Various theories and models have implicitly discussed the role of interaction when using learning technologies. Indeed, interaction is described as being important as it relates to technology adoption, cognitive load, and usability. While each of these perspectives describe elements of interaction, they fail to comprehensively detail how educators…

The aim of this study was to explain the relationship between cognitive load and the effects of augmented reality (AR) learning environments. To achieve this aim, firstly, the studies of systematic literature reviews on the potential and limitations of AR learning environments were examined. Afterwards, the effect of AR was categorized in terms of…

Formative feedback is well known as a key factor in influencing learning. Modern interactive learning environments provide a broad range of ways to provide feedback to students as well as new tools to understand feedback and its relation to various learning outcomes. This issue focuses on the role of formative feedback through a lens of how…

While interactivity is regarded as a distinguishing characteristic of computer technology, the explanation on its impact remains in its infancy. The present research investigates what it means to provide a more (or less) interactive computer interface design by attempting to uncover its cognitive influences on the user's expectation of outcome and…

This paper deals with the design of interactivity in visualization tools. There are several factors that can be used to guide the analysis and design of the interactivity of these tools. One such factor is flow, which is concerned with the duration of interaction with visual representations of information--interaction being the actions performed…

It seems that surprise events have the potential to turn short-term memories into long-term memories, an unusual phenomenon that may have limited but interesting applications in learning tasks. This surprise-enhanced cognition phenomenon is theoretically modeled based on the notion that many human mental traits have evolved through natural…

This study looks at the relationship between age, technology experience, and design factors in determining young children's comprehension of novel digital interfaces. In Experiment 1, 35 preschoolers played three games that varied in complexity and familiarity. Parental questionnaires were used to assess children's previous technology experience.…

Interacting cognitive subsystems (ICS) is proposed as a unified cognitive theory that can be used as the basis for representations in human-computer interaction, and two approaches based on the theory are described: one entails the description of cognitive task models, and the other entails the production of less complete diagrammatic notations.…

This document presents a theoretical approach and a methodology for analyzing data from students interacting with and learning from hypermedia systems. Interactions are mutually influenced by individual students' goals and strategies and the actions supported by the interface of the learning environment. The approach is illustrated by modelling…

Research in human-computer interaction is evolving a user-centered methodology for system design and instruction that focuses on integrating affective and cognitive user variables to increase productivity, creativity, and human growth. Discussion includes the survey approach, the experimental-ethnographic approach; theory-building; and the future…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…