| 1. |
- Aronsson, Sanna, et al.
(author)
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LVC Allocator : Aligning training value with scenario design for envisioned LVC training of fast-jet pilots
- 2022
-
In: The Journal of Defence Modeling and Simulation. - : SAGE Publications. - 1548-5129 .- 1557-380X. ; 19:3, s. 287-298
-
Journal article (peer-reviewed)abstract
- Live virtual constructive (LVC) flight simulations mix pilots flying actual aircraft, pilots flying in simulators, and computer- generated forces, in joint scenarios. Training resources invested in LVC scenarios must give a high return, and therefore pilots in both live aircraft and simulators need to experience training value for the extensive resources invested in both, an aspect not emphasized in current LVC research. Thus, there is a need for a function, in this article described as LVC Allocator, which assures that complex LVC training scenarios include aspects of training value for all participants, and, thus, purposefully align scenario design with training value. A series of workshops were carried out with 16 fast-jet pilots articulating the training challenges that LVC could contribute to solving, and allocating LVC entities in a training scenario design exercise. The training values for LVC included large scenarios, weapon delivery, flight safety, adversary performance, and weather dependence. These values guided the reasoning of how to allocate different entities to L, V, or C entities. Allocations were focused on adversaries as V, keeping entity types together, weather dependence, low-alti- tude and supersonic flying requirements, and to let L entities handle and lead complex tasks to keep the human in the loop.
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| 2. |
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| 3. |
- Aronsson, S., et al.
(author)
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A live mindset in Live Virtual Constructive simulations : a spin-up for future LVC air combat training
- 2022
-
In: The Journal of Defence Modeling and Simulation. - : SAGE Publications. - 1548-5129 .- 1557-380X.
-
Journal article (peer-reviewed)abstract
- Combining Live, Virtual, and Constructive (LVC) aircraft in the same training scenario holds promise for developing and enhancing fighter pilot training. The simulator study reported here builds on joint pilot-researcher co-design work of beyond visual range LVC training (LVC-T) scenarios to provide training value to pilots in both Live and Virtual aircraft. One fourship of pilots simulated Live entities by acting under peacetime restrictions, while other pilots acted as during regular Virtual training. The objective was to investigate pilots’ reflections on the implications of LVC-T and on the methodology used to provide hands-on experience of a plausible LVC-T scenario. The purpose is to inform the design and use of future LVC in air combat training from the perspective of training value. Results indicate that pilots are positive toward the LVC scenario design, especially the dynamics that a large-scale scenario brings to training of decision making. They indicate a high degree of presence, the need for specific regulations to enforce flight safety, and that restrictions put on the simulated Live entities had implications for the other pilots. In addition to regular Live (L) and simulator (V + C) training, LVC-T may enhance pilots’ repertoires and decision-making patterns.
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| 4. |
- Aronsson, Sanna, et al.
(author)
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Design of simulator training : a comparative study of Swedish dynamic decision-making training facilities
- 2021
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In: Cognition, Technology & Work. - : Springer Science and Business Media LLC. - 1435-5558 .- 1435-5566. ; 21, s. 117-130
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Journal article (peer-reviewed)abstract
- Simulator training is becoming increasingly important for training of time-critical and dynamic situations. Hence, how simulator training in such domains is planned, carried out and followed up becomes important. Based on a model prescribing such crucial aspects, ten decision-making training simulator facilities have been analyzed from an activity theoretical perspective. The analysis reveals several conflicts that exist between the training that is carried out and the defined training objectives. Although limitations in technology and organization are often alleviated by proficient instructors, it is concluded that there is a need for a structured approach to the design of training to be able to define the competencies and skills that ought to be trained along with relevant measurable training goals. Further, there is a need for a pedagogical model that takes the specifics of simulator training into account. Such a pedagogical model is needed to be able to evaluate the training, and would make it possible to share experiences and make comparisons between facilities in a structured manner.
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| 5. |
- Aronsson, Sanna, et al.
