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"ACM SIGCHI General Interest Announcements (Mailing List)" <[log in to unmask]>
Sat, 29 Mar 2008 16:48:01 +0200
Panagiotis Germanakos <[log in to unmask]>
Panagiotis Germanakos <[log in to unmask]>
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++ Apologies for cross posting - Extended deadline: 20 April 2008 ++





Cognitive and Emotional Processes in Web-based Education:

Integrating Human Factors and Personalization


A book edited by Dr. Constantinos Mourlas, Nikos Tsianos and Panagiotis
Germanakos, National & Kapodistrian University of Athens, Greece





The way people perceive and process information is widely varied on the
basis of individual differences that can provide a framework for explaining
significant divergences in academic performance. However, individual
differences do not imply different learning potential.

Researchers insist that different ways of processing information require
corresponding information providing approaches in order for equivalent
learning performance to be achieved. A preliminary classification of
individual characteristics that affect the outcome of learning procedures is
the distinction between cognitive and emotional parameters. These parameters
cover a wide spectrum of human factors and both comprise a very important
research area in web-based learning. Moreover, such human factors lead also
to social and group considerations, especially if one takes into account the
interpersonal aspect of web-based learning.


The notion of personalization addresses this matter in a comprehensive
manner, for as much as the main aim of personalizing the web-content is the
optimization and facilitation of users? interactions within the internet.
Internet Technologies, Adaptive Hypermedia and User Profiling techniques are
often closely related to this concept of personalization, with
demographical, habitual and behavioural characteristics taken mostly into
account. Finally, the semantic augmentation of the data is nevertheless a
prerequisite in the field of personalization, and when learning processes
are involved, it needs to be extended towards the area of learners?
intrinsic characteristics.


The Overall Objective of the Book


The core aim of the proposed book is to gather an extended volume of
research in the interdisciplinary field of human cognition and educational
hypermedia, in order to explain differences in individual performance and to
incorporate individual differences in web-based learning design.

The book will focus on the convergence of psychological theories and
contemporary research on web-mediated information processing, since an
emergence of new methodologies and techniques is much needed. Topics on the
field of cognitive psychology and psychological research on the role of
emotions on academic performance will be extensively covered.

Personality theories, emotional intelligence and pedagogical approaches in
the context of web-based learning are also within the scope of this
approach. At a second level, issues on personalization and semantic
enhancement of both user profile and educational content will be addressed,
to support the notion of adaptation in various application levels.


The content of the book, specifically, will cover areas such as cognitive
and learning style, working memory, attention and visual attention, problem
solving, reasoning, intelligence, verbal, spatial and mathematical ability,
cognitive processes, personality theories, anxiety, academic emotions,
emotional intelligence, emotional skills, affective computing, biometrics of
emotion, collaborative learning, pedagogical theories and social and network


More precisely the book will cover research measuring the effect of all the
above factors in the design of effective e-learning content. The book will
also evaluate of all these factors in adaptive hypermedia design, user
profiling and web personalization.


The Target Audience


The proposed book will be useful to academics, teachers and researchers,
professionals in the field of e-learning, and to people that belong to the
broader field of education. The book will cover a large number of topics in
the area of cognitive and emotional individual differences, web-based
learning and adaptation and personalization of e-learning systems, providing
pragmatic references, analysis, new methodologies, and interdisciplinary
approaches that cover the subject more comprehensively, incorporating the
latest suggestions and solutions. These approaches may also be of
significant importance to researchers in the area of the semantic web,
especially when the semantic augmentation of the data concerns educational
and e-learning applications.


Topics of interest may focus on, but are not restricted to:


Section I:  Cognition and Learning


- Cognitive and learning Styles

- Working memory in the context of the web

- The role of attention in web-based environments

- Spatial ability and hypermedia navigation

- Eyetracking tools, methods and measurements

- Problem solving and reasoning ability

- Individual traits in web-based learning


Section II: Emotion and Learning


- Anxiety (academic anxiety, computer anxiety, cognitive anxiety etc.)

- Academic emotions

- Emotional intelligence and emotional skills in learning

- Self efficacy in e-learning

- Personality theories in the context of computer mediated learning

- Affective computing and learning

- Biometric measurements and research in web-based learning

- Emotional state and traits in e-learning processes


Section III: Pedagogical approaches in web-based environments


- Learning strategies

- Exploratory learning

- Collaborative learning

- Social and network computing in web-based learning

- Web-based communities of practice


Section IV: Cognition-Aware and Affective Hypermedia


- Adaptive Hypermedia

- The incorporation of cognitive and emotional parameters in user profiling

- Effects of cognitive and emotional parameters in the design of effective
e-learning content

- Adaptation and personalization techniques in web-based learning

- Tracking state changes of the user and dynamic adaptation

- Assessment of hypermedia that take into account individual differences and
best practices


Section V: User Modeling


- Acquisition, updating and management of user models and student models

- Evaluation of user modeling techniques and eLearning applications

- User Modeling in the Semantic Web

- Group modeling and adaptive support of collaboration

- User modeling for multimodal interactions

- Modeling of affective factors, social aspects and attitudes

- Privacy and security


Section VI: Semantic Content Creation and Delivery


- Semantic Web technologies

- Ontology and taxonomy design and development for personalized web-based
learning systems

- Semantic architecture systems design and evaluation


Submission Procedure


Researchers and practitioners are invited to electronically submit on or
before April 20, 2008, a 2-5 page manuscript proposal clearly explaining the
mission and concerns of their proposed chapter. Authors of accepted
proposals will be notified by April 30, 2008, about the status of their
proposals and sent chapter organizational guidelines. Full chapters are
expected to be submitted by June 30, 2008. All submitted chapters will be
reviewed on a double-blind review basis. The book is scheduled to be
published by IGI Global, (Formerly Idea Group Inc.),,
IRM Press, Information Science Publishing, CyberTech Publishing, and
Information Science Reference (formerly "Idea Group Reference"). Inquires
and submissions can be forwarded electronically (Word document) by mail to
the editors.


Editors of the book


Dr. Constantinos Mourlas

Nikos Tsianos

Panagiotis Germanakos


Laboratory of New Technologies, Faculty of Communication & Media Studies,
National & Kapodistrian University of Athens,

5 Stadiou Str., 7th floor GR 105-62, Athens, Greece


Tel.: +30 210 3689282

Fax: +30 210 3220820

E-mail: {mourlas,ntsianos,[log in to unmask]


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