Thesis Abstract

On-ground experience offer multiple aids for students when dealing with skills-based learning. Face-to-face collaborative learning revealed numerous benefits: better performance, better motivation, higher test scores and level of achievement, development of high level thinking skills, higher student satisfaction etc. (Johnson et al., 1981;Dansereau, 1983; Slavin, 1987; Sharan, 1990). More recent research on computer supported collaborative learning has confirmed these benefits and has shown that they can be enhanced even further through adequate technological support (e.g. Alavi, 1994; Hiltz, 1995; Huynh,1999). By designing invisible interfaces, as a user interface compatible with the cognitive process involved in learning by doing, web mediated collaborative learning environments can be just as effective as traditional on-ground learning experiences.

Thesis Abstract

Peer to peer learning is not well supported in e-learning environment. Collaboration in virtual learning communities characterizes itself by heavily relying on interaction among the collaborators (Edwards, 2002; Biström, 2005). The collaborators can be instructors and learners, the interaction can be resources discovery, access, and sharing, as well as group communication and discussion, or simply any collaboration which has occurred among the instructors and learners. Nevertheless, such collaboration environment is generally not supported by conventional learning environments. Typical learning services for collaboration in virtual learning communities are content, access of certain learning subjects; making studying notes and annotation on learning subjects; group discussion, brainstorming for knowledge creation and sharing.

Peer-to-peer learning is characterized by providing intuitive ways for matching the learners needs with the most suitable collaborator. Factor like content, resources, time and place are taking into account to provide the best suitable match (Ogata, & Yano, 2004; Zhang, Jin, & Lin, 2005; Takahata, et. al., 2004). One of the main problems when trying to transfer peer-to-peer learning from a conventional environment to an online environment is the increment in the cognitive load. User must first learn the interface which requires a greater investment of time in their end. Invisible interfaces are a powerful tool for observational learning because the interface appears only when needed reducing the cognitive load, reducing the investment required to learn the application, and making it easier for the user to focus on the task at hand. In this thesis, I will create a tutorial like peer-to-peer application with an invisible interface following Mark Lepper’s four Instructional Design Principles for Intrinsic Motivation: control, challenge, curiosity and contextualization (“The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education”, Klapp). In addition to Johnson & Johnson promotive interaction for developing effective peer-to-peer applications.

REVISED THESIS ABSTRACT

Interactions with social media can provide more to a site than just spreading information and attracting new visitors. The established communication can be utilized beyond user engagement. The inclusion of social media tools in game-based learning applications can allow us to create more intuitive interfaces that help the learning process.

The user model, a preconceived representation of the user, is obsolete the “typical” user doesn’t exist. The user model should be replaced with observation of the user situated in an environment of use. Invisible interfaces are a powerful for tool for observational learning because the interface appears only when needed reducing the cognitive load, reducing the investment required to learn the application, and making it easier for the user to focus on the task at hand.

In this thesis, I will create a game-based learning application with an invisible interface following Mark Lepper’s instructional design principles for intrinsic motivation. The game interface will begin only with the fundamentals and evolve and adapt along side the user. The invisible interface will allow the user to have control over their own learning process, while the inclusion of social media will allow the learners to create social interaction and learn from their mistakes.

REVISED THESIS ABSTRACT

Interactions with social media can provide more to a site that just spreading the world and attracting new visitors.The established communication can be utilized to create a thoughtful interaction design and feedback mechanism built into the site. This thesis proposes that there is more depth to social media than just liking a page. By taking advantage of the connection created with social media platforms like Facebook applications and websites can offer their visitor emotionally intelligent interactions. A proof of concept is proposed for educational applications using user modeling in human computer interactions and the user information obtained from the Facebook API to humanize the experience and empathize with the user. The application will coach the user by assessing the situational context and acting accordingly in a way in which intervention and tutoring strategies say the ‘right’ thing at the ‘right’ time improving the learning experience by allowing the user to learn from their mistakes.