An interactive co-evolutionary CAD system for garment pattern design

Traditional CAD (Computer-Aided Design) methods in garment pattern design (GPD) fail to utilize the knowledge of experts for inexperienced designers. Moreover, the interactive and co-evolutionary features are not supported. We propose an interactive co-evolutionary CAD system for GPD (ICE-GCAD). The functionality model, modular architecture and data flow of the system are proposed. Then, the interactive co-evolutionary system whose core module is an immune-inspired co-evolutionary algorithm is studied. Finally, the flow of co-design in the system is proposed. As a case demonstration, we study a design sample of a leisure shirt. The experimental studies show that our approach has promising performance and appealing effects. We believe ICE-GCAD is applicable to support the collaboration among garment designers and experts.     

An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices

Engaging students in higher order thinking such as evaluation and analysis has been recognized as being an important strategy for helping them develop knowledge and skills, in particular, in creativeness-oriented learning activities such as artwork design. In this paper, an interactive peer-assessment criteria development approach is proposed to help students develop assessment criteria, learn from viewing peers' work, and make reflections in artwork design activities using mobile devices. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school art course. A total of 103 students participating in the experiment were assigned to an experimental group and a control group. The students in the experimental group learned with the proposed approach, while those in the control group learned with the conventional peer assessment approach. From the experimental results, it was found that the proposed approach significantly improved the students' learning achievement, learning motivation and meta-cognitive awareness, suggesting the effectiveness of engaging students in assessment criteria development in an interactive manner.     

The syntax of interactive command languages: A framework for design

Various qualities of simple command languages, such as ease of use and flexibility, are defined in terms of syntax. Certain design attributes—namely style, structure and level of abstraction—are described for command languages, and these attributes are shown to strongly influence the defined qualities. Commands are designed for three functions to show how the design trade-offs are made in light of the qualities and attributes discussed.     

Designing interactive learning environments

Abstract As computers become more prominent in classroom instruction their modes of use are extending, for example as surrogate teachers in tutoring or as curriculum enrichment in simulation applications where students are more investigative in their learning methods. However, within the classroom such programs often have effects and are used in ways that were not always anticipated by their designers. This argues for computer assisted learning (CAL) environments in which the software is interactive but is able to adapt to different styles of learning and teaching. This paper argues for and describes the design principles of such environments, taking as illustration an application in the fraction domain. Following its implementation, initial evaluation data taken from school-children showed marked performance improvements, and indicated how design features of the system ( FRACTIONLAB ) contributed to their understanding.     

An Interactive Learning Algorithm for Acquisition of Concepts Represented as CFL

In this paper,an interactive learning algorithm of context-frmm language is presented.This algorithm is designed especially for system SAQ,which is a system for formal secification acquisition and verification.As the kernel of concept acquisition subsystem(SAQ/CL)of SAQ,the algorithm has been implemented on SUN SPARC workstation.The grammar to be obtained can represent sentence structure naturally.     

An interactive concept map approach to supporting mobile learning activities for natural science courses

Mobile and wireless communication technologies not only enable anytime and anywhere learning, but also provide the opportunity to develop learning environments that combine real-world and digital-world resources. Nevertheless, researchers have indicated that, without effective tools for helping students organize their observations in the field, the mobile learning performance could be disappointing. To cope with this problem, this study proposes an interactive concept map-oriented approach for supporting mobile learning activities. An experiment has been conducted on an elementary school natural science course to evaluate the effectiveness of the proposed method. The experimental results show that the proposed approach not only enhances learning attitudes, but also improves the learning achievements of the students.     

An unified approach for DTC design using interactive tools

This paper presents an interactive tool for dead-time compensator design. The tool is based on an unified dead-time compensator and considers models commonly used in industrial process control. The main contribution of this work is that the proposed tool and controller are simple to analyze and tune as they are based on an unique modified structure of the Smith predictor valid for every type of dead-time process (including integrating and unstable systems). Simple frequency analysis and block diagram transformations are used together with simulations to illustrate the main problems associated to the control of dead-time processes. Several examples of typical processes are presented to illustrate the fundamental concepts associated to the control of these systems. The interactive tool is not only useful for designing and analyzing but also for training and educational purposes.     

Iterative process of design and evaluation of icons for interactive TV menu

This paper shows an iterative process of design and evaluation of icons for future interactive TV services. In doing the RNRT (French National Network of Research in Telecommunications) iTV project, we tried to generate icons easy to identify, associate and memorise for 32 categories and services of our iTV system.

Through an iterative process, the Multiple Index Approach was applied until an acceptable icon set was achieved. In addition to existing evaluation criteria such as the intuitiveness, associativeness, preference and suitability with subjective certainty of users, we emphasised the importance of the learnability measured by recall tests.

As a conclusion, we propose a methodology of icon design and evaluation for information appliances that integrate unfamiliar features with common users.     

Iterative process of design and evaluation of icons for interactive TV menu

This paper shows an iterative process of design and evaluation of icons for future interactive TV services. In doing the RNRT (French National Network of Research in Telecommunications) iTV project, we tried to generate icons easy to identify, associate and memorise for 32 categories and services of our iTV system.

Through an iterative process, the Multiple Index Approach was applied until an acceptable icon set was achieved. In addition to existing evaluation criteria such as the intuitiveness, associativeness, preference and suitability with subjective certainty of users, we emphasised the importance of the learnability measured by recall tests.