(author)
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Effektiv simulatorträning : Slutrapport projekt Effektiv flygträning och utbildning 2015-2017
- 2017
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Reports (other academic/artistic)abstract
- Frågan om vad som utgör effektiv flygträning och utbildning (dvs. stridsteknisk och taktisk utbildning) är komplex och kan angripas på olika sätt. FoT-projektet Effektiv flygträning och utbildning (2015-2017) har vetenskapligt och metodiskt arbetat med att integrera pedagogiska modeller och praktiska erfarenheter med hänsyn tagen till organisatoriska strukturer. Vidare har systematiskt designarbete av visuella stöd för debriefing genomförts. Denna rapport integrerar projektets forskningsfrågor, projektaktiviteter och resultat i en sammanhållen beskrivning. Det krävs olika typer av stöd (både verktyg och metoder) för att analysera komplexa scenarier och mått som kan precisera den individuella flygförarens eller gruppens prestationer. Baserat på komplexa mått har två visualiseringar som ger en överblick av flygförarens skjuttillfälle respektive hotbild utvecklats och utvärderats tillsammans med svenska stridspiloter. Vidare har projektet framgångsrikt använt maskininlärning för att kategorisera flygförares och flygstridsledares kommunikation i syfte att bedöma effektiviteten i denna, samt att identifiera eventuella brister genom visualiseringar av resultaten. Pedagogiska modeller och visualiseringar, samt empiriska studier av simulatoranläggningar ger en grund för en diskussion om vad som utmärker effektiva simulatoranläggningar och effektiv simulatorträning. Studier av konceptet LVC (Live, Virtual & Constructive), vilket innebär träning med skarpa farkoster, flygförare i simulatorer samt datorgenererade entiteter (artificiella agenter) i ett och samma scenario, har genomförts. Vidare har projektet introducerat konceptet "LVC i vardagen", en vision om att enkelt och sömlöst kunna sammankoppla flygplan och dess flygförare med träning i simulatorer. Verksamheten i projektet har delvis bedrivits i samarbete med U.S. Air Force Research Laboratory (AFRL) inom ramen för samarbetsavtalet IMTR II (International Mission Training Research II, 2012-2018). Inom samarbetet har projektet medverkat till en demonstration av LVC-förmåga där FLSC (Flygvapnets luftstridssimuleringscenter) som enda europeiska aktör deltog. Projektet har för avsikt att fortsätta detta samarbete och inriktningen mot LVC för att närma oss visionen om LVC som en integrerad del i reguljär övning och träning. Rapporten avslutas med rekommendationer för fortsatt forskning.
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| 6. |
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| 7. |
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| 8. |
- Aronsson, Sanna, et al.
(author)
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Live Virtual Constructive i framtida luftstridsövningar : Enkät- och workshopstudie i samband med Arctic Challenge Exercise 2021
- 2022
-
Reports (other academic/artistic)abstract
- Denna rapport fokuserar på luftstridsträningskonceptet Live, Virtual och Constructive (LVC). Två studier med fokus på LVC som träningskoncept och dess träningsvärde genomfördes i anslutning till Arctic Challenge Exercise 2021 (ACE 21). I den första studien fyllde flygförare i en enkät med fokus på upplevt träningsvärde relativt lärandemål för genomförda flygpass, samt frågor om LVC som framtida träningskoncept. I den andra studien reflekterade flygförare som deltagit vid ACE 21 kring träningsvärde av LVC och erhållna svar från enkäten. Enkätresultaten visar att skattningar av upplevt träningsvärde varierar mellan de olika lärandemålen och mellan olika uppdragstyper med avseende på det uppdrag som just flugits. Träningsvärdet hos de olika lärandemålen samvarierar kring olika stadier av uppdragsplanering och -genomförande. Från den andra studien kan konstateras att flygförarna identifierade både styrkor och svagheter med att inkludera V- och C-entiteter i luftstridsövningar. Särskilt viktigt att poängtera är att de inte har tilltro till att C-entiteter kan ersätta flygförare på blå sida i verkliga flygfarkoster. Flygförarna är positiva till att introducera V- och C-entiteter för att kunna genomföra stora scenarier, särskilt om de agerar på motståndarsidan. Slutligen konstateras att skattning av upplevt träningsvärde relativt definierade lärandemål utgör ett tolkningsbart instrument för att undersöka träningsvärde vid stora luftstridsövningar.
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| 9. |
- Aronsson, Sanna, et al.
(author)
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LVC Allocator och White Wizard : Fundament för träningsvärde i framtida Live-Virtual-Constructive luftstridsträning
- 2020
-
Reports (other academic/artistic)abstract
- Denna rapport fokuserar på LVC-träning (LVC-T) som träningskoncept där verkliga flygfarkoster (Live), simulerade flygfarkoster (Virtual) och datorgenererade flygfarkoster (Constructive) integreras i gemensamma träningsscenarion och övningar. Centralt har varit att anpassa konceptet LVC-T till en svensk kontext för att effektivisera träning och utvärdering av prestation och förmåga i framtida luftstridsträning. För att detta ska kunna uppnås är det viktigt att flygförare i både verkliga och simulerade flygfarkoster får ett bra träningsvärde, som definieras som det mervärde(ökade/förbättrade färdigheter, erfarenheter och/eller kunskap) flygförare uppnår genom att delta i ett givet träningsscenario. För att söka säkerställa att flygförare i verkliga och simulerade flygfarkoster får bra träningsvärde genomfördes workshopar kring den föreslagna rollen ”LVC Allocator” med flygförare för att utforska LVC som träningskoncept, identifiera svårigheter i existerande träning som LVC-träning kanavhjälpa samt designa LVC-träningsscenarier med utgångspunkt i bra träningsvärde förflygförare i verkliga och simulerade flygfarkoster. För att utvärdera LVC träningsscenarier och undersöka om avsedda träningsvärden kan uppnås, planerades och genomfördes tre empiriska studier kallade ”White Wizard”, baserade på workshopserien LVC Allocator. Studierna genomfördes med enbart simulerade flygfarkoster därflygförare i simulatorer tilldelades egenskapen verklig flygförare med vissa tillhörande restriktioner. Utvärderingen bygger på resultat från dessa tre studier, och mer specifikt gruppenkäter som diskuterades och fylldes i av de enheter som ingick i scenariot, en gemensam debriefing som hölls med samtliga ingående enheter samt en individuell enkätsom nyttjades vid ett av de tre tillfällena. Resultaten visar att ansatserna LVC Allocator och White Wizard tillsammans kan användas för att utvärdera LVC-träningsscenarieroch om avsedda träningsvärden uppnås. Med användning av denna typ av simuleringar kan komplikationer i LVC-träningsscenarier och -upplägg på ett kostnadseffektivt sätt identifieras och successivt anpassas före det att dessa omsätts till verklig LVC-träning. Deltagande flygförare rapporterar över lag att upplägget medger inlevelse och insikt iLVC, bra träningsvärde samt att de är positivt inställda till framtida LVC-träning.Aspekter i scenariot som gav bra träningsvärde var bland annat att det innehöll ett flertal beroende beslutspunkter, oförutsägbarhet samt ett stort antal enheter som krävde samordning. Fortsatt utredning och implementering av LVC-T rekommenderas.
