Kawa Nazemi; Christian Stab; Dieter W. Fellner
IEEE International Conference on Intelligent Computing and Intelligent Systems, IEEE IEEE Press, 2010, ISBN: 978-1-4244-6582-8.
Predictive statistical models are used in the area of adaptive user interfaces to model user behavior and to infer user information from interaction events in an implicit and non-intrusive way. This information constitutes the basis for tailoring the user interface to the needs of the individual user. Consequently, the user analysis process should model the user with information, which can be used in various systems to recognize user activities, intentions and roles to accomplish an adequate adaptation to the given user and his current task.
In this paper we present the improved prediction algorithm KO*/19, which is able to recognize, beside interaction predictions, behavioral patterns for recognizing user activities. By means of this extension, the evaluation shows that the KO*/19-Algorithm improves the Mean Prediction Rank more than 19% compared to other well-established prediction algorithms.
Kawa Nazemi; Christian Stab; Dieter W. Fellner
Advanced Intelligent Computing Theories and Applications. International Conference on Intelligent Computing., LNCS 6215 Springer, Berlin, Heidelberg, 2010, ISBN: 978-3-642-14921-4.
Adaptive User Interfaces are able to facilitate the handling of computer systems through the automatic adaptation to users' needs and preferences. For the realization of these systems, information about the individual user is needed. This user information can be extracted from user events by applying analytical methods without the active information input by the user. In this paper we introduce a reusable interaction analysis system based on probabilistic methods that predicts user interactions, recognizes user activities and detects user preferences on different levels of abstraction. The evaluation reveals that the prediction quality of the developed algorithm outperforms the quality of other established prediction methods.
Kawa Nazemi; Matthias Breyer; Christian Stab; Dirk Burkhardt; Dieter W. Fellner
2nd International Conference on Education and New Learning Technologies, 2010, ISBN: 978-84-613-9386-2.
Tags: Exploration, Exploratory learning, Human-centered user interfaces, Human-computer interaction (HCI), Information visualization, Intelligent Systems, Intelligent tutoring systems, Knowledge discovery| | |
The following paper describes the conceptual design of an Intelligent Exploration System (IES) that offers a user-adapted graphical environment of web-based knowledge repositories, to support and optimize the explorative learning. The paper starts with a short definition of learning by exploring and introduces the Intelligent Tutoring System and Semantic Technologies for developing such an Intelligent Exploration System. The IES itself will be described with a short overview of existing learner or user analysis methods, visualization techniques for exploring knowledge with semantics technology and the explanation of the characteristics of adaptation to offer a more efficient learning environment.
Dirk Burkhardt; Christian Stab; Kawa Nazemi; Matthias Breyer; Dieter W. Fellner
2nd International Conference on Education and New Learning Technologies, IATED, Barcelona, Spain, 2010, ISBN: 978-84-613-9386-2.
Graphical knowledge representations open promising perspectives to support the explorative learning on web. 2D-visualization are recently evaluated as gainful knowledge exploration systems, whereas 3D-visualization systems did not find their way into web-based explorative learning. 3D-visualizations and "3D Knowledge Worlds", as virtual environment in context of e-learning, comprise a high degree of authenticity, because the used metaphors are known by the users from the real world. But different challenges like the usage of 3D-Knowledge World without losing the learning context and the focused learning goals are rarely investigated and considered. New technologies provide the opportunity to introduce 3D-visualizations and environments on web to support a web-based explorative learning. Therefore it is necessary to investigate the prospects of 3D-visualization for transferring and adopting knowledge on web.
The following paper describes different approaches to use 3D-visualization and Knowledge Worlds for conveying knowledge on web-based systems using web-based contents. The approaches for 3D visualizations are classified into different layout algorithm and the knowledge worlds are classified interaction character.
Dirk Burkhardt; Kawa Nazemi; Nadeem Bhatti; Christoph Hornung
In: Constantine Stephanidis (Ed.): Universal Access in Human-Computer Interaction. Addressing Diversity: 5th International Conference, UAHCI 2009, San Diego, CA, USA, July 19-24, 2009. Proceedings, pp. 3–12, Springer Berlin Heidelberg, Berlin, Heidelberg, 2009, ISBN: 978-3-642-02707-9.
Alternative interaction devices become more important in the communication between users and computers. Parallel graphical User Interfaces underlay a continuous development and research. But today does no adequate connection exist between these both aspects. So if a developer wants to provide an alternative access over more intuitive interaction devices, he has to implement this interaction-possibility on his own by regarding the users perception. A better way to avoid this time-consuming development-process is presented in this paper. This method can easy implement by a developer and users get the possibility to interact on intuitive way.
Kawa Nazemi; Matthias Breyer; Christoph Hornung
In: Constantine Stephanidis (Ed.): Universal Access in Human-Computer Interaction. Applications and Services: 5th International Conference, UAHCI 2009, San Diego, CA, USA, July 19-24, 2009. Proceedings, Part III, pp. 83–91, Springer Berlin Heidelberg, Berlin, Heidelberg, 2009, ISBN: 978-3-642-02713-0.
