INTERACTION DESIGNING INTERFACE FOR SMART LEARNING BEHAVIOR IN DISRUPTIVE ENVIRONMENTS

摘要

Smart Learning Environments (SLEs) are designed by integrating Usability design principles, aesthetics and functionalities, however, contextual constituents supporting Smart Learning Behavior (SLB) are rarely considered. Particularly, how Peer-Assisted Learning (PAL) is effective when compared with Faculty-Assisted Learning (FAL) in a VoIP based Disruptive Learning Environment (DLE). Studies report that learners focus on superficial features instead of the underlying principles, concepts, or theories in design-centric SLEs. Likewise, learners acquire individual skills or pieces of knowledge in SLEs that they are unable to apply in user-centric complex contexts. In this paper, a framework is evolved to address the design and development considerations of SLEs with a focus to empirically validate the effectiveness of PAL in comparison with FAL. The study is a Quasi-experimental design with manipulative and controlled non-repeated groups. Disruptive contextual factors (DCF) are believed to be ingredients of SLB and are cross-examined using Univariate-Analysis, Cohen's D, Partial Eta squared values and Standardized Beta Coefficients. The experimental data was analyzed in PASW 2.0. This study empirically validates the effectiveness of DCF and concludes SLB is better supported through PAL than FAL in a SLE. The study findings support institutions of higher learning in the process of transition and transforming old models of university education into SLEs. While HCI researchers may benefit in defining cognitive thought processes behind PAL that support SLB in DLE.