Professional Documents
Culture Documents
I’ll remember always the support and friendship of Rodrigo, Jack, Chris-
tina, Erica and Max. Thank you dear friends! Our good moments to-
gether will be unforgettable. My heartfelt thanks also to Karen and
Marcelo, who shared my UK adventure, and David, my best “world
friend”. To my family and Daigo’s family all my love and appreciation for
having them follow our steps far from home.
2
Contents
Part I
Introduction........................................................................................... 5
People, activities, context and technologies (PACT)… and CONTENT ...... 7
Interaction........................................................................................ 7
The concept of PACT .......................................................................... 8
Content............................................................................................ 9
People are looking for the content .......................................................10
Virtual Learning Environment .............................................................11
System content and subject content ....................................................14
Part II
Design, Media and Virtual Learning Environment: a practical proposal . 36
Tabletop..........................................................................................37
Metaphor.........................................................................................38
Perspective and movement ................................................................39
Eye tracking.....................................................................................40
Interactive Medias in an interactive environment...................................41
Conclusion ........................................................................................... 42
References ........................................................................................... 43
3
Some of the most crucial steps in mental growth are
based not simply on acquiring new skills, but on acquiring
new administrative ways to use what one already knows.
Seymour Papert’s principle
Part I
Introduction
1
Pierre, Dillenbourg. Virtual Learning Environment. 2000. http://tecfa.unige.ch/tecfa/publicat/dil-
papers-2/Dil.7.5.18.pdf
4
relationship between how information is structured and represented and
how it can be interacted with learning activities.
Divided into theoretical and practical approaches, this text has two parts:
Part I is composed of premises about design for interaction concerning
their significance for the development of systems that are focused in on-
line courses. This part presents reflections about the concept of PACT -
published by Benyon, Turner and Turner in the book Designing Interactive
Systems: people, activities, contexts and technologies - and the additional
concept of CONTENT in the interaction process. Those concepts have an
important role in the assumptions presented in each topic, as they are the
guidelines for the arguments and descriptions about a better interaction
with the VLE.
To reflect about the design of a VLE that is deeply relevant to a high level
education, it is necessary first to examine how people learn, remember
and create new ideas, as all interactive projects should meet the student’s
demands. Second, it is important to understand how activities can help
students interact with content in a more engaged way. The reflection on,
practise and evaluation of information by the user is essential in educa-
tional system and activities help the user pass by each of these steps in
her/his studies. Third, it is necessary to explore the context of the student
in an e-learning situation, which involves inner and outer environments.
Finally, it is significant to know the role of new technologies for distance
learning and how those technologies can be helpful to the students in the
development of VLEs. But all these concepts are not strong enough if it is
not considerate by the designer the main goal of the student: the content.
Although the idea of PACT presented by the authors cited was conceptual-
ized to teach how to design an interactive system, the project takes this
theory to analyse the aspects that involves specifically the design of VLEs.
Others authors such as Johnson-Laird (1998) and Norman (1999) were
important reference to develop a deeper reflection about this concept and
Bush (1945), Paper (1980) and Alan Kay (1995) were an inspiration to the
realization of the practical project proposed in Part II: a virtual environ-
5
ment conceptualized for education. This part explores a new way of de-
signing an educational system with the needs of students, particularly
those learning from a distance, in mind. Parts I and II include principles
for better interaction between student and system in a distance learning
context.
The project does not claim to solve all the challenges implicated in the de-
velopment of VLEs but, rather, suggests some practical applications of the
design of a more effective and engaging interactive environment. It is im-
portant to stress that the research is in the field of environmental interac-
tion (inner + outer) and not directly in the field of social interaction.
Interaction
6
ball emits sound the interaction is to access the sound (content) rather
than the object. This is a simple example but shows a very important dif-
ference between the interaction with the device and with the content. This
distinction is better explained in addition to the concept of PACT.
7
The concept of PACT
Content
2
Benyon, David & Turner, Phil & Turner, Susan. Designing interactive systems: people, activities, con-
texts, technologies. Pearson Education: England, 2005.