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| 10. |
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| 11. |
- Aronsson, Sanna, et al.
(author)
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Supporting after action review in simulator mission training : Co-creating visualization concepts for training of fast-jet fighter pilots
- 2019
-
In: The Journal of Defence Modeling and Simulation. - : Sage Publications. - 1548-5129 .- 1557-380X. ; 16:3, s. 219-231
-
Journal article (peer-reviewed)abstract
- This article presents the design and evaluation of visualization concepts supporting After Action Review (AAR) in simulator mission training of fast-jet fighter pilots. The visualization concepts were designed based on three key characteristics of representations: re-representation, graphical constraining, and computational offloading. The visualization concepts represent combined parameters of missile launch and threat range, the former meant to elicit discussions about the prerequisites for launching missiles, and the latter to present details of what threats a certain aircraft is facing at a specific moment. The visualization concepts were designed to: 1) perceptually and cognitively offload mental workload from participants in support of determining relevant situations to discuss; 2) re-represent parameters in a format that facilitates reading-off of crucial information; and 3) graphically constrain plausible interpretations. Through a series of workshop iterations, two visualization concepts were developed and evaluated with 11 pilots and instructors. All pilots were unanimous in their opinion that the visualization concepts should be implemented as part of the AAR. Offloading, in terms of finding interesting events in the dynamic and unique training sessions, was the most important guiding concept, while re-representation and graphical constraining enabled a more structured and grounded collaboration during the AAR.
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| 12. |
- Aronsson, Sanna, et al.
(author)
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Träningsvärde för alla! Live-Virtual-Constructive föreffektiv luftstridsträning: Årsrapportering projekt ”LVC för effektiv flygträning” år 2019 : [Training value for all! Live Virtual Constructive for effective air combat training]
- 2019
-
Reports (other academic/artistic)abstract
- Träningskonceptet Live-Virtual-Constructive (LVC) där stridspiloter i verkliga flygfarkoster tränar tillsammans med stridspiloter i simulatorer och datorgenererade entiteter utgör en möjlig framtida form av flygstridsträning. Forskning om vilket träningsvärde LVC-T erbjuder stridspiloter i verkliga och simulerade flygfarkoster är sällsynt. Denna forskning studerar därför LVC som träningskoncept tillsammans med stridspiloter. Rapporten studerar och redovisar risker, utmaningar, möjligheter med och förutsättning för införandet av LVC-Träning (LVC-T). Data som ligger till grund för denna rapport härstammar från a) utvärderingar som genomförts i simulatormiljö (kallade White Wizard) av LVC-T-scenarier som designades av stridspiloter med fokus på träningsvärde för stridspiloter i verkliga och simulerade flygfarkoster, samt b) en enkät som besvarades av flygförare vid Arctic Challenge Exercise 2021 (ACE21) med fokus på träningsvärde och LVC-T. Data från utvärderingarna har analyserats utifrån två teoretiska perspektiv, Learning Design Sequences (LDS) och Aktivitetsteori, för att identifiera möjligheter och utmaningar med LVC-T. En identifierad utmaning handlar om tvetydighet om vilka regler som ska gälla för verkliga respektive virtuella flygfarkoster då de agerar i samma träningsscenario. Data från ACE21-enkäten presenteras i denna rapport med deskriptiv statistik. Flygförarna var generellt positiva till övningen ACE21 ur ett träningsvärdesperspektiv och ger uttryck för att nyttjandet av LVC i stora övningar kan stärka träningsvärdet ytterligare.
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| 13. |
- Artman, Henrik, et al.
