Artikel
Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays
Börner, D., Kalz, M. & Specht, M. (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays, Computers & Education, 78, 10-19.
Abstract
This empirical study reports an intervention to investigate identified research challenges on the evaluation and use of ambient displays in a learning context with the objective to gain insights into the interplay between display design, user attention, and knowledge acquisition. The main research questions were whether an attention-aware display design can capture the user's focus of attention and whether this has an influence on the knowledge gain. A display prototype corresponding to the
Sprache: English
Art der Begutachtung: Peer Review
Print: Nein
Online: Nein
Datenmedium: Keine Angabe
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