3
McClintic, Miranda. Content: a contemporary focus 1974-1984. In Content: making meaning and
referentiality. Smithsonian: USA, 1985.
8
view. The movement towards content is already a reality in the arts and
now it needs to become a concern for the design of VLEs.
In order to reach the content the user has to pass through an experience
to accomplish his/her goal. When one interacts with an environment the
9
action is always involved unconsciously (or consciously) with the questions
What am I looking for?, Where is it?, When does it happen?, How long?,
What can happen?, What can I do?, What do I want? Those questions call
for actions, those actions call for interaction, interactions call for content,
content calls for meaning, meaning calls for learning and learning calls for
memory. A good learning environment should invite the student to answer
those questions, increase knowledge of the subject and help the student
to develop new assumptions.
4
Talbot, Christine. Studying at a Distance: a guide for students. UK: Open University Press, 2005.
5
According to Alexa Internet, that provides information on the web traffic to other websites, Wikipedia
ranks among the top 20 most visited sites. http://en.wikipedia.org/wiki/Wikipedia
6
Wikipedia. http://en.wikipedia.org/wiki/Virtual_learning_environment
10
would be more appropriate with the meaning of its term. Maybe this point
of view comes from the history of Virtual Learning Environments and its
relation with the development of technologies. Distance learning arose
from the necessity of deliver information for people who were distant from
the university or college and who wished to conclude a specialized course
but didn’t want to return to school. The lack of technologies restricted the
courses to printed materials and the communication between teachers and
students were mainly by mail and by phone. The process of learning was
probably slower and lonely with few social interactions. It seems that this
concept of deliver information remained for most of the teachers and insti-
tutions that develop courses for distance learning. Questions as how the
media can be associated increasing the learning process and how the stu-
dent can develop their knowledge in the system have been forgotten.
On this model the student has another place to study rather than the VLE.
It is supposed that students have their own learning space and the on-line
system is the place for accessing information, to communicate and send
activities. There is no interaction with the content in the virtual environ-
ment, so it is imposed on students that the learning process happens out-
side the system. It is known that learning can happen anywhere and any-
time and in different situations but in distant learning a VLE should be the
most important space for the student to reflect, compare and construct
her/his knowledge. The technologies available today can provide a much
more interactive system and, integrating it to the concepts of learning
process, this system can be much more effective. The design of a VLE
should provide an interactive space where the student can feel comfort-
able, more confident, more engaged and with her/his senses more stimu-
lated.
11
tent on the left (figures 2 and 3). What the system offers normally is not
explicit and people can get lost in the middle of a poor interaction, without
knowing where they are in the content.
Figure 2. The PUC Minas Virtual’s VLE. Based in Domino. Source: PUC Minas Virtual.
12
The VLEs are conceptualized to deliver information and not to allow the
student to manipulate them in a converged space (learning environment).
The student does each activity (essay, conference, chat, reading, and so
forth) in different places which are disconnected from each other and not
easily visible. The task for the student to make connections between the
activities and information in the VLE does not seem to be natural or in-
stinctive.
On the other hand a well designed system that allows the student to in-
teract with the content - and, consequently, with its meanings - in an en-
gaging process can motivate students to improve their studies. According
to Foley et al. “the quality of the user interface often determines whether
users enjoy or despise a system.” They argues that “the keys goals in
user interface design are increase in speed of learning, in speed of use,
reduction of error rate, encouragement of rapid recall of how to use the
interface, and increase in attractiveness to potential users and buyers.”
How can interactive VLE be designed to achieve those keys goals? First, it
is important to understand how people learn and how people memorize
facts, a topic which is presented in the “People and content” section of this
text. The speed of use, according to Johnson-Laird (1998), is directly re-
lated to the number of times one performed the system as the rate of
learning slows down. As much as one practice s/he saves time to perform
the task7. But to learn a complex task can take a long time, so it is neces-
sary to considerate the previous knowledge of the user to make faster in-
teraction possible. The reduction of error rate can be solved by the feed-
backs provided by the system and the possibilities that the system gives
to the user to redo her/his actions. In order to encourage a rapid recall of
how to use the interface the system should be designed in a way that pro-
vides an intuitive interaction. The attractiveness is resolved not only by
the aesthetics of the system but how much engagement it provides which
means, how it involves all the user’s senses.