(author)
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Action Context and Target Context Representations : A Case Study on Collaborative Design Learning
- 2005
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In: CSCL 2005. - : Lawrence Erlbaum Associates. - 0805857826 ; , s. 1-7
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Conference paper (peer-reviewed)abstract
- This paper focuses on the concept of representations produced in the context of collaborative design. More specifically, on the interplay between collaborative creation of sketches (design proposals), and argumentation and negotiation processes taking place in the design activity. The question raised in this paper is how sketches produced during a design session reflect and mediate dialogues and argumentation in the design activity and how the sketches feed into an envisioned use context or vice versa. The concepts of action context and target context representations are introduced and used to illustrate shifts of focus during a design session. We have studied a group of students working on a design task in an interactive space for two weeks. The purpose of the study was to investigate how an environment meant to support collaborative work and learning support collaborative and creative learning of interaction design. The results indicate that students attending a course on interaction design did not pay enough attention to target representations. Furthermore the results suggest that "action context representations" to a large extent occupy student activities as a result of either complex technology or as a result of the students thrust to do something instrumental. We suggest that pedagogical programs for collaborative learning of design may relieve some of the mapping, or interplay, of design proposals and the target context representation.
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| 14. |
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| 15. |
- Artman, Henrik, et al.
(author)
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Delade representationer och Kollaborativt Lärande av Interaktionsdesign [DEKAL].
- 2009
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In: Resultatdialog 2009. - Stockholm : Vetenskapsrådet. - 9789173071550 ; , s. 127-134
-
Book chapter (peer-reviewed)abstract
- studerar: 1. hur verksamma, erfarna interaktionsdesigners går till väga när de löser interaktionsdesignproblem och hur de pratar kring dessa 2. hur studenter kan få stöd i sitt lärande och samarbete kring interaktionsdesignuppgifter 3. verktyg som skulle kunna underlätta interaktionsdesigners i sitt arbete och särskilt då med avseende på sådant som är specifikt för interaktionsdesign och som utnyttjar en specifik miljö, nämligen "iLounge-rummet" med sina stora skärmar och speciella bord i Kista. Särskilt med avseende på just interaktionsdesign kan vara att materialet som deisgnas, interaktionen, "saknar egenskaper" och behöver visualiseras tex genom att på olika representera tidsförlopp genom informationsrymder mellan och på olika sidor/skärmbilder i ett system eller genom att stödja versionshantering m.m.. 4. Möjligheter att utveckla ett gemensamt språkbruk för interaktionsdesigners och särskilt designmönster för interaktionsdesign.
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| 16. |
- Artman, Henrik, 1968-, et al.
(author)
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Designing Interaction in Interaction Design : Using interactionarires in order to understand student use of interaction design concepts
- 2012
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In: Designs for Learning 2012. - Copenhagen, Denmark : Aalborg University. - 9788799532803 ; , s. 14-16
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Conference paper (peer-reviewed)abstract
- Interaction design is about designing interaction. But how do first year students of interaction design understand and use concepts of interaction in their design processes? By interaction analysis of video material we analyse how students used concepts adhering to interaction. The aspect most frequently used was interactivity. Interaction was mainly handled by using spoken language. While working with physical materials, talk about interaction decreased.
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| 17. |
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| 18. |
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| 19. |
- Artman, Henrik, et al.
(author)
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The Interactionary as a Didactic Format in Design Education
- 2015
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In: KTH Scholarship of Teaching and Learning 2015. - Stockholm : KTH Royal Institute of Technology.
-
Conference paper (peer-reviewed)abstract
- Project-based education allows students to explore real-world problems and challenges. It can also bemore cost-effective than traditional teaching and individual tutoring. However, projects are sometimes messy, need a long takeoff roll and risk being difficult to monitor by teachers. There is a need to better understand and support students’ creative design processes. We propose the ‘interactionary’ format as providing one way forward to meet these needs. An ‘interactionary’ is a highly time-constrained collaborative design assignment which forces students to complete a design task live on stage (Berkun, 2001). We present findings from three separate case studies in which the format has been tested. The studies involved students of interaction design (Ramberg, Artman, Karlgren, 2013) and chemical engineering (Artman, House, Hultén 2014) as well as multidisciplinary student teams (Artman, House, Hultén, Ramberg, Unpublished).Our results show that the interactionary as a didactic format engages students and allows them to explore a messy design space. Furthermore, three phases of the design process were identified in all studies: ideation, sketching and reflection/evaluation. The groups displayed differences in their multimodal approach to design. For example, the engineering students mainly made use of ephemeral communication strategies (gestures and speech) rather than sketching with physical materials, while the two other student groups employed physical materials (clay, lego, paper sketching) to a higher degree. Furthermore, there was a tendency for the design objective to override the specific competences of the participating individuals whereby the design process became a collaborative team effort. Students mainly made use of their everyday knowledge, indicating a need to better address domain knowledge (in interaction design, chemical engineering or other domains respectively). Nevertheless, all thirteen groups in the three studies articulated and produced prototypes and basic use-scenarios within the time-limit which shows that the format engages the students and enables a short project takeoff. There remains, however, the need for research into how teachers can instruct, coach and intervene in the design process as well as in the use of disciplined domain knowledge.
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| 20. |
- Artman, Henrik, 1968-, et al.
