Seeking and providing assistance while learning to use information systems

Throughout their lives, people are faced with various learning situations, for example when they learn how to use new software, services or information systems. However, research in the field of Interactive Learning Environments shows that learners needing assistance do not systematically seek or use help, even when it is available. The aim of the present study is to explore the role of some factors from research in Interactive Learning Environments in another situation: using a new technology not as a means of acquiring knowledge but to realize a specific task. Firstly, we present the three factors included in this study (1) the role of the content of assistance, namely operative vs. function-oriented help; (2) the role of the user’s prior knowledge; (3) the role of the trigger of assistance, i.e. help provided after the user’s request vs. help provided by the system. In this latter case, it is necessary to detect the user’s difficulties. On the basis of research on problem-solving, we list behavioral criteria expressing the user’s difficulties. Then, we present two experiments that use “real” technologies developed by a large company and tested by “real” users. The results showed that (1) even when participants had reached an impasse, most of them never sought assistance, (2) operative assistance that was automatically provided by the system was effective for novice users, and (3) function-oriented help that was automatically provided by the system was effective for expert users. Assistance can support deadlock awareness and can also focus on deadlock solving by guiding task. Assistance must be adapted to prior knowledge, progress and goals of learners to improve learning.     

Course ontology-based user’s knowledge requirement acquisition from behaviors within e-learning systems

User’s knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user’s knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an interactive question-answering process. The association space is proposed to record and formalize the historical interactive information which is used to compute user’s knowledge requirement. The second approach is based on user’s reading behavior logs in the process of reading e-documents. User’s reading actions including underline, highlight, circle, annotation and bookmark, are used to compute user’s knowledge requirement. Two experiments are conducted to implement the two proposed approaches and acquire the user’s knowledge requirement. The evaluation results show that the user models computed by two approaches are consistent and can reflect user’s real knowledge requirements accurately.     

Handy broker: an intelligent product-brokering agent for m-commerce applications with user preference tracking

One of the potential applications for agent-based systems is m-commerce. A lot of research has been done on making such systems intelligent to personalize their services for users. In most systems, user-supplied keywords are generally used to help generate profiles for users. In this paper, an evolutionary ontology-based product-brokering agent has been designed for m-commerce applications. It uses an evaluation function to represent a user’s preference instead of the usual keyword-based profile. By using genetic algorithms, the agent tracks the user’s preferences for a particular product by tuning some parameters inside its evaluation function. A prototype called ‘Handy Broker’ has been implemented in Java and the results obtained from our experiments look promising for m-commerce use.     

Modeling Multimodal Expression of User’s Affective Subjective Experience

With the growing importance of information technology in our everyday life, new types of applications are appearing that require the understanding of information in a broad sense. Information that includes affective and subjective content plays a major role not only in an individual’s cognitive processes but also in an individual’s interaction with others. We identify three key points to be considered when developing systems that capture affective information: embodiment (experiencing physical reality), dynamics (mapping experience and emotional state with its label) and adaptive interaction (conveying emotive response, responding to a recognized emotional state). We present two computational systems that implement those principles: MOUE (Model Of User Emotions) is an emotion recognition system that recognizes the user’s emotion from his/her facial expressions, and from it, adaptively builds semantic definitions of emotion concepts using the user’s feedback; MIKE (Multimedia Interactive Environment for Kansei communication) is an interactive adaptive system that, along with the user, co-evolves a language for communicating over subjective impressions.     

An intelligent learning diagnosis system for Web-based thematic learning platform

This work proposes an intelligent learning diagnosis system that supports a Web-based thematic learning model, which aims to cultivate learners’ ability of knowledge integration by giving the learners the opportunities to select the learning topics that they are interested, and gain knowledge on the specific topics by surfing on the Internet to search related learning courseware and discussing what they have learned with their colleagues. Based on the log files that record the learners’ past online learning behavior, an intelligent diagnosis system is used to give appropriate learning guidance to assist the learners in improving their study behaviors and grade online class participation for the instructor. The achievement of the learners’ final reports can also be predicted by the diagnosis system accurately. Our experimental results reveal that the proposed learning diagnosis system can efficiently help learners to expand their knowledge while surfing in cyberspace Web-based “theme-based learning” model.     

Designing a semantic bliki system to support different types of knowledge and adaptive learning

Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one’s learning performance. This study aims to design a semantic bliki system to tackle such issues. To support various types of knowledge, this study has developed a new social software called “bliki” that combines the advantages of blogs and wikis. This bliki system also applies Semantic Web technology to organize an ontology and a variety of knowledge types. To aid adaptive learning, a function called “Book” is provided to enable learners to arrange personalized learning goals and paths. The learning contents and their sequences and difficulty levels can be specified according to learners’ metacognitive knowledge and collaborative activities. An experiment is conducted to evaluate this system and the experimental results show that this system is able to comprehend various types of knowledge and to improve learners’ learning performance.     

Buddy tracking — efficient proximity detection among mobile friends

Global positioning systems (GPS) and mobile phone networks make it possible to track individual users with an increasing accuracy. It is natural to ask whether this information can be used to maintain social networks. In such a network each user wishes to be informed whenever one of a list of other users, called the user’s friends, appears in the user’s vicinity. In contrast to more traditional positioning based algorithms, the computation here depends not only on the user’s own position on a static map, but also on the dynamic position of the user’s friends. Hence it requires both communication and computation resources. The computation can be carried out either between the individual users in a peer-to-peer fashion or by centralized servers where computation and data can be collected at one central location. In the peer-to-peer model, a novel algorithm for minimizing the number of location update messages between pairs of friends is presented. We also present an efficient algorithm for the centralized model, based on region hierarchy and quadtrees. The paper provides an analysis of the two algorithms, compares them with a naive approach, and evaluates them on user motions generated by the IBM City Simulator system.     

Designing an expert system for fraud detection in private telecommunications networks

Telecommunications fraud not only burdens telecom provider’s accountings but burdens individual users as well. The latter are particularly affected in the case of superimposed fraud where the fraudster uses a legitimate user’s account in parallel with the user. These cases are usually identified after user complaints for excess billing. However, inside the network of a large firm or organization, superimposed fraud may go undetected for some time. The present paper deals with the detection of fraudulent telecom activity inside large organizations’ premises. Focus is given on superimposed fraud detection. The problem is attacked via the construction of an expert system which incorporates both the network administrator’s expert knowledge and knowledge derived from the application of data mining techniques on real world data.     

Semantic web technologies to reconcile privacy and context awareness

Increasingly, application developers are looking for ways to provide users with higher levels of personalization that capture different elements of a user’s operating context, such as her location, the task that she is currently engaged in, who her colleagues are, etc. While there are many sources of contextual information, they tend to vary from one user to another and also over time. Different users may rely on different location tracking functionality provided by different cell phone operators; they may use different calendar systems, etc. In this article, we describe work on a Semantic e-Wallet aimed at supporting automated identification and access of personal resources, each represented as a Semantic Web Service. A key objective is to provide a Semantic Web environment for open access to a user’s contextual resources, thereby reducing the costs associated with the development and maintenance of context-aware applications. A second objective is, through Semantic Web technologies, to empower users to selectively control who has access to their contextual information and under which conditions. This work has been carried out in the context of myCampus, a context-aware environment aimed at enhancing everyday campus life. Empirical results obtained on Carnegie Mellon’s campus are discussed.     

The role of design-principles in designing courses that promote collaborative learning in higher-education

Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines. The two approaches are fairly similar in their strategies, but differ in their research origins. This study stems from the design-principles approach, and explores how learning is affected by curriculum-materials designed according to two main design-principles: (a) engage learners in peer instruction, and (b) reuse student artifacts as resource for further learning. These principles were employed in three higher-education courses and examined with 385 students. Data analysis was conducted in two trajectories: In the “bird’s eye view” trajectory we used a “feature” unit of analysis to illustrate how learning was supported by features designed according to the two design-principles in each of the courses. In the “design-based research” trajectory we focused on one feature, a web-based Jigsaw activity, in a philosophy of education course, and demonstrated how it was refined via three design iterations. Students were required to specialize in one of three philosophical perspectives, share knowledge with peers who specialized in other perspectives, and reuse the shared knowledge in new contexts. Outcomes indicated that the design in the first iteration did not sufficiently support student ability to apply the shared knowledge. Two additional design-principles were employed in the next iterations: (c) provide knowledge representation and organization tools, and (d) employ multiple social-activity structures. The importance of combining several design-principles for designing curricular materials is discussed in terms of Alexander’s design-pattern language and his notion of referencing between design-patterns.     