7
Johnson-Laird, P. N. The computer and the mind: an introduction to cognitive science. Fontana Pa-
perbacks: London, 1998.
13
There is no system which alone can teach the student as the studying
process depends mainly on the student’s desire, intentions, motivations
and interaction with teachers and classmates. A well designed interactive
system should provide an adequate environment for studying, reading,
associating, thinking, reasoning, experimenting and recalling the content.
Instead of teach – teacher-centred - the system should assist the student
to improve her/his knowledge – learner-centred - in a two-way teaching-
learning process8.
8
Talbot, Christine. Studying at a Distance: a guide for students. UK: Open University Press, 2005
9
Benyon, David & Turner, Phil & Turner, Susan. Designing interactive systems: people, activities, con-
texts, technologies. Pearson Education: England, 2005.
14
Figure 4. The access to the system content and subject content.
The system content can be separated from the subject content when they
are independent and are not presented at the same time. For example, a
home page where the system content is available but the user cannot see
the subject content. The user has to interact with the information avail-
able that indicates the access to the subject content (figure 5). The two
contents are mixed when both are presented at the same time. For exam-
ple, the BBC site has a system content (links, tabs and icons) in its top
and left structure and subject content in the right of the screen (figure 6).
System content cannot exist when the user interaction is directly with the
subject content, in other words without the intermediation of the system
content (figure 7).
15
Figure 5. System content separated from the subject content. Source:
http://www.300k.com/www/welcome.html?
Figure 6. System content mixed with the subject content. Source: http://www.bbc.co.uk
16
Figure 7. System content do not exist (only the subject content). Multi touch interaction research.
Source: http://mrl.nyu.edu/~jhan/ftirtouch/
But not all the structure which involves system content and subject con-
tent is easily understandable, efficient and engaging. What does make an
interactive VLE efficient and engaging?
There are two problems here: first is to design an interactive system con-
tent in a way that it becomes “transparent” - helping the user to access
the subject content without concern about the system content -; second is
to design an interactive subject content according to a good teaching-
learning process.
17
The system content should be transparent in order not to be a concern for
the user but, instead, it should be a bridge to reach the subject content
easily. Taking the visual system as a metaphor, people do not stop to
think how they see, they just see. The goal when one is looking at some-
thing is to see and not how to see. The ‘system’ process is transparent.
People do “not stop to inspect the process of vision to check whether it is
working properly” (Laird, 1988). One only pays attention to the process of
seeing when one has a problem such as seeing blurred images/scenes or
having something in the eyes that interrupts vision. One is aware of the
system but does not directly experience its functioning. In a similar way, if
there is a problem or obstacles in the VLE the user starts to pay more at-
tention and spend more time on the system content than on the subject
content. The process of interaction with the system content should be
natural, intuitive and … transparent.
Some electronic games are engaging as they give the feeling of achieve-
ment and have creative environments (sometimes simple and sometimes
complex). The user learns how to pass from one level to another, be-
comes engaged with the system content and is motivated to discover the
subject content in the different representational environments and levels.
But it is important to stress that if the game is too difficult the user can
feel not motivated and give it up. If it is too easy the user can get bored
10
Psychomotor learning is the psychological skills that are required to execute an action. Those skills
are learned by practice. (Pont, 2003)
18
quickly. The most engaging games are balanced between ‘easy and diffi-
cult’11.
Figure 8. The game “Maniac Mansion: Day of the Tentacle”. Source: http://mojoart.mixnmojo.com
11
Concept presented by Gary Pope in the event “Kids: the converged consumers?” – 01-zero-one,
London, 28/02/06.
12
Wikipedia. http://en.wikipedia.org/wiki/Day_of_the_Tentacle
19
The feeling of achievement in the subject content is important to keep the
student motivated. The feedback from the system content is a significant
resource as it makes the student feel that they are not alone and can
evaluate their own study progress. Clues are helpful for the recall from in-
formation. It is important to stress that the designers should avoid devel-
oping a system which presents an interesting interaction with the system
content but that it is not well developed to help users to reach the subject
content.