As a conclusion, we propose a methodology of icon design and evaluation for information appliances that integrate unfamiliar features with common users.     

Proposing an interactive speaking improvement system for EFL learners

This paper proposes a web-based interactive speaking improvement system for EFL learners. Using fuzzy matching, the system automatically compares the learner’s and the system’s pronunciation and immediately provides corrective interaction whereby the student can improve speaking via continuous imitation and practice at the computer. The system, having been tested on Taiwanese students who needed to achieve a speaking proficiency equivalent to CEF Level A2, is found to be highly effective for the intended purpose.     

A framework for the design and integration of collaborative classroom games

The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom’s revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components.     

User interface evaluation of interactive TV: a media studies perspective

A diverse user population employs interactive TV (ITV) applications in a leisure context for entertainment purposes. The traditional user interface (UI) evaluation paradigm involving efficiency and task completion may not be adequate for the assessment of such applications. In this paper, we argue that unless ITV applications are evaluated with consideration for the ordinary TV viewer, they are going to be appropriate only for the computer literate user, thus excluding the TV audience from easy access to information society services. The field of media studies has accumulated an extensive theory of TV and associated methods. We applied the corresponding findings in the domain of ITV to examine how universal access to ITV applications can be obtained. By combining these results with emerging affective quality theories for interactive products, we propose a UI evaluation framework for ITV applications.     

The design of an interactive program development system for Pascal

A program language can be defined as the language in which computer programs are written, and a programming language as the language used by the programmer to create programs. This paper presents the design of an interactive program development system which uses Pascal as both program and programming language. Principal properties of the system are a complete immediate syntax check, a program-structure oriented editor, incremental compiling techniques, and interactive interpretation and debugging of programs. The syntax check is split into three phases, and the user can change the degree of check wanted. After a change of the program only part of it is recompiled, and only necessary phases of the compiling process are performed.     

The acceptance and use of interactive whiteboards among teachers: Differences in UTAUT determinants between pre- and post-adopters

With the spread of new educational technology such as the interactive whiteboard (IWB) teachers, as potential users, need to adapt their teaching in order to successfully utilize it. Despite considerable efforts in motivating teachers to use new educational technology, there are mixed feelings about whether to accept and use this technology in the classroom or not. In this study we propose to extend the Unified Theory of Acceptance and Use of Technology (UTAUT) with a new moderator variable user type in order to investigate differences in the UTAUT determinants between pre- and post-adopters of IWBs. The results of the study showed significant differences in causal effect sizes between pre- and post-adopters for several paths of the proposed research model. When compared to post-adopters, we can see that for pre-adopters: 1) social influence has a bigger impact on behavioral intentions, 2) performance expectancy more strongly affects attitudes toward using IWBs, and 3) there is a difference in attitudes towards using IWB on users' potential use of IWBs. For post-adopters: 4) the facilitating conditions have a bigger impact on the actual use of IWBs, and 5) behavioral intention is a stronger predictor of the actual use of IWBs when compared with pre-adopters.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

Students' online interactive patterns in augmented reality-based inquiry activities

Inquiry learning has been developing for years and many countries have incorporated inquiry learning into the scope of K-12 education. Educators have indicated the importance of engaging students in knowledge-sharing activities during the inquiry learning process. In this study, a location-based augmented reality (AR) environment with a five-step guiding mechanism is developed to guide students to share knowledge in inquiry learning activities. To evaluate the effectiveness of the proposed approach in terms of promoting the knowledge sharing behaviors of students, an experiment has been conducted in an elementary school natural science course. The participants were 57 fourth-grade students from an elementary school in Northern Taiwan, divided into an experimental group of 28 students who learned with the AR-based approach and a control group of 29 students who learned with the conventional in-class mobile learning approach. The students' learning behaviors, including their movements in the real-world environment and interactions with peers, were recorded. Accordingly, the learning patterns and interactions of the two groups were analyzed via lag-sequential analysis and quantitative content analysis. It was found that, in comparison with the conventional inquiry-based mobile learning activity, the AR-based inquiry learning activity is able to engage the students in more interactions for knowledge construction. The findings of this study provide guidance for helping teachers develop effective strategies and learning designs for conducting inquiry-based learning activities.     

Task results processing for the needs of task-oriented design environments

This paper presents learners’ task results gathered by means of an example task-oriented environment for knowledge testing and processed by EXCEL. The processing is domain- and task-independent and includes automatic calculation of several important task and session’s parameters, drawing specific graphics, generating tables, and analyzing the correlation coefficient. The intention is to design and implement a specialized tool called postprocessor for support of a common task base, learner’s model and decision making of the author and teacher by means of an environment for individually planned teaching courseware.     

WebTOP: A 3D interactive system for teaching and learning optics

WebTOP is a three-dimensional, Web-based, interactive computer graphics system that helps instructors teach and students learn about waves and optics. Current subject areas include waves, geometrical optics, reflection and refraction, polarization, interference, diffraction, lasers, and scattering. Some of the topics covered are suited for introductory level physics students while others are suited for intermediate optics students. WebTOP is developed with a flexible interface to suit the various needs of instructors and students. Many of the features lend themselves to classroom use or self-guided study. WebTOP is implemented using VRML, Java, JavaScript, and VRML’s Java EAI.