Organizers
Roger
N'Kambou, Université du Québec à Montreal, Canada
Sylvie
Girard, CREN, pôle manceau Innovation en éducation,
France
DATES
Papers Submission:
March 29th 2011
Review Decision: April
2nd 2011
Paper final version:
May 15th 2011
Workshop Dates: June
27th-28th 2011
Theme and goals
Research investigating
how to successfully evaluate interactive pedagogical products
agree on the importance of the following three dimensions [1]:
• Utility: does the system
enable learners to learn the concepts it was created for?
• Acceptability: is the
system compatible with the user's culture, values, or the
organizational structure it should be deployed into?
• Usability: is the system
easy to use, understand, and reuse, without any manipulation
errors or requesting for navigational help intensively?
These three dimensions
have been showed to be complementary, and critical for the
development of educational products that respect the culture,
cognitive, pedagogical, and motor capacities of the final
users: the learners or their teachers. While usability has
always been a critical issue for any computer application, it
is especially true with regards to software created for use in
experimental studies for better learning. Indeed, intelligent
tutoring systems, and any kind of technology-based pedagogical
application, are very complex applications that need a high
degree of adaptation to the users, and a high level of
malleability by their users in order to perform the tasks they
are assigned to. For instance, situations where the user is
not able to perform an activity due to buttons too little to
click on easily, or other usability issues, should be avoided
at all cost. One major research question is raised for the
purpose of this workshop's reflections: How can one believe in
the validity of study results when the application supporting
the experiment is source of frustration, badly used by the
participants, or not well adapted to the targeted user, due to
its poor usability?
U-Ed'2011 goal is to
bring new people to the AIED conference, coming from
Human-Computer Interaction and Human-Robot Interaction: people
more focused on the HCI side of the educational applications,
especially working on the interaction techniques behind the
applications, in regards to a specific public. The program
committee presented below (all members agreed to contribute to
the reviewing process) includes people from both HCI and AIED
research communities. This is a guarantee for a high
scientific quality of the workshop and also of the success of
this first tentative of making these two communities interact
together on challenging issues. This is an opportunity for
people of CHI community to learn more about complex usability
in learning environment and for AIED people to more understand
CHI fundamentals (theories, methods and techniques) that may
contribute to a better design and evaluation of educational
software in their usability perspective.
We believe that this
workshop will be of interest in the community, as a growing
interest in bringing together HCI and educational issues has
been developed in the past years. Several workshops have been
done on specific points, with some issues on usability and
learning applications, which brought a good level of
attendance. For example: the "next generation of HCI and
education" workshop at CHI2010 has been renewed another year
for CHI2011, and a similar workshop is planned for the French
EIAH 2011 conference.
The workshop will aim at
giving more insight on different aspects of usability:
• Usability applicable for
different technologies: desktop, web-based, ubiquitous,
tangible, android.
• Different technology
used in the software: agents, sound, affect, user-modelling,
virtual/mixed reality
• How can an
interdisciplinary team work together to produce software
design methods that include usability principles?
• Different types of
learning theories implemented: constructivism, discovery
learning, serious games, etc.
Types of
submission
• Paper submission: 12
pages, full-paper contribution
-Experience testimony of
design process for better usability with interdisciplinary
team
-Study that shows the
impact of usability on study results in terms of motivation,
learning, reflection, meta-cognitive processes, etc...
-Methods, guidelines,
principles, and theories on specific aspects of usability for
technology enhanced learning
-Studies on the
application adaptation needs in terms of usability for
specific user-groups.
• Demonstrations: 2 pages,
demonstration at the workshop
-Demonstration of
existing systems that ‘solve' usability issues in educational
technologies
-Demonstration of
usability problems pointed out that raise unsolved research
questions.
All papers must follow
the AIED conference format : http://www.aied2011.canterbury.ac.nz/submissions
Program Comity
• Shazia Afzal, university
of Cambridge, UK
• Ben Du Boulay, School of
Informatics, University of Sussex, UK.
• Jacqueline Bourdeau,
Téluq-UQAM, Canada
• Joost Broekens, Delft
University of Technology, The Netherlands
• Ginevra Castellano,
Queen Mary University of London, UK (not reviewer)
• Bertrand David,
Laboratoire LIESP, Ecole Centrale, Lyon, France
• Elisabeth Delozanne,
Université Paris 6, France
• Aude Dufresne,
Université de Montréal, Canada
• Sylvie Girard, CREN,
pôle manceau Innovation en éducation, France
• Judith Good, School of
Informatics, University of Sussex, UK.
• Agneta Gulz, Lund
University Cognitive Science, Sweden
• Magnus Haake, Lund
Unversity, Sweden
• Juan Pablo Hourcade,
University of Iowa, US
• Judy Kay, CHAI,
university of Sidney, Australia
• Hilary Johnson,
university of Bath, UK
• Richard Joiner,
university of Bath, UK
• James Lester, North
Carolina State University, US
• Jack Mostow, Carnegie
Mellon University, US
• Roger NKambou,
Université du Québec à Montreal, Canada
• Laurel Riek, University
of Cambridge, UK
• Dominique SCAPIN, INRIA
Rocquencourt, France
• André Tricot, Université
de Toulouse 2, France
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