research on participatory design for learning [1,14,55], with theory from education playing a vital role in creating usable and effective learning tools. In particular, designing for reflection is becoming increasingly important in HCI research exploring the value of technology in supporting interpersonal skills training within clinical settings such as counselling [45].…”

Section: Digital Solutions To Support Clinical Trainingmentioning

confidence: 99%

Co-designing Digital Tools to Enhance Speech and Language Therapy Training in Ghana

Hudson

Amponsah

Bampoe

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Ghana has a population of over 27 million people, of which 1 in 15 may have a communication disability. The number of speech and language therapists (SLTs) available to support these people remains remarkably small, presenting a major workforce challenge. As an emerging profession, there remain significant challenges around educating the first generation of SLTs. Ghana, however, has a healthy digital infrastructure which can be taken advantage of. We describe a comprehensive study which aimed to co-design a set of locally appropriate digital tools to enhance SLT training in Ghana. We contribute insights into how digital tools could support social learning and the transition from student to independent practitioner and future clinical supervisor. We offer a set of design recommendations for creating an online Community of Practice to enhance continuing professional development.

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Human‐Computer Interaction and Education

Cited by 11 publications

References 45 publications

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

Opportunities and Challenges for Vr-Mediated Educational Resources: An Educators' Perspective

Co-designing Digital Tools to Enhance Speech and Language Therapy Training in Ghana

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