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ERIC Number: EJ1064328
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1648-5831
Toward User Interfaces and Data Visualization Criteria for Learning Design of Digital Textbooks
Railean, Elena
Informatics in Education, v13 n2 p255-264 2014
User interface and data visualisation criteria are central issues in digital textbooks design. However, when applying mathematical modelling of learning process to the analysis of the possible solutions, it could be observed that results differ. Mathematical learning views cognition in on the base on statistics and probability theory, graph theory, game theory, cellular automata, neural networks etc. Instead of this, research methodologies in learning design are diversified in behaviourism, cognitive, constructivism and connexionism. Behaviourism aims to promote observable behavior, but placing the responsibility for learning on the shoulders of teachers and/or textbooks' content. The cognitive and social psychology adds value to the systems theory and place the responsibility to mental structures of students' cognitive systems. Constructivism aims to support multiple perspectives or interpretations of reality, knowledge construction, context-rich, experience-based activities and focused on didactic activities. The connectionism models are based on mental or behavioral phenomena as the emergent processes of interconnected networks of simple units. These trends could be analysed on the base on linear, systems and Meta-Systems approaches. This article is a review of user interface and data visualisation criteria as a demonstration of Meta-Systems Learning Design in Digital Textbooks use and development.
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A