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Interaction Design and Architectures最新文献

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Experiences of Technology Appropriation: Unanticipated Users, Usage, Circumstances, and DesignPlayer and Learner eXperience 技术挪用的经验:意想不到的用户、用法、环境和设计玩家和学习者的体验
IF 1.3 Q1 Engineering Pub Date : 2016-06-20 DOI: 10.55612/s-5002-029-002pfs
Alina Krischkowsky, N. Verdezoto, Manfred Tscheligi, Michael Muller
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引用次数: 1
Designing for Learning and Play – The Smiley Model as a Framework 为学习和游戏而设计——以笑脸模型为框架
IF 1.3 Q1 Engineering Pub Date : 2016-06-20 DOI: 10.55612/s-5002-029-003
Charlotte Lærke Weitze
This paper presents the Smiley Model as a framework for designing engaging learning experiences in games. In a design-based research project, student game designers learned inside a gamified learning design while designing and implementing learning goals from curriculum into small digital games. Project participants were adult students in an upper secondary general education program. The Smiley Model inspired and provided a scaffold or a heuristic for the overall gamified learning design and for the students’ learning game design processes, turning the learning situation into an engaging experience while integrating learning and play. The student game designers reached cognitively complex levels of understanding by designing learning situations into the digital learning games. They experienced motivating learning situations, and the social and collaborative learning processes in the class increased.
本文将Smiley模型作为设计游戏中引人入胜的学习体验的框架。在一个基于设计的研究项目中,学生游戏设计师在游戏化学习设计中学习,同时将课程中的学习目标设计和实施到小型数字游戏中。项目参与者是参加高中通识教育课程的成年学生。Smiley模型为整个游戏化学习设计和学生的学习游戏设计过程提供了启发和启发,将学习情境转化为一种融合学习和游戏的引人入胜的体验。通过在数字学习游戏中设计学习情境,学生游戏设计师达到了认知复杂的理解水平。他们经历了激励性的学习情境,课堂上的社交和协作学习过程增加了。
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引用次数: 0
Player and Learner eXperience 玩家与学习者体验
IF 1.3 Q1 Engineering Pub Date : 2016-06-20 DOI: 10.55612/s-5002-029-001pfs
R. Gennari, M. Divitini, Gabriella Dodero
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引用次数: 0
Mobile learning and Special Education 移动学习和特殊教育
IF 1.3 Q1 Engineering Pub Date : 2016-03-20 DOI: 10.55612/s-5002-028-001psi
Enrico Gandolfi, R. Ferdig, P. Bedesem, Cheng-Chang Lu
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引用次数: 1
Emotions and Personality in Personalized Systems 个性化系统中的情感和个性
IF 1.3 Q1 Engineering Pub Date : 2016-03-20 DOI: 10.55612/s-5002-028-001pfs
Marco de Gemmis, Nadja De Carolis, A. Košir, M. Tkalcic
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引用次数: 3
Innovation in Human Computer Interaction: What can we learn from Design Thinking? 人机交互的创新:我们能从设计思维中学到什么?
IF 1.3 Q1 Engineering Pub Date : 2015-12-20 DOI: 10.55612/s-5002-027-001pfs
A. Culén, Asbjørn Følstad
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引用次数: 0
Smart City Learning: Opportunities and Challenges 智慧城市学习:机遇与挑战
IF 1.3 Q1 Engineering Pub Date : 2015-12-20 DOI: 10.55612/s-5002-027-001psi
Paloma Díaz, M. Divitini, F. Ramos
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引用次数: 0
Design Antropology in Participatory Design 参与式设计中的设计人类学
IF 1.3 Q1 Engineering Pub Date : 2015-09-20 DOI: 10.55612/s-5002-026-001pfs
R. C. Smith, Mette Gislev Kjærsgaard
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引用次数: 0
Designing for Peripheral Interaction: seamlessly integrating interactive technology in everyday life 周边交互设计:将交互技术无缝集成到日常生活中
IF 1.3 Q1 Engineering Pub Date : 2015-09-20 DOI: 10.55612/s-5002-026-001psi
Saskia Bakker, Doris Hausen, V. Hoven, T. Selker
• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers.
•提交的手稿是文章提交时和同行评审前的版本。提交的版本和正式发布的版本之间可能存在重要差异。建议对该研究感兴趣的人与作者联系以获取出版物的最终版本,或访问出版商网站的DOI。•最终作者版本和校样是经过同行评审后的出版物版本。•最终出版的版本包括论文的最终布局,包括卷,期和页码。
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引用次数: 3
Technology-enhanced assessment: Agency change in the educational eco-system 技术增强评估:教育生态系统中的机构变化
IF 1.3 Q1 Engineering Pub Date : 2015-06-20 DOI: 10.55612/s-5002-025-001psi
M. Kalz, Eric Ras, Denise Whitelock
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引用次数: 0
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Interaction Design and Architectures
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