SweetWiki: A semantic wiki

Everyone agrees that user interactions and social networks are among the cornerstones of “Web 2.0”. Web 2.0 applications generally run in a web browser, propose dynamic content with rich user interfaces, offer means to easily add or edit content of the web site they belong to and present social network aspects. Well-known applications that have helped spread Web 2.0 are blogs, wikis, and image/video sharing sites; they have dramatically increased sharing and participation among web users. It is possible to build knowledge using tools that can help analyze users’ behavior behind the scenes: what they do, what they know, what they want. Tools that help share this knowledge across a network, and that can reason on that knowledge, will lead to users who can better use the knowledge available, i.e., to smarter users. Wikipedia, a wildly successful example of web technology, has helped knowledge-sharing between people by letting individuals freely create and modify its content. But Wikipedia is designed for people—today's software cannot understand and reason on Wikipedia's content. In parallel, the “semantic web”, a set of technologies that help knowledge-sharing across the web between different applications, is starting to gain attraction. Researchers have only recently started working on the concept of a “semantic wiki”, mixing the advantages of the wiki and the technologies of the semantic web. In this paper we will present a state-of-the-art of semantic wikis, and we will introduce SweetWiki, an example of an application reconciling two trends of the future web: a semantically augmented web and a web of social applications where every user is an active provider as well as a consumer of information. SweetWiki makes heavy use of semantic web concepts and languages, and demonstrates how the use of such paradigms can improve navigation, search, and usability.     

Establishing an electronic collaborative learning environment in a university consortium: The CIRCLE project

The Consortium Interactive Research on Collaborative Learning Environments (or CIRCLE) project, was designed to examine (a) how the distance among remote universities can be bridged electronically; and (b) how this bridge can be used to develop truly collaborative learning with shared, distributed student and faculty responsibilities. Although the problem of “distance learning” based on the model of instructional television has been well-studied, the problem of collaborative distance learning, based on a design team model, poses new technological and psychological issues. The CIRCLE project was designed to develop a model of four-way instructional collaboration that places relatively small demands on existing university technological resources. Thus, this project focused on an examination of the human resources, the nature of video and audio interaction, and simple schemes for synchronous computer-based communication. The results of a number of collaborative trials indicated that interaction over high bandwidth video channels worked well with little training. However, the trials also indicated a need for better synchronous computer-based media to facilitate interactions. Further, the trials raised a number of technical, social, and task constraints that influence the effectiveness of the interactions.     

The formation of learners’ semiosphere by authentic inquiry with an integrated learning object “Young Scientist”

An integrated learning object, a web-based inquiry environment “Young Scientist” for basic school level is introduced by applying the semiosphere conception for explaining learning processes. The study focused on the development of students’ (n = 30) awareness of the affordances of learning objects (LO) during the 3 inquiry tasks, and their ability of dynamically reconstructing meanings in the inquiry subtasks through exploiting these LO affordances in “Young Scientist”. The problem-solving data recorded by the inquiry system and the awareness questionnaire served as the data-collection methods.It was demonstrated that learners obtain complete awareness of the LO affordances in an integrated learning environment only after several problem-solving tasks. It was assumed that the perceived task-related properties and functions of LOs depend on students’ interrelations with LOs in specific learning contexts. Learners’ overall awareness of certain LO affordances, available in the inquiry system “Young Scientist”, developed with three kinds of patterns, describing the hierarchical development of the semiosphere model for learners. The better understanding of the LO affordances, characteristic to the formation of the functioning semiosphere, was significantly related to the advanced knowledge construction during these inquiry subtasks that presumed translation of information from one semiotic system to another. The implications of the research are discussed in the frames of the development of new contextual gateways for learning with virtual objects. It is assumed that effective LO-based learning has to be organized through pedagogically constrained gateways by manifesting certain LO affordances in the context in order to build up the dynamic semiosphere model for learners.     

An empirical study of Web browsing behaviour: Towards an effective Website design

Prior studies have suggested that a good Website design which facilitates a user’s Web browsing behaviour would generally lead to better user performance. In this research, we examine user Website behaviour as a way to understand Website design using a “think aloud” protocol analysis. Main theoretical contributions of this research are the illustration of the flow of cognitive processes during the Website browsing and the establishment of Website design dimensions – the meaning and content implied by Website content, its outward form, and the structure and navigation – in relation to user performance.     

Requirements elicitation for virtual actors in collaborative learning environments

This paper reports on the elicitation of requirements for Virtual Actors in Collaborative Virtual Learning Environments (CVLEs). The methodological approach followed involves the phased development of a series of learning environments which are observed in use by parents, children and teachers. The focus of study is on the interactivity and social communication issues that arise in the learning situation. The research uses as its case study the work of the Manchester Museum Education Service with children at Key Stage Level 2 (9–11 years old) of the National Curriculum. The particular learning situation is based on senet, an ancient Egyptian board game from the Museum’s collection of artefacts from the pyramid builders’ town of Kahun. Results are presented of the first phase prototype, a single display groupware system where interactions take place face-to-face in the ‘real-world’ external to the environment. Results are also presented of the second phase prototype, a multi-user groupware environment in which the users are remotely located and interaction is mainly internal to the environment. The paper discusses how the results from these two phases are being used to establish requirements for a CVLE to be developed in the third phase of research.     

