HCI and Usability for Education and Work

1. Front Matter

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2. Cognitive Processes and End User Experience

   1. Learners, Technology and the Brain

      • Jean Underwood

      Pages 1-18

   2. Challenges in the Development and Evaluation of Immersive Digital Educational Games

      • Effie Lai-Chong Law, Michael D. Kickmeier-Rust, Dietrich Albert, Andreas Holzinger

      Pages 19-30

   3. Evaluating the Motivational Value of an Augmented Reality System for Learning Chemistry

      • Costin Pribeanu, Dragoş Daniel Iordache

      Pages 31-42

   4. Cognitive Processes Causing the Relationship between Aesthetics and Usability

      • Waltraud Ilmberger, Martin Schrepp, Theo Held

      Pages 43-54

   5. Educational Uses of the e-Book: An Experience in a Virtual University Context

      • Eva Patrícia Gil-Rodríguez, Jordi Planella-Ribera

      Pages 55-62

   6. Construction and Evaluation of a User Experience Questionnaire

      • Bettina Laugwitz, Theo Held, Martin Schrepp

      Pages 63-76

3. Social Software and Collaborative Knowledge Development

   1. Integration of a Wiki for Collaborative Knowledge Development in an E-Learning Context for University Teaching

      • Birka Jaksch, Saskia-Janina Kepp, Christa Womser-Hacker

      Pages 77-96

   2. Web 2.0 and Social Software: Challenges and Complexity of Communication in Education

      • Helle Mathiasen, Lynne Schrum

      Pages 97-112

   3. Using ePortfolios Enhancing for Learning through Computer-Mediated Interaction in a Course on HCI

      • Sonja Kabicher, Simone Kriglstein, Kathrin Figl, Renate Motschnig-Pitrik

      Pages 113-124

4. Knowledge Processing, Assessment and Human Performance

   1. Knowledge-Based Patterns of Remembering: Eye Movement Scanpaths Reflect Domain Experience

      • Geoffrey Underwood, Katherine Humphrey, Tom Foulsham

      Pages 125-144

   2. Knowledge Assessment Based on Evaluation of 3D Graphics Annotation in Lesson Context

      • Dorian Gorgan, Teodor Stefanut, Madalina Veres, Istvan Gabos

      Pages 145-160

   3. The Influence of Instruction Mode on Reaching Movements during Manual Assembly

      • Sonja Stork, Christian Stößel, Anna Schubö

      Pages 161-172

   4. Usability Metrics of Time and Stress - Biological Enhanced Performance Test of a University Wide Learning Management System

      • Christian Stickel, Alexei Scerbakov, Thomas Kaufmann, Martin Ebner

      Pages 173-184

5. Human Centered Development and Design Accessibility

   1. Users’ Experience with a Recommender System in an Open Source Standard-Based Learning Management System

      • Olga C. Santos, Jesus G. Boticario

      Pages 185-204

   2. The Role of Usability in the Design and Evaluation of Dynamic Traffic Displays

      • Gerhard Leitner, Martin Hitz, Rudolf Melcher

      Pages 205-220

   3. Affordances in Conversational Interactions with Multimodal QA Systems

      • Andreea Niculescu

      Pages 221-236

   4. E-Learning: A Tool for Teachers with a Disability

      • Olga Revilla

      Pages 237-246

   5. More Than Just a Game: Accessibility in Computer Games

      • Klaus Miesenberger, Roland Ossmann, Dominique Archambault, Gig Searle, Andreas Holzinger

      Pages 247-260

6. User Centred Information Visualization and Multimedia

   1. Visualizations at First Sight: Do Insights Require Training?

      • Michael Smuc, Eva Mayr, Tim Lammarsch, Alessio Bertone, Wolfgang Aigner, Hanna Risku et al.

      Pages 261-280

The Workgroup Human–Computer Interaction & Usability Engineering (HCI&UE) of the Austrian Computer Society (OCG) serves as a platform for interdisciplinary - change, research and development. While human–computer interaction (HCI) tra- tionally brings together psychologists and computer scientists, usability engineering (UE) is a software engineering discipline and ensures the appropriate implementation of applications. Our 2008 topic was Human–Computer Interaction for Education and Work (HCI4EDU), culminating in the 4th annual Usability Symposium USAB 2008 held during November 20–21, 2008 in Graz, Austria (http://usab-symposium.tugraz.at). As with the field of Human–Computer Interaction in Medicine and Health Care (HCI4MED), which was our annual topic in 2007, technological performance also increases exponentially in the area of education and work. Learners, teachers and knowledge workers are ubiquitously confronted with new technologies, which are available at constantly lower costs. However, it is obvious that within our e-Society the knowledge acquired at schools and universities – while being an absolutely necessary basis for learning – may prove insufficient to last a whole life time. Working and learning can be viewed as parallel processes, with the result that li- long learning (LLL) must be considered as more than just a catch phrase within our society, it is an undisputed necessity. Today, we are facing a tremendous increase in educational technologies of all kinds and, although the influence of these new te- nologies is enormous, we must never forget that learning is both a basic cognitive and a social process – and cannot be replaced by technology.

• Accessibility
• Usability
• human-computer interaction (HCI)
• information visualization
• knowledge
• learning
• multimedia
• user experience
• user experience (UX)

• Institute for Medical Informatics, Statistics and Documentation (IMI) Research Unit HCI4MED, Medical University Graz (MUG), Graz, Austria

  Andreas Holzinger

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