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Disruptive or Seamless? User Interfaces for Technology-enhanced Learning

Steimle, Jürgen ; Nimwegen, Christof van
eds.: 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
Book Section, Bibliographie

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.

Item Type: Book Section
Erschienen: 2011
Editors: Mühlhäuser, Max ; Sesink, Werner ; Kaminski, Andreas ; Steimle, Jürgen
Creators: Steimle, Jürgen ; Nimwegen, Christof van
Type of entry: Bibliographie
Title: Disruptive or Seamless? User Interfaces for Technology-enhanced Learning
Language: German
Date: November 2011
Place of Publication: Berlin
Publisher: Waxmann
Book Title: IATEL : interdisciplinary approaches to technology-enhanced learning
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.

Uncontrolled Keywords: - TI - Area Tangible Interaction
Identification Number: TUD-CS-2011-0267
Divisions: 20 Department of Computer Science
20 Department of Computer Science > Telecooperation
Date Deposited: 31 Dec 2016 12:59
Last Modified: 26 Oct 2021 09:15
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