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Sylvie Girard <[log in to unmask]>
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Sylvie Girard <[log in to unmask]>
Tue, 22 Mar 2011 19:37:55 +0100
text/plain (164 lines)
Good evening,
The organizers of the U-Ed 2011 workshop, "Usability and Educational  
Technology: Impact on Study results", to be held at the AIED 2011  
conference, would like to advertise the second workshop call for paper  
on your mailing list, as it may be of great interest for the members. 
Would it be possible to forward the call for paper that follows, along  
with the PDF version attached to the email, to the mailing list?
Best Wishes

Sylvie Girard and Roger N'Kambou
U-ED 2011 workshop organizers
mailto: [log in to unmask]

**			2nd Call for Papers                **
**           U-ED2001 Workshop at AIED 2011         **
  **     Usability and Educational Technology,          **
**		impact on study results	              **

* Organizers: *
Roger N?Kambou, Université du Québec à Montreal, Canada
Sylvie Girard, CREN, pôle manceau Innovation en éducation, France

* DATES:        *
Papers Submission: March 29th 2011
Review Decision: April 22nd 2011
Paper final version: May 15th 2011
Workshop Dates: June 27th-28th 2011

* Theme and goals:  *
Research investigating how to successfully evaluate interactive  
pedagogical products agree on the importance of the following three  
dimensions [1]:
?	Utility: does the system enable learners to learn the concepts it  
was created for?
?	Acceptability: is the system compatible with the user?s culture,  
values, or the organizational structure it should be deployed into?
?	Usability: is the system easy to use, understand, and reuse, without  
any manipulation errors or requesting for navigational help intensively?
These three dimensions have been showed to be complementary, and  
critical for the development of educational products that respect the  
culture, cognitive, pedagogical, and motor capacities of the final  
users: the learners or their teachers. While usability has always been  
a critical issue for any computer application, it is especially true  
with regards to software created for use in experimental studies for  
better learning. Indeed, intelligent tutoring systems, and any kind of  
technology-based pedagogical application, are very complex  
applications that need a high degree of adaptation to the users, and a  
high level of malleability by their users in order to perform the  
tasks they are assigned to. For instance, situations where the user is  
not able to perform an activity due to buttons too little to click on  
easily, or other usability issues, should be avoided at all cost. One  
major research question is raised for the purpose of this workshop?s  
reflections: How can one believe in the validity of study results when  
the application supporting the experiment is source of frustration,  
badly used by the participants, or not well adapted to the targeted  
user, due to its poor usability?

U-Ed?2011 goal is to bring new people to the AIED conference, coming  
from Human-Computer Interaction and Human-Robot Interaction: people  
more focused on the HCI side of the educational applications,  
especially working on the interaction techniques behind the  
applications, in regards to a specific public. The program committee  
presented below (all members agreed to contribute to the reviewing  
process) includes people from both HCI and AIED research communities.  
This is a guarantee for a high scientific quality of the workshop and  
also of the success of this first tentative of making these two  
communities interact together on challenging issues. This is an  
opportunity for people of CHI community to learn more about complex  
usability in learning environment and for AIED people to more  
understand CHI fundamentals (theories, methods and techniques) that  
may contribute to a better design and evaluation of educational  
software in their usability perspective.

We believe that this workshop will be of interest in the community, as  
a growing interest in bringing together HCI and educational issues has  
been developed in the past years. Several workshops have been done on  
specific points, with some issues on usability and learning  
applications, which brought a good level of attendance. For example:  
the ?next generation of HCI and education? workshop at CHI2010 has  
been renewed another year for CHI2011, and a similar workshop is  
planned for the French EIAH 2011 conference.

The workshop will aim at giving more insight on different aspects of  
?	Usability applicable for different technologies: desktop, web-based,  
ubiquitous, tangible, android.
?	Different technology used in the software: agents, sound, affect,  
user-modelling, virtual/mixed reality
?	How can an interdisciplinary team work together to produce software  
design methods that include usability principles?
?	Different types of learning theories implemented: constructivism,  
discovery learning, serious games, etc.

* Types of submission:  *
? Paper submission: 8 pages, full-paper contribution; 4 pages,  
short-paper contribution
	-Experience testimony of design process for better usability with  
interdisciplinary team
	-Study that shows the impact of usability on study results in terms  
of motivation, learning, reflection, meta-cognitive processes, etc?
	-Methods, guidelines, principles, and theories on specific aspects of  
usability for technology enhanced learning
	-Studies on the application adaptation needs in terms of usability  
for specific user-groups.
? Demonstrations: 3 pages, demonstration at the workshop
	-Demonstration of existing systems that ?solve? usability issues in  
educational technologies
	-Demonstration of usability problems pointed out that raise unsolved  
research questions.
All papers must follow the Springer LNCS format and should be  
submitted through EasyChair on or before midnight (Eastern Standard  
Time) March 29. Only submissions in .pdf format will be accepted. All  
submissions should be in English.

* Program Comity:    *

?	Shazia Afzal, university of Cambridge, UK
?	Ben Du Boulay, School of Informatics, University of Sussex, UK.
?	Jacqueline Bourdeau, Téluq-UQAM, Canada
?	Joost Broekens, Delft University of Technology, The Netherlands
?	Ginevra Castellano, Queen Mary University of London, UK (not reviewer)
?	Bertrand David, Laboratoire LIESP, Ecole Centrale, Lyon, France
?	Elisabeth Delozanne, Université Paris 6, France
?	Aude Dufresne, Université de Montréal, Canada
?	Sylvie Girard, CREN, pôle manceau Innovation en éducation, France
?	Judith Good, School of Informatics, University of Sussex, UK.
?	Agneta Gulz, Lund University Cognitive Science, Sweden
?	Magnus Haake, Lund Unversity, Sweden
?	Juan Pablo Hourcade, University of Iowa, US
?	Judy Kay, CHAI, university of Sidney, Australia
?	Hilary Johnson, university of Bath, UK
?	Richard Joiner, university of Bath, UK
?	James Lester, North Carolina State University, US
?	Jack Mostow, Carnegie Mellon University, US
?	Roger NKambou, Université du Québec à Montreal, Canada
?	Laurel Riek, University of Cambridge, UK
?	Dominique SCAPIN, INRIA Rocquencourt, France
?	André Tricot, Université de Toulouse 2, France

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