The enhancement of the individual knowledge is a basic need that came up with changes in our society, whereas the process of learning disappears more and more. In the recent past the disappearance of a predefined learning process was named ambient learning, which came up to cope the changing need of every time and everywhere learning. Learning contents get more structure by new technologies like semantics, which specifies and defines more the semantic structure and with it the meaning of information. Users working with information system are confronted with different processes for getting the required information. The following paper introduces a new visualization technique, which uses the everyday processes of information search for imparting knowledge. The visualization technique utilizes the surplus of semantics to encourage the process of ambient learning.
Kawa Nazemi; Thomas Daniel Ullmann; Christoph Hornung
In: Constantine Stephanidis (Ed.): Universal Access in Human-Computer Interaction. Addressing Diversity: 5th International Conference, UAHCI 2009, San Diego, CA, USA, July 19-24, 2009. Proceedings, Part I, pp. 126–134, Springer Berlin Heidelberg, Berlin, Heidelberg, 2009, ISBN: 978-3-642-02707-9.
For intuitive interaction with semantic visualizations, gesture-based interaction seems a promising way. However, the development of such ensembles is costly. To cut down the engineering effort, we propose a development model for interaction systems with semantic visualizations. In addition, we provide a set of evaluation tools to support the interaction developer engineer evaluating the engineering process.
Kawa Nazemi; Maja Cukusic; Andrina Granic
In: Journal of Software, 4 (2), pp. 108–115, 2009, ISSN: 1796-217X.
With the upcoming features of Web 2.0 current eLearning solutions, mostly characterized by single user and centered data-download, change and develop further. The traditional paradigm of classroom teaching and learning is broadened towards sharing experiences and knowledge in word-wide social communities. Furthermore, knowledge capturing in ambient environments gains more importance and the use of mobile devices has created rich and exciting learning opportunities. These aspects characterize the so-called eLearning 2.0. Different aspects of this paradigm shift are presented in this paper and the European Community supported UNITE project as an application case is offered. The technical aspects of the platform development cycle are provided and its enhanced eKnowledge repositories are addressed. The UNITE system implementation in the setting of one of the European-wide network of schools is presented as an iterative four-stage-process, the achieved results are discussed and
future work is proposed.
Kawa Nazemi; Christoph Hornung
Proceedings of ED-Media 2008, The Association for the Advancement of Computing in Education (AACE), 2008.
To motivate users to work with computer-based systems, to enhance their usage frequency, and to avoid that users get frustrated while working with computer-based systems, it is necessary to respond to the users as much as possible. User-centered software approaches try to assume all the wishes and demands of users. This paper presents a step-by-step introduction to a user-centered software development process. First, a definition of the term "intuitive" in the context of software development will be given. Furthermore, the development process will be explained as a combination of existing user-centered design processes. The implementation of an authoring tool in the European UNITE project, which uses the presented design approach, gives an insight into the development process and the results of the design approach.
Christoph Hornung; Andrina Granić; Maja Ćukušić; Kawa Nazemi
In: F Li; J Zhao; T K Shih; R Lau; Q Li; D McLeod (Ed.): Advances in Web Based Learning - ICWL 2008: 7th International Conference, Jinhua, China, August 20-22, 2008. Proceedings, pp. 99–110, Springer Berlin Heidelberg, Berlin, Heidelberg, 2008, ISBN: 978-3-540-85033-5.
The upcoming Web 2.0 technologies change the aspects of eLearning fundamentally. The traditional paradigm of classroom teaching and homework learning will develop further towards sharing experiences and knowledge in word-wide social communities. Moreover, knowledge capturing in ambient environments gains more and more importance. These aspects characterize the so-called eLearning 2.0. This paper describes a prototype of an eLearning 2.0 system covering the different aspects such as platform, pedagogy and scenarios. The concepts presented here have been applied in the EU-project UNITE. The implementation of this system in the setting of a European network of fourteen schools is presented as an iterative four stage process, covering scenario planning and implementation, validation in addition to platform and process improvement. Achieved intermediate results from the first iteration of the implementation process are discussed and future work is presented.
Kawa Nazemi; Nadeem Bhatti; Eicke Godehardt; Christoph Hornung
Adaptive Tutoring in Virtual Learning Worlds Conference
Proceedings of ED-Media 2007, The Association for the Advancement of Computing in Education (AACE), 2007, ISBN: 1-880094-62-2.
To enhance the learning success of the learners in the Virtual Learning Worlds (VLW) and effective of VLW, the aspects like precognition and learning aptitude of the learners play a key role. The constructivistic approach based VLW not only offers learning, but also great experience by exploring through reality based virtual worlds. VLWs can be extended with such a Learning Environment. They are Novices or Beginner and need more explanations and instructions to understand a topic and resolve a given problem.
An Adaptive Tutoring System tries to find out the differences in precognitions and learning aptitudes and offers the learning task depending on these parameters. In the following paper a new system is designed for adapting a VLE to learners' need and presenting the learning tasks based on the recommended pedagogical approach.