20
help professionals to understand how people interpret the world, repre-
sent it in their minds and use this to act in the environment. A transfor-
mation in one’s interpretation of the environment can correspond to a
transformation in his/her acts.
“There is a close relationship between creating and learning (…). The dif-
ference between the two is that when you learn, you acquire information
from a teacher or the environment, but when you create, the essential
constraints are those that you provide yourself.” (Johnson-Laird, 1998) So
the interaction with the system content and the subject content has to
provide not only information but also it has to offer a space to learn and
create as well. This is viable design for a system where there are tools
that allow user to transform and add information resulting in a different
and personal result, maybe a creative one. It is possible to illustrate this
by an example presented by Johnson-Laird: “if you multiply two numbers
together, their product may be a number that you have never thought of
before.” The user chooses the numbers, the system allows the user many
possibilities to interact with the numbers and figure out different results.
The result can be novel for the student.
21
Production system: the goals and sub-goals
According to Newell and Simon all actions are ruled by an intention and a
goal. However they went further and introduced to the idea of sub-goals,
and a program known as general problem solver (GPS). This theory is re-
lated to the search for a solution during the process of trying to reach a
goal and the necessity to create one or more sub-goals to solve the sub-
parts of the problem. Newell and Simon looked for a mental/software op-
eration that reduces the distance between goal and intention13. The game
cited earlier in this text “Day of the Tentacle” is a good example of goal
and sub-goals. The user has a main goal to be accomplished but to reach
it s/he has to pass trough sub-goals such as collect some tools, decipher
some riddles and discover some places where the information is available.
The idea of sub-goals can be helpful for the students in a VLE as the sub-
ject content can be proposed in subparts with smaller challenges, units or
chunks such as learning objects14.
13
Johnson-Laird, P. N. The computer and the mind: an introduction to cognitive science. Fontana Pa-
perbacks: London, 1998.
14
Learning objects - digital or non-digital resource that can be used to support learning – are an ex-
ample of content in subparts. www.reusability.org.
22
ticipate in the construction of their knowledge. In other words, part of the
information can be given in the environment but the student should make
assumptions about the continuity of this information in a cognitive mental
process.
23
Experiential learning
According to Kolb (1984) there are four stages in the learning process:
concrete experience; observations and reflections; formation of abstract
concepts; and generalisations and testing implications of concepts in new
situations. The process is called the Experiential Learning Cycle 15 . This
theory explains as well the difference in styles of learning. Peter Honey
and Alan Mumford 16 associated Kolb’s four learning stages as activist,
theorist, reflector and pragmatist. The schema below shows both Kolb’s
stage and Peter Honey and Alan Mumford’s styles of learning.
15
Pont, Tony. Developing effective training skills: from personal insight to organisational performance.
CIPD: London, 2003.
16
Cited in Pont, Tony. Developing effective training skills: from personal insight to organisational per-
formance. CIPD: London, 2003.
24
pen and new format screens. The use of those media and new technolo-
gies should not be an increase of meaningless resources and devices but
tools to engage strategically the student in the subject content.
17
Johnson-Laird, P. N. The computer and the mind: an introduction to cognitive science. Fontana Pa-
perbacks: London, 1998.
18
Norman, Donald A. The Design of everyday things. MIT Press: USA, 1999
25
Activities: the “what” and “how” of an interactive system
Activities are the user tasks when interacting with a system. As shown in
the figure 1 (Seven Stages of Action) actions are ruled by goals and inten-
tions. Intentions are a sequence of actions towards the world in order to
achieve the goals. When one acts on an environment there is a change of
state of that environment and a feedback occurs. One perceives the feed-
back and retrieves it as a short or long term memory using this to act to-
wards the environment to achieve the next intention. Norman explains
that “there is a continuing feedback loop, in which the results of one activ-
ity are used to direct further ones, in which goals lead to subgoals, inten-
tions lead to subintentions”. One understands that, to reach a final goal,
s/he can divide her/his activities into sequential chunks.