(author)
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Towards the Learning Organisation : Frameworks, Methods, and Tools for Resource-Efficient and Effective Training
- 2013
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Reports (other academic/artistic)abstract
- The purpose of this report is to describe models for operational training of military personnel and frameworks, methodologies, and tools that support the analysis, planning, monitoring, and evaluation of such training. The primary example used is simulator-based training and exercises, and in particular the operations at FOI/FLSC (Swedish Defence Research Agency/Swedish Air Force Combat Simulation Centre). The report also includes specific recommendations on how frameworks, methodologies, and data from assessment tools can be used by an organization for effective training, and suggests a number of research and development activities that strive towards a learning organization.
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| 21. |
- Artman, Henrik, et al.
(author)
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Utforskande av träningsvärde för Live och Virtual : Avrapportering projekt "LVC för effektiv flygträning" år 2018
- 2018
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Reports (other academic/artistic)abstract
- Rapporten redogör för ett arbete med att utforska och anpassa LVC, ett träningskoncept som integrerar verkliga flygplan (Live), bemannade flygsimulatorer (Virtual) och artificiella agenter (Constructive), till en svensk kontext i syfte att effektivisera träning och utvärdering av prestation och förmåga i komplexa och distribuerade system. Träningsbehov och träningsvärde, definierat som det ökade träningsvärde flygförare i flygplan och bemannade simulatorer får av att delta i träning där verkliga, simulerade och artificiella agenter ingår, är i fokus. För att undersöka träningsbehov och träningsvärde vid LVC-träning har tre aktiviteter genomförts: (1) en litteraturöversikt över vetenskapliga studier och resultat om LVC och träningseffekt. Resultat visar att forskning och utvärdering av LVC fokuserat på tekniska aspekter av LVC, snarare än träningsvärde vid LVC-träning, (2) workshopar för att utforska mervärde vid LVC-träning. Resultat visar att L-entiteten vid LVC träning får ut bästa träningsvärde då piloter i flygplan kan uppleva och träna beslutsfattande i större och mer realistiska scenarier under fysiska påfrestningar och oväntade händelser, och (3) genomförande av en experimentell studie (Wizard-of-Oz) på FLSC (Flygvapnets luftstridssimuleringscenter) där piloter i simulatorer i ett fingerat LVC-test flög mot vad de trodde var piloter i flygplan. Piloter som deltog i studien uppgav att de trodde det var ett riktigt LVC-test och agerade därefter. I debriefing uppgav piloterna att piloter i simulatorer inte kan få ut mer av LVC-träning, än av reguljär simulatorträning. Resultat pekar vidare på vikten av design av träningsscenarier så att både piloter i flygplan och simulatorer kan få ut god träningseffekt. Rapporten redogör också för samarbeten och informationsutbyte med internationella partners. Rapporten avslutas med en beskrivning av projektets inriktning 2019.
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| 22. |
- Blomkvist, Johan, 1978-
(author)
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Representing Future Situations of Service : Prototyping in Service Design
- 2014
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Doctoral thesis (other academic/artistic)abstract
- This thesis describes prototyping in service design through the theoretical lens of situated cognition. The research questions are what a service prototype is, what the benefits of service prototyping are, and how prototypes aid in the process of designing services. Four papers are included. Paper one suggests that service prototyping should be considered from the perspectives of purpose, fidelity, audience, position in the process, technique, representation, validity and author. The second paper compares research about how humans use external representations to think, with reasons for using prototypes in service design and service design techniques. The third paper compares two versions of a service prototyping technique called service walkthrough; showing that walkthroughs with pauses provided both more comments in total and more detailed feedback. The fourth paper also contributes to our understanding of how prototypes aid in designing services, by connecting the surrogate situation with the future situation of service. The paper shows how the formative service evaluation technique (F-SET) uses the theory of planned behaviour to add knowledge to service prototype evaluations about the intention to use a service in the future. Taken together the research provides a deeper understanding of what prototypes are, and their roles in service prototyping. This understanding is further deepened by a discussion about service as a design material, suggesting that from a design perspective, a service consists of service concept, process and system. The service prototype acts as a surrogate for the future situation of service. The thesis describes what the benefits of using surrogates are, and shows how prototypes enhance the ability to gain knowledge about future situations. This leads to an understanding of prototyping as a way of thinking in design.
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| 23. |
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| 24. |
- Cerratto-Pargman, Teresa, et al.
(author)
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Purposeful Learning Across Collaborative Educational Spaces
- 2014
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In: Learning and becoming in practice. - : International Society of the Learning Sciences. - 9780990355052 ; , s. 1597-1598, s. 1597-1598
-
Conference paper (peer-reviewed)abstract
- This paper presents the overall goals and preliminary results of an on-going research project that aims at: understanding the intricacies and complexities of introducing mobile technologies into schools’ curriculum and accepted teaching practices; analyzing actual transformations that the use of mobile technologies in schools brings to contemporary forms of learning. The results of the project will contribute to a better understanding of new media literacies and their implications for curriculum design and everyday educational practices.
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| 25. |
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| 26. |
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| 27. |
- Disanayeke, Uvasara, et al.