Recommendation system using location-based ontology on wireless internet: An example of collective intelligence by using ‘mashup’ applications

Location-Based Service (LBS) is considered as a key component of upcoming ubiquitous environments. A recommendation system based on LBS is expected to be an important service in ubiquitous environments, and most hardware technologies such as location estimation of a user by using Global Positioning System (GPS), as well as hi-speed internet access through cell phones, are currently supported. However, in terms of software, most services are driven and supported by a LBS service provider only. Consequently, lack of participation of users may occur in mobile environments. In this study, we suggest a LBS knowledge base inference platform with ontology which considers the current location and available time of users. Our knowledge base supports user participation as collective intelligence. We mashed up Open Application Programming Interface (OpenAPI) for scalable implementation of the system. Through experiments, we show that a user can build up his/her knowledge base, and by using this information, the system recommends to other users appropriate information that matches the user’s condition and profile through inference.     

The impact of learners' pathways on learning performance in multimedia Computer Aided Learning

Interactive courseware aids learners to access information and tools by which they can construct personalized transitions between the information to be accessed and their own cognitive structures. The process of navigation enables learners to experience the content of interactive courseware. Learning pathways also reveal the learning trails while learners traverse any interactive environment. Since learners have unique knowledge structures based upon their experiences and abilities, the ways that they choose to access, interact, and interrelate messages in interactive courseware also vary. Studies on pathways help us to explore and explain human behaviors during learning processes. The aim of this study is to answer two research questions: (1) do learners use guided discovery courseware differently? and (2) what relation do pathways have to learning performance? An inventory was made of exploratory learning processes by analyzing learners' navigational data recorded in computers. Frequency and duration of each step in the learning pathway were identified and calculated. The null hypothesis was tested and conclusions were drawn.     

Promoting cooperation among strangers to access Internet services from an ad hoc network

We envision highly mobile users cooperating by sharing telecommunication connections to support a continuous messaging notification channel. Peer-to-peer sharing would enable a reduction of users’ telecommunication charges and devices’ battery consumption. Nevertheless, without a centralized trust authority, people lack the incentive to cooperate with a group of strangers. We present a new distributed trust framework and a credit system to solve this problem. Trust is evaluated based on a user’s own experience and information obtained from others. The credit system is built on top of the trust system to ensure that each user appropriately takes turns providing the proxy service for the group of peers. No centralized authority or long-term accountability is needed. Simulation results demonstrate that this framework is stable and efficient. Fairness is maintained among users and each user may benefit in proportion to its contribution to the group.     

Discovering frequent user--environment interactions in intelligent environments

Intelligent Environments are expected to act proactively, anticipating the user’s needs and preferences. To do that, the environment must somehow obtain knowledge of those need and preferences, but unlike current computing systems, in Intelligent Environments, the user ideally should be released from the burden of providing information or programming any device as much as possible. Therefore, automated learning of a user’s most common behaviors becomes an important step towards allowing an environment to provide highly personalized services. In this article, we present a system that takes information collected by sensors as a starting point and then discovers frequent relationships between actions carried out by the user. The algorithm developed to discover such patterns is supported by a language to represent those patterns and a system of interaction that provides the user the option to fine tune their preferences in a natural way, just by speaking to the system.     

Implement web learning environment based on data mining

The need for providing learners with web-based learning content that match their accessibility needs and preferences, as well as providing ways to match learning content to user’s devices has been identified as an important issue in accessible educational environment. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. In order to achieve optimal efficiency in a learning process, individual learner’s cognitive learning style should be taken into account. Due to different types of learners using these systems, it is necessary to provide them with an individualized learning support system. However, the design and development of web-based learning environments for people with special abilities has been addressed so far by the development of hypermedia and multimedia based on educational content. In this paper a framework of individual web-based learning system is presented by focusing on learner’s cognitive learning process, learning pattern and activities, as well as the technology support needed. Based on the learner-centered mode and cognitive learning theory, we demonstrate an online course design and development that supports the students with the learning flexibility and the adaptability. The proposed framework utilizes data mining algorithm for representing and extracting a dynamic learning process and learning pattern to support students’ deep learning, efficient tutoring and collaboration in web-based learning environment. And experiments do prove that it is feasible to use the method to develop an individual web-based learning system, which is valuable for further study in more depth.