Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure

1. Jian Chen Department of Computer Science USM Mehdi SetarehJi LiLee Ma School of Architecture+Design Virginia Tech Cognitive Scaffolding in Web3D Learning Systems: A Case Study for Form and Structure • Felipe Bacim • Nicholas Polys • Department of • Computer Science • Virginia Tech Date 07/24/2010

2. Introduction • Learning systems • Virtual Environments and Web3D • Structural engineering • Communicate concepts such as load and stress distribution, connections between members and nodal/member displacement • Provide information about how structure units are formed 2

3. Introduction • Cognitive processing • Structural and Location knowledge • Nodes and members • Behavioral knowledge • System response to users actions • Procedural knowledge • Assembly sequence 3

4. Introduction • Usability Engineering • Methods are meant to be generic (e.g.: Scenario-Based Design) • Main challenge • Stakeholders that provide the requirements are experts (professors) • The end users of our system are novices (students) and do not really know the requirements of the system 4

5. Background • Perception and Cognition • The challenge for eLearning designers is applying research psychology into design • Integral and separable dimensions • Gestalt principles • Crucial when considering the design of multimedia environments, and the possibility of 'chunking' visual items and features • Subject's working memory can store three to four objects 5

6. Method • Issues with existing methods • Cognitive concerns are hard to apply • There is little guidance on how to apply psychology research results in practice • The students do not know what they need to know 6

7. Method • The developed method • First step: determine the requirements in terms of instructional content that the students need to learn about • Second step: map the content to perception and cognition concepts • Third step: apply these concepts to generate a visual representation 7

8. Case Study • Structure and Form Analysis System (SAFAS) • An integrated set of computer-aided, web-based learning modules to teach fundamental concepts in structural systems • Two modules • Explanatory Resources • Interactive Resources 8

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13. System Design 13

14. Initial Evaluation • Qualitative evaluation • Easy to distinguish different configurations • Color-coded nodes and members help users better comprehend the complexity of the structural forms • Morphing using a geometry of influence concept is simple enough to be understood by the novices 14

15. Future Work • Improvements for SAFAS • Addition of architectural elements • Improve integration with existing tools • AEC standards support • Integrate modules • Model checker and recommender system 15

16. Future Work • Extend the evaluation of our method with a formal user studyEvaluate different visualization techniques • Design and evaluate domain-specific interaction techniques • Derive actionable guidelines and checklists for the usability engineering of learning software and web3d 16

17. Come to the Scientific Visualization with Web3D workshop to see a live demo of SAFAS! Questions? Date 07/24/2010