(author)
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A Theoretical Framework to Conduct Informal Mobile-Learning Research in Agriculture
- 2013
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In: INTERNATIONAL CONFERENCE ON ADVANCES IN ICT FOR EMERGING REGIONS (ICTer) - 2013. - : IEEE conference proceedings. - 9781479912759 ; , s. 283-283
-
Conference paper (peer-reviewed)abstract
- Mobile devices have been successfully used in facilitating learning in informal education. In the study reported on here, we propose designing mobile based informal learning in the domain of agriculture to aware farmers on better farming practice. Thus, learning is referred to as in-situ practice of agriculture compared to traditional classroom learning. The facilitation of communication and interaction among farmers and other stakeholders is important to foster informal learning. Accordingly interactive mobile-learning environments can encourage participatory attitudes, excite interest and commitment among learners and thus become important in adult learning.
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| 28. |
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| 29. |
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| 30. |
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| 31. |
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| 32. |
- Dissanayeke, Uvasara, et al.
(author)
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Initiating m-learning among a group of young farmers from Kandy district Sri Lanka : An activity theory based approach.
- 2014
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In: Journal of Tropical Agriculture. - : Sri Lanka Journals Online (JOL). - 0971-636X .- 0973-5399. ; 26:1, s. 26-38
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Journal article (peer-reviewed)abstract
- Mobile phones have been successfully used in agriculture information dissemination. However, there was little emphasis on how to use them in facilitating learning. This study was conducted to define the learning context, with an aim to initiate mobile learning research, in agriculture informal learning. Objectives of the study were to i) define the mobile learning context in relation to Activity Theory principles, ii) describe the present methods of communications and interactions among the study community, and iii) explore the limitations in the traditional non-formal learning context and possible solutions. A design based research methodology, which is informed by Activity Theory principles, was adopted to define the learning context. Members of the Young Farmer Club (YFC), Ankumbura were selected for the study, while data were collected using quantitative and qualitative methods. The availability of mobile phones was quite high (76%) among the study group, while mobile based interactions were commonly used in accessing agriculture related information. Present methods of interactions and communications among the study group were found to be inefficient, costly and time consuming. Thus, they preferred an efficient, low cost, and simple method to replace the existing systems. They further needed a mobile based learning system to help gain knowledge on general agricultural practices. Future research is necessary to develop a suitable communication and interaction system and a mobile learning system.
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| 33. |
- Dissanayeke, Uvasaara, et al.
(author)
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Twitter in Informal Agriculture Education : An Activity Theory Based Analysis of a Mobile Learning Approach
- 2013
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In: EDULEARN13 Proceedings. - : International Academy of Technology, Education and Development (IATED). - 9788461638222
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Conference paper (peer-reviewed)abstract
- Mobile learning is defined by Keegan (2005) as basically a learning method which provides education and training on mobile phones. This is mostly from the point of view of the technology that is used to initiate learning. The second approach to define mobile learning is from the point of view of the learner. Accordingly, mobile learning is defined as any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies (Malley et al., 2003).This study attempts to evaluate the impact of a Twitter based mobile learning project conducted among a group of distance learners using Twitter mobile SMS option. We have delivered a series of short lessons related to agriculture among 20 young farmers since October, 2012 – March 2013. The lessons basically used Question & Answer format so as to improve student engagement and learning; which also helped in overcome 140 character limitation of Twitter. The aim of the study was to assess impact of mobile learning programme as a guided informal learning method, in the light of Activity theory. The activity theory has being used to structure the study, and also to derive the research questions related to user satisfaction, learning community, tools, learning resources, and user control aspects. The activity theory has been used as a guide to capture the dynamics of mobile learning context throughout the study. Other methodologies, including participatory methods such as key informant discussions, case studies and focus groups were also used to understand the interrelationships among the concepts. The study reveals the limitations and challenges faced by the learners when participating in the SMS based mobile learning programme. Furthermore it suggests on how to improve the mobile learning situation to maximize its benefits for the participants from the learner point of view while discussing the possibility of using mobile learning in the domain of agriculture as guided informal learning method. In future, the findings will be used to further improve the mobile learning programme, and to test the applicability of the same mobile learning procedure among other communities.
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| 34. |
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| 35. |
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| 36. |
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| 37. |
- Ekanayake, Hiran, et al.
(author)
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Assessing Performance Competence in Training Games
- 2011
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In: Affective Computing and Intelligent Interaction. - Berlin, Heidelberg : Springer Berlin/Heidelberg. - 9783642245701 - 9783642245718 ; , s. 518-527
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Conference paper (peer-reviewed)abstract
- In-process assessment of trainee learners in game-based simulators is a challenging activity. This typically involves human instructor time and cost, and does not scale to the one tutor per learner vision of computer-based learning. Moreover, evaluation from a human instructor is often subjective and comparisons between learners are not accurate. Therefore, in this paper, we propose an automated, formula-driven quantitative evaluation method for assessing performance competence in serious training games. Our proposed method has been empirically validated in a game-based driving simulator using 7 subjects and 13 sessions, and accuracy up to 90.25% has been achieved when compared to an existing qualitative method. We believe that by incorporating quantitative evaluation methods like these future training games could be enriched with more meaningful feedback and adaptive game-play so as to better monitor and support player motivation, engagement and learning performance.
