Steimle, Jürgen ; Nimwegen, Christof van
Hrsg.: Mühlhäuser, Max ; Sesink, Werner ; Kaminski, Andreas ; Steimle, Jürgen (2011)
Disruptive or Seamless? User Interfaces for Technology-enhanced Learning.
In: IATEL : interdisciplinary approaches to technology-enhanced learning
Buchkapitel, Bibliographie
Kurzbeschreibung (Abstract)
A common goal of user interface design is to make interaction as seamless and as effortless as possible. By offering well-suited functionalities and by guiding users through the workflow, the workload for users can be reduced substantially, which enables them to focus on relevant activities. However, this might be different for user interfaces in learning settings. Examples from various research areas show that making the interface harder to use through specific breaks and situations of disruptiveness can augment the quality of both the learning process and the learning results. This chapter provides an introduction on user interfaces in which disruptiveness is implemented on purpose, and their effects in Technology-Enhanced Learning. This forms a basis for the following chapters of this book part.
| Typ des Eintrags: | Buchkapitel |
|---|---|
| Erschienen: | 2011 |
| Herausgeber: | Mühlhäuser, Max ; Sesink, Werner ; Kaminski, Andreas ; Steimle, Jürgen |
| Autor(en): | Steimle, Jürgen ; Nimwegen, Christof van |
| Art des Eintrags: | Bibliographie |
| Titel: | Disruptive or Seamless? User Interfaces for Technology-enhanced Learning |
| Sprache: | Deutsch |
| Publikationsjahr: | November 2011 |
| Ort: | Berlin |
| Verlag: | Waxmann |
| Buchtitel: | IATEL : interdisciplinary approaches to technology-enhanced learning |
| Kurzbeschreibung (Abstract): | A common goal of user interface design is to make interaction as seamless and as effortless as possible. By offering well-suited functionalities and by guiding users through the workflow, the workload for users can be reduced substantially, which enables them to focus on relevant activities. However, this might be different for user interfaces in learning settings. Examples from various research areas show that making the interface harder to use through specific breaks and situations of disruptiveness can augment the quality of both the learning process and the learning results. This chapter provides an introduction on user interfaces in which disruptiveness is implemented on purpose, and their effects in Technology-Enhanced Learning. This forms a basis for the following chapters of this book part. |
| Freie Schlagworte: | - TI - Area Tangible Interaction |
| ID-Nummer: | TUD-CS-2011-0267 |
| Fachbereich(e)/-gebiet(e): | 20 Fachbereich Informatik 20 Fachbereich Informatik > Telekooperation |
| Hinterlegungsdatum: | 31 Dez 2016 12:59 |
| Letzte Änderung: | 26 Okt 2021 09:15 |
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