Robert Ramberg

Construing and testing explanations in a complex domain

Abstract Explanations were construed for an expert system in the domain of protein purification and based upon the multiple-explanation construction model (MEC model). Various explanations were construed covering different relevant aspects of the explanation space, expert-level explanations (quantitative representation), low-level explanations (qualitative representation), grounds explanations (background knowledge) and backing explanations (general abstract principles). These were tested on laboratory staff working at Pharmacia LKB Biotechnology AB in Uppsala, Sweden. The variables being tested were learning, understanding, usability, and novelty of the explanation types. The results indicate that the model is valuable in construing explanations with different “knowledge levels” with the purpose of fulfilling the needs of experts as well as “less-experts” covering different important aspects of the explanation space. In the context of learning, the results show that experts prefer expert-level explanations and low-level explanations whereas less-experts prefer a combination of all explanation types. A multiexplanation perspective has to be taken, where explanations covering different aspects of the explanation space on different levels have to be available to less-experts to facilitate learning from explanations in a specific complex domain. These results can have strong implications for learning, for example in the context of computer-supported education.

Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design

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.

Exploring the Challenges of Supporting Collaborative Mobile Learning

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1 the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2 task-related information is not accessible to all learners; 3 the task structure is not sufficiently complex; 4 teacher scaffolding is too readily available; and 5 necessary collaborative skills are not developed.

Fostering superficial learning

Different views of learning and what it means to follow rules are discussed. The activities, the language and context of expertise and knowledge have traditionally often been neglected and underestimated as something ancillary to the real knowledge which lies ‘beyond’ such surface manifestations. The primacy of ‘superficial’ aspects are argued for. It is further argued that these should be more emphasis and fully appreciated. The goal of fostering ‘superficial’ learning is suggested, i.e. an emphasis on practical activities, the use of the language of the domain to be learned and getting familiar with the new culture. A case study is presented and discussed in terms of this theoretical viewpoint.

Using Smartphones and QR Codes for Supporting Students in Exploring Tree Species

Smartphones are increasingly being used on field trips to support students in exploring the natural world. In this paper we present a design and analysis of an inquiry-based learning field trip for primary school students. One problem for design is how to make use of smartphones to support, rather than distract, students in interacting with the physical environment. We approach this problem by comparing two alternative designs, where students use smartphones for identifying tree species either by using an identification instrument or by reading a text description. The results show that students made use of the instrument for identification, QR codes, for identifying tree species and made use of the text descriptions for searching for tree species. In this sense, QR codes, connecting contextual information on smartphones to the physical environment, work as a learning tool that may be used for orienting students in their interaction with the physical environment.

Towards a Methodological Framework for HMI Readiness Evaluation

The aim of this study is to define and evaluate a methodological framework for human-machine interaction (HMI) readiness evaluation in system development for complex, high risk, and task-critical environments. The long-term objective is to establish a HMI readiness evaluation framework for environments with these characteristics, in this specific case HMI development for fighter aircrafts. Based on literature studies a series of interviews were conducted to identify shortcomings of current practices and methods, and define requirements for an enhanced methodology. The results were further explored during facilitated workshops with HMI subject matter experts. The overall result is a methodological framework based on triangulation of many already established evaluation methods and techniques, combined with a set of measurable HMI criteria. Inspired by risk management practices, the result of the proposed methodology is presented in a HMI assessment matrix. This matrix is proposed to form the basis of the HMI evaluation and assessment.

Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices

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.

Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning

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.

Assessing performance competence in training games

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.

Computational Advice and Explanations - Behavioural and Computational Aspects

How can people get advice from a knowledge system? This question has got two aspects: one concerned with how a knowledge system can be designed to provide advice, the other concerned with how people perceive advice given.