For any given Game Based Learning (GBL) project to be successful, the player must learn something. Designers may base their work on pedagogical research, but actual game design is still largely driven by intuition. People are famously poor at unsupported methodical thinking and relying so much on instinct is an obvious weak point in GBL design…

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the…

This paper describes and critically analyzes several perspectives on interaction and computer technology, examines dimensions of interactions, and presents a framework for the design of interaction strategies. Traditional perspectives on interaction discussed are the operational and the functional. The operational perspective is described in terms…

Discusses human/computer interaction research, human/computer interface, and their relationships to information literacy. Highlights include communication models; cognitive perspectives; task analysis; theory of action; problem solving; instructional design considerations; and a suggestion that human/information interface may be a more appropriate…

Discussion of expert systems focuses on knowledge acquisition methodologies and their potential application to cognitive science research and the development of instructional materials. Topics discussed include subject matter experts; types of knowledge; structured interviews; task analysis; intelligent computer assisted instruction (ICAI);…

A number of projects over the past decade, in a range of educational contexts, have sought to link forms and patterns of communicative interaction to improvements in knowledge, conceptual understanding and reasoning skills. These initiatives have produced dialog models, methodologies for developing these in ways that lead to the design of…

This paper rejects the hardware-based "levels of interaction" made popular in interactive video literature to describe human-machine interaction in favor of a new taxonomy of learner-media interaction based on the type of cognitive engagement experienced by learners. Interaction can be described on three levels, based on the quality of…

Among the factors least likely to be given due consideration, especially in computer assisted instruction, are student variables. Some reasons which might have hindered research activities involving student, and possibly teacher, cognitive mapping behaviors, learning styles, and media preferences as variables in experimentation are summarized: a…

Considers several perspectives on interaction strategies for computer-aided learning; examines dimensions of interaction; and presents a model for the design of interaction strategies. Topics include pacing; navigation; mental processes; cognitive and physical responses; the role of quality and quantity; a conceptual approach; and suggestions for…

The article examines aspects of the question episode, seen to be central to interactive computer-based education. Question episodes may be ranked according to cognitive-domain taxonomies but may become degraded through exposure. Ways to vary questions to shield them from such degradation and the design of higher level questions are addressed.…

This paper provides an overview of past research on training employees for computer-mediated work. Recent literature is reviewed and critically analyzed using a four-part framework of individual differences and skill acquisition: sociodemographic factors, abilities and motivation, task constraints, and the man-technology interface. Furthermore, a…

Research in human computer interaction and instructional design can provide insights into effective methods for training microcomputer users. Suggestions include utilizing error recognition and recovery, development of mental models, simplification of documentation, and using cognitive approaches that allow transfer of knowledge to new situations.…

This proceedings of the 1993 convention of the Association for Educational Communications and Technology (AECT) contains 70 papers and 1 symposium. Topics addressed by the papers include computer-based mapping for curriculum development; educational technology equipped classrooms; individual characteristics influencing learning; network resources…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…