Norman presents two important concepts that should be taken into con-
sideration in the design of interactive activities in the VLE: the gulf of exe-
cution and the gulf of evaluation. The gulf of execution is the gap between
the user’s intentions and her/his corporal actions and states. Norman
asks: “Do the actions provided by the system match those intended by
the person?”
The gulf of evaluation is the user’s effort to understand the system and
establish the effectiveness of the system to respond to user expectations
and intentions. Norman asks: “Does the system provide a physical repre-
sentation that can be directly perceived and that is directly interpretable
in terms of the intentions and expectations of the person?” He answers:
“The relationships between the user’s intentions, the required actions, and
the results should be sensible, non-arbitrary and meaningful” (Norman
1999). One of the most important considerations in the design of a system
is how the system maps the intentions of the user to their actions and vice
versa.
26
Conceptual scenarios – narratives describing possible people interactions
with the system undertaking different activities in a specific context 19 -
can be a useful method to understand how people carry out activities.
Vannevar Bush, in 1945, imagined the activities that users could accom-
plish with his Memex system - "a device in which an individual stores all
his books, records, and communications, and which is mechanized so that
it may be consulted with exceeding speed and flexibility."20 - thought the
construction of a conceptual scenario. His narrative describes the actions
that would be taken in the system:
It consists of a desk … He runs through the book before him, each page in
turn being projected at a speed which just allows a recognizing glance at each.
If he deflects it further to the right, he steps through the book 10 pages at a
time; still further at 100 pages at a time. Deflection to the left gives him the
same control backwards. A special button transfers him immediately to the
first page of the index. Any given book of his library can thus be called up and
consulted with far greater facility than if it were taken from a shelf. As he has
several projection positions, he can leave one item in position while he calls up
another. He can add marginal notes and comments, taking advantage of one
possible type of dry photography, and it could even be arranged so that he
can do this by a stylus scheme...21
19
Benyon, David & Turner, Phil & Turner, Susan. Designing interactive systems: people, activities,
contexts, technologies. Pearson Education: England, 2005.
20
Bush, Vannevar. As we may think. The Atlantic Monthly, July 1945.
21
Bush, Vannevar. As we may think. The Atlantic Monthly, July 1945
27
Visibility
Affordance
The affordance – the perceiving of object properties that allow the as-
sumption of how the object works and can be used – is unquestionably a
significant theory to understand how people interact with systems and
how the system should be accessible in a mode that the user easily inter-
acts with it. Afforded environments probably do not need to present ex-
planations of how it works but is designed in such structure that the user
identifies its process of interaction intuitively. Although some complex sys-
tem should provide explanations about its functioning, systems designed
for education should be more self explicative.
22
Norman, Donald A. The Design of everyday things. MIT Press: USA, 1999.
28
Conceptual model
Mapping
A device is easy to use when there is visibility to the set of possible actions,
where the controls and displays exploit natural mappings.
Donald A. Norman
Mapping is the sequence of actions that the user record in her/his mind
when interacting with the environment: the user movements towards the
world and the results of the user actions from the world. A well con-
structed mapping can help the user interact with the system easily as s/he
understands the sequence of actions that have to be undertaken. Accord-
ing to Norman, other quality of good mappings is that they are easy re-
membered, what assist the user to access the system in a more natural
performance and expend more time with what is more significant to
her/him: the subject content.
23
The main concern of cognitive science is to explain how the mind works treating it in a computa-
tional point of view. This concept is called theory of computability (Johnson-Laird, 1998).
29
Feedback
Norman asks: “Why are the modern systems so difficult to learn and to
use?” His answer is: “The problem is that the systems have more features
and less feedback.” After starting pay attention to systems answers peo-
ple can understand why their mouse make a noise when it is clicked or the
microwaves does a loud sound when it accomplished the time set for
warming some food. They are giving feedback for the user that they are
working, or have finished or there is something wrong. Most of people’s
actions have feedbacks from the environment but most of the time people
don’t pay attention to the fact that they are being conducted by them.
People start to pay attention when the feedback is missing and they loose
the reference of what is happening. In a VLE the all sort of feedbacks,
such as the system is processing information, alert of possible user’s mis-
takes, changing of colour indicating that something is altering, and so
forth – are essential to the student realise how the system is responding
her/his interaction. Feedback is intrinsic connected to the senses as the
system’s answer can be presented through visual information, sound,
movement and so forth.