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| 38. |
- Ekanayake, Hiran B., et al.
(author)
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Affective Realism of Animated Films in the Development of Simulation-Based Tutoring Systems
- 2013
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In: International Journal of Distance Education Technologies. - : IGI Global. - 1539-3100 .- 1539-3119. ; 11:2
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Journal article (peer-reviewed)abstract
- This paper presents a study focused on comparing real actors based scenarios and animated characters based scenarios with respect to their similarity in evoking psychophysiological activity for certain events by measuring galvanic skin response (GSR). In the experiment, one group (n=11) watched the real actors’ film whereas another group (n=7) watched the animated film, which had the same story and dialogue as the real actors’ film. The results have shown that there is no significant difference in the skin conductance response (SCR) scores between the two groups; however, responses significantly differ when SCR amplitudes are taken into account. Moreover, Pearson’s correlation reported as high as over 80% correlation between the two groups’ SCRs for certain time intervals. The authors believe that this finding is of general importance for the domain of simulation-based tutoring systems in development of and decisions regarding use of animated characters based scenarios.
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| 39. |
- Ekanayake, Hiran B., et al.
(author)
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Comparing Expert and Novice Driving Behavior in a Driving Simulator
- 2013
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In: Interaction Design and Architecture(s) Journal - IxD&A. - : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :19, s. 115-131
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Journal article (peer-reviewed)abstract
- This paper presents a study focused on comparing driving behavior of expert and novice drivers in a mid-range driving simulator with the intention of evaluating the validity of driving simulators for driver training. For the investigation, measurements of performance, psychophysiological measurements, and self-reported user experience under different conditions of driving tracks and driving sessions were analyzed. We calculated correlationsbetween quantitative and qualitative measures to enhance the reliability of the findings. The experiment was conducted involving 14 experienced drivers and 17 novice drivers. The results indicate that driving behaviors of expert and novice drivers differ from each other in several ways but it heavily depends on the characteristics of the task. Moreover, our belief is that the analytical framework proposed in this paper can be used as a tool for selecting appropriate driving tasks as well as for evaluating driving performance in driving simulators.
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| 40. |
- Ekanayake, Hiran B., et al.
(author)
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Comparing expert driving behavior in real world and simulator contexts
- 2013
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In: International Journal of Computer Games Technology. - : Hindawi Publishing Corporation. - 1687-7047 .- 1687-7055.
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Journal article (peer-reviewed)abstract
- Computer games are increasingly used for purposes beyond mere entertainment, and current hi-tech simulators can provide quite, naturalistic contexts for purposes such as traffic education. One of the critical concerns in this area is the validity or transferability of acquired skills from a simulator to the real world context. In this paper, we present our work in which we compared driving in the real world with that in the simulator at two levels, that is, by using performance measures alone, and by combining psychophysiological measures with performance measures. For our study, we gathered data using questionnaires as well as by logging vehicle dynamics, environmental conditions, video data, and users' psychophysiological measurements. For the analysis, we used several novel approaches such as scatter plots to visualize driving tasks of different contexts and to obtain vigilance estimators from electroencephalographic (EEG) data in order to obtain important results about the differences between the driving in the two contexts. Our belief is that both experimental procedures and findings of our experiment are very important to the field of serious games concerning how to evaluate the fitness of driving simulators and measure driving performance. © 2013 Hiran B. Ekanayake et al.
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| 41. |
- Ekanayake, Hiran B., 1978-
(author)
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Validating User Engagement and Effectiveness of Training Simulations : A mixed-methods approach informed by embodied cognition and psychophysiological measures
- 2015
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Doctoral thesis (other academic/artistic)abstract
- Simulation-based training has gained widespread attention recently as a response to drawbacks associated with traditional training approaches, such as high training costs (instructors, equipment, etc.), high risks (e.g. pilot training), and ethical issues (e.g. medical training), as well as a lack of availability of certain training environments (e.g. space exploration). Apart from their target training domains, many of aspects of simulations differ, such as their degree of physical realism (fidelity), scenarios (e.g. story), and pedagogical aspects (e.g. after-action reviews and collaborative learning). Among those aspects, designers have mostly focused on developing high-fidelity simulations with the expectation of increasing the effectiveness of training. However, some authors suggest that the above belief is a myth as researchers have failed to identify a linear relationship between the (physical) fidelity and training effectiveness of simulations. Most researchers have therefore evaluated the correspondence between the behaviours of trainees in both real world and simulated contexts, however, the existing methods of simulation validation using behavioural measures have a number of drawbacks, such as the fact that they do not address certain complex phenomena of skills acquisition.Bridging the above knowledge gap, this research reports on empirical investigations using an improved methodology for validating training simulations. This research includes an investigation of the user experience of trainees, with respect to the acceptance of virtual scenarios provoking a similar psychophysiological response as in real world scenarios, and the training potential of simulations with respect to the positive transfer of training from a simulator to real world operational contexts. The most prominent features of the proposed methodology include the use of psychophysiological measures in addition to traditional behavioural measures and the use of natural (quasi-) experiments. Moreover, its conceptual framework was influenced by contemporary theories in cognitive science (e.g. constructivism and embodied cognition). The results of this research have several important theoretical and methodological implications, involving, for example, the dependency of the effectiveness of simulations on the perceived realism of trainees, which is more embodied than has been predicted by previous researchers, and the requirement of several different types/levels of adaptive training experience, depending on the type of trainee.
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| 42. |
- Ekanayake, Hiran, et al.
(author)
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Game Interaction State Graphs for Evaluation of User Engagement in Explorative and Experience-based Training Games
- 2010
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In: 2010 International Conference on Advances in ICT for Emerging Regions (ICTer). - : IEEE conference proceedings. - 9781424490417 ; , s. 40-44
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Conference paper (peer-reviewed)abstract
- There is an increasing interest to use computer games for non-traditional education, such as for training purposes. For training education, simulators are considered as offering more realistic learning environments to experience situations that are similar to real world. This type of learning is more beneficial for practicing critical situations which are difficult or impossible in real world training, for instance experience the consequences of unsafe driving. However, the effectiveness of simulation-based learning of this nature is dependent upon the learner's engagement and explorative behaviour. Most current learner evaluation systems are unable to capture this type of learning. Therefore, in this paper we introduce the concept of game interaction state graphs (GISGs) to capture the engagement in explorative and experience-based training tasks. These graphs are constructed based on rules which capture psychologically significant learner behaviours and situations. Simple variables reflecting game state and learner's controller actions provide the ingredients to the rules. This approach eliminates the complexity involved with other similar approaches, such as constructing a full-fledged cognitive model for the learner. GISGs, at minimum, can be used to evaluate the explorative behaviour, the training performance and personal preferences of a learner.
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| 43. |
- Eliasson, Johan, et al.
(author)
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Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices
- 2012
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In: International Journal of Handheld Computing Research. - Hershey, PA : IGI Global. - 1947-9158 .- 1947-9166. ; 3:2, s. 26-43
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Journal article (peer-reviewed)abstract
- In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interaction as one of four different modes of human interaction with technology.
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| 44. |
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| 45. |
- Eliasson, Johan, et al.
(author)
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Design-Oriented Research or Research-Oriented Design in Mobile Learning?
- 2010
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In: Norditel 2010 Book of abstracts.
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Conference paper (other academic/artistic)abstract
- Design research in mobile learning is challenging. In this position paper, we suggest that the dichotomy between design-oriented research and research-oriented design can help explicate the role of different design activities in mobile learning research.
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| 46. |
- Eliasson, Johan, et al.
(author)
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Embodied Interaction or Context-Aware Computing? : An Integrated Approach to Design
- 2009
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In: HUMAN-COMPUTER INTERACTION, PT I. - Berlin, Heidelberg : Springer Berlin Heidelberg. - 9783642025730 ; , s. 606-615
-
Conference paper (peer-reviewed)abstract
- This paper revisits the notion of context from an interaction design perspective. Since the emergence of the research fields of Computer supported cooperative work and Ubiquitous computing, the notion of context has been discussed from different theoretical approaches and in different research traditions. One of these approaches is Embodied Interaction. This theoretical approach has in particular contributed to (i) challenge the view that user context can be meaningfully represented by a computer system, (ii) discuss the notion of context as interaction through the idea that users are always embodied in their interaction with computer systems. We believe that the particular view on users context that the approach of Embodied Interaction suggests needs to be further elaborated in terms of design. As a contribution we suggest an integrated approach where the interactional view of Embodied Interaction is interrelated with the representational view of Context-aware computing.
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| 47. |
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| 48. |
- Eliasson, Johan, et al.
(author)
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Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning
- 2012
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In: WMUTE '12 Proceedings of the 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education. - Washington, DC, USA : IEEE Computer Society. - 9780769546629 ; , s. 92-96
-
Conference paper (peer-reviewed)abstract
- We evaluate to what extent students are interacting with mobile devices in one of four ways intended in the design of a mobile learning activity. Video data from one class of fifth grade students were analyzed using a model of four different types of interaction. The evaluation shows that the students interacted with the devices in the ways intended in design 64% of the time. The contribution is an approach for translating learning goals to interaction design goals in mobile learning research. We conclude that this approach can be of value in designing and evaluating interaction with mobile devices for an entire mobile learning activity.
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| 49. |
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| 50. |
- Eliasson, Johan, et al.
(author)
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Mobile devices as support rather than distraction for mobile learners : evaluating guidelines for design
- 2013
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In: Innovations in mobile educational technologies and applications. - : IGI Global. - 9781466621398 - 1466621397 ; , s. 61-76
-
Book chapter (peer-reviewed)abstract
- This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.
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