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Developing Student Perception of User Interface Design using Smart Boards in Project Based Learning
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Author(s): Philip Duggan (The Mosslands School, UK)and Claude Ghaoui (Liverpool John Moores University, USA)
Copyright: 2004
Pages: 4
Source title:
Innovations Through Information Technology
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59140-261-9.ch066
ISBN13: 9781616921255
EISBN13: 9781466665347
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Abstract
The National Curriculum of England and Wales recommends that schools adopt a variety of learning styles in order to foster the development of thinking skills. When students are involved in the design of software they are effectively involved in project-based learning. The use of smart boards, teacher instruction, or a combination of the two in the feedback and evaluation stage of the design process has proved to be an important factor in the development student perception of user interface design. The adaptive nature and flexibility of student interaction with the smart boards’ user interface, and the knowledge acquisition engendered by teacher instruction, have both enhanced the development of the student’s evaluation skills and ability to effectively represent their knowledge of interface design. Initial results would tend to indicate that using a smart board is of great use as an aid to student perception when the students understand the conceptual basis of the user-interface dimension being developed. The smart board seemed to be less effective than teacher instruction where students were asked to assess user-interface dimensions whose underlying concepts students regarded as difficult or abstract.
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