Concluding, a system that provides to the user visual clues, that is easier
to understand, familiar to the user and considering her/his experiences
and with instructive feedback can be more effective, interactive and hu-
man-centred.
30
Context: inside and outside
Many people organize their lives in the world, creating a pile here, a pile there,
each indicating some activity to be done, some event in progress.
Thomas Malone
People are narrowed connected to the context they are inserted and the
way they organize their environment. Malone explains that people create
in their mind a map of where some information is available, developing a
mental environment with the position of the things placed in her/his real
24
Malone, Thomas W. How do people organize their desks? Implications for the design of office infor-
mation systems. Xerox Palo Alto Research Center, 1983.
http://delivery.acm.org/10.1145/360000/357430/p99-
malone.pdf?key1=357430&key2=3285155511&coll=GUIDE&dl=GUIDE&CFID=3441998&CFTOKEN=12
776240
31
environment. If one wants to find something s/he accesses the mental
environment imagining where it was placed in her/his surroundings. It
isn’t necessary to memorize everything, only to know where the informa-
tion is available and, whenever people need, to access it. Some examples
of this statement are phonebooks, schedules, book guides, and so forth.
Norman affirms that “it is a general property of memory that we story
only partial descriptions of the things to be remembered”, as a conse-
quence people just need to see a part of the content to understand, re-
member or recognize all the information.
32
Technologies: interaction with the system and subject content
The emphasis until the early 1980s was on optimizing two scarce hardware resources,
computer time and memory. (…) with today’s plummeting hardware costs and increasingly
powerful graphics-oriented personal computing environments, however, we can afford to
optimize user efficiency rather than computer efficiency
Foley et. al
There are many researches about learning and computers and most of
them were inspired by Vannevar Bush with his revolutionary “memory ex-
tender” - Memex - cited before. Bush had a visionary view of the
technological future and his concepts are still an important reference for
several computers system developers. In Bush famous article As we may
think he explains the Memex as a device inserted in the everyday life
context of the user:
This idea was already the prediction of the personal computer and table-
tops. Although the article was published in 1945, Bush statements are still
currents and it is a reference for the development of VLEs as his visions
are a process of accessing information and creating relation between them.
In his words “the process of tying two items together is the important
thing.” The point here is not only the development of a technology to re-
cord information but a device to support the user’s research and learn.
The device provides the flexibility but the user makes the connections.
33
cept of Constructionism influenced by Jean Piaget’s Construtivism, de-
fended that the most important thing is to demonstrate how children can
learn using computers and how the computer can change the way they
learn. Papert invented an ‘object-to-think-with’, the ‘Logo Turtle’. Defined
by him as “a computer-controlled cybernetic animal”, the Turtle is a
system which is programmed by children typing commands on a keyboard
and developing mathematical logical25. Papert’s system is focused on the
mind, using the computer as an instrument to help children to build their
own intellectual structures to explor and learn in an engaged process.
Alan Kay was deeply influenced by the Papert’s Logo programming lan-
guage. Besides the creation of the concepts of the Dynabook – a system
based in learning theories - and Graphic User Interface (GUI)26, Kay has
recently participated in the creation of the open source Squeak – dynamic
media software based in Smalltalk (object-oriented programming)27. The
system is a good reference for those who want to develop virtual envi-
ronments for education as it has a dynamic structure - objects can be cre-
ated, modified, positioned in the way the user desires – and is based in
constructive process of learning - the student is allowed to construct
her/his own knowledge (figure 11).
25
Seymour Papert. Mindstorms : children, computers and powerful ideas. 1980.
26
http://ei.cs.vt.edu/~history/GASCH.KAY.HTML
27
Squeak is an open, highly-portable Smalltalk implementation whose virtual machine is written en-
tirely in Smalltalk, making it easy to debug, analyze, and change. To achieve practical performance, a
translator produces an equivalent C program whose performance is comparable to commercial Small-
talks. Free for download at http://www.squeak.org/Download/. Source:
http://www.squeak.org/About/
34
Figure 11. Squeak 3.8. Source: http://www.squeak.org/
The systems developed by Bush, Papert and Kay are an inspiration for
those who desire to use technology as a tool for learning processes. They
designed electronic environments that are user-centred and not techno-
logical-centred. In on-line distance learning, those technologies are the
tool to help the student to access the system content and the subject con-
tent in an engaged context. They are responsible for supporting the stu-
dent’s interaction with the system and the accomplishment of student’s
intentions. The new technologies for education, and those which will be
soon invented, should be used to meet the student’s demands, intentions
and goals.
35
Part II
Students, teachers, tutors and system developers that are in contact with
VLEs provided by universities and institutions can easily perceive how
those virtual environments are limited in interaction and engagement. As
commented in the first part of this project, most of the systems are de-
signed to deliver information instead of being a place for studying. The
development of the ideas presented in this project was motivated by the
lack of interactive VLEs in the market and the desire to explore new possi-
bilities for the design of learning systems.
The proposal for the design of the interactive learning environment was
based in five main ideas: tabletop - technology inserted in the studying
context - already designed and in development by many research centres;
metaphor, the design of the studying desktop to represent system content
and subject content; perspective, the student’s visibility of the system;
eye tracking, the response of the system to the student movements and
point of view; and on-line interactive media, an attempt to explore how
the different media presented in the electronic system should be con-
nected to each other supporting the student’s activities and process of
learning.
36
It is important to stress that the project is not focussed in the design of
the system but, instead, it is an attempt to demonstrate the shift of con-
cepts when an interactive environment is designed based in the theories
explained in the first part of this text.
Tabletop
Since the first ideas arose for the development of this project, there was a
deep concern in design a system that could be inserted naturally in the
student context. It means that the system should participate in the stu-
dent learning environment in a way that the student could feel comfort-
able, confident and motivated.
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Figure 12. The user context.
When the first prototype for the VLE of this project was designed - an at-
tempt to visualize the metaphor of a real desktop - a problem was faced:
the perspective. How do we see objects and what happen when they
move? Objects increase the size when they are close to the user and de-
crease the size when they are far. Objects presented different sides when
they are in the viewer left side or right side. It was realized that the per-
spective of the system content should correspond to the point of the view
of the student and it should correct the perspective when a change of
state occurred.
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as realistic as possible, as the intention in this project was to develop a
learning environment connected to the student’s learning space.
Metaphor
Malone’s discussions about how people organize their desks were impor-
tant to confirm that a desk is an important space for people access and
interact with information and organize them. The interface of the project
is based in a representation of the student’s environment, a metaphor of a
real studying space connecting the context of the student with the VLE in
a more intuitive and engaging process. This solution can approximate the
outside world and the inside world of the student in an integrate context.
Other important point in the use of the desktop metaphor is the possibility
of the system to change its system content according to the change of the
subject content. The objects, media and tools utilized to study a specific
subject could be different when the subject changes, creating different
environments in the same system.
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Figure 13. The student desk interface.
Eye tracking
As soon as the perspective problem was realized and solved, another pos-
sibility arose: the system could adapt to the user movements using the
technology of eye tracking – another tool that has been intensely re-
searched. The interface could be dynamic and self-oriented according to
the student position. This idea could create the feeling of a more realistic
and engaging environment.
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Interactive Medias in an interactive environment
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Conclusion
The student learning process involves several issues and this project was
an attempt to cover some of them. The learning environment proposed is
a representation of how a VLE can be different from those existent today
and much more adequate to the student demands. The construction of a
VLE that entail the student’s mental process can become real in an inter-
active system that takes into consideration the student demands and
her/his process of learning.
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References
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Bush, Vannevar. As we may think. The Atlantic Monthly, July 1945. Site:
Foley, James [et al.]. Computer Graphics: principles and practice. Addi-
son-Wesley: USA, 1990.
Lidwell, William & Holden, Kritina & Butler, Jill. Universal Principles of De-
sign. Rockport: USA, 2003.
Norman, Donald A. The Design of everyday things. MIT Press: USA, 1999.
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