Cognitive Scaffolding in Web3D Learning Systems: A Case Study for ...
Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure
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Transcript of Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure
![Page 1: Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure](https://reader036.fdocuments.us/reader036/viewer/2022062717/56812b0e550346895d8efc0b/html5/thumbnails/1.jpg)
Date 07/24/2010
Felipe BacimNicholas Polys
Department of Computer Science
Virginia Tech
Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure
Jian Chen
Department of Computer Science
USM
Mehdi SetarehJi LiLee Ma
School of Architecture+Design
Virginia Tech
![Page 2: Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure](https://reader036.fdocuments.us/reader036/viewer/2022062717/56812b0e550346895d8efc0b/html5/thumbnails/2.jpg)
Learning systems
Virtual Environments and Web3D
Structural engineering
Communicate concepts such as load and stress distribution, connections between members and nodal/member displacement
Provide information about how structure units are formed
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Introduction
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Cognitive processing
Structural and Location knowledge
Nodes and members
Behavioral knowledge
System response to users actions
Procedural knowledge
Assembly sequence
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Introduction
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Usability Engineering
Methods are meant to be generic (e.g.: Scenario-Based Design)
Main challenge
Stakeholders that provide the requirements are experts (professors)
The end users of our system are novices (students) and do not really know the requirements of the system
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Introduction
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Perception and Cognition
The challenge for eLearning designers is applying research psychology into design
Integral and separable dimensions
Gestalt principles
Crucial when considering the design of multimedia environments, and the possibility of 'chunking' visual items and features
Subject's working memory can store three to four objects
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Background
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Issues with existing methods
Cognitive concerns are hard to apply
There is little guidance on how to apply psychology research results in practice
The students do not know what they need to know
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Method
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The developed method
First step: determine the requirements in terms of instructional content that the students need to learn about
Second step: map the content to perception and cognition concepts
Third step: apply these concepts to generate a visual representation
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Method
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Case Study
Structure and Form Analysis System (SAFAS)
An integrated set of computer-aided, web-based learning modules to teach fundamental concepts in structural systems
Two modules
Explanatory Resources
Interactive Resources
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Case Study
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Case Study
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Case Study
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Case Study
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System Design
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Qualitative evaluation
Easy to distinguish different configurations
Color-coded nodes and members help users better comprehend the complexity of the structural forms
Morphing using a geometry of influence concept is simple enough to be understood by the novices
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Initial Evaluation
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Future Work
Improvements for SAFAS
Addition of architectural elements
Improve integration with existing tools
AEC standards support
Integrate modules
Model checker and recommender system
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Future Work
Extend the evaluation of our method with a formal user studyEvaluate different visualization techniques
Design and evaluate domain-specific interaction techniques
Derive actionable guidelines and checklists for the usability engineering of learning software and web3d
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Date 07/24/2010
Questions?
Come to the Scientific Visualization with Web3D workshop to see a live demo of SAFAS!