With the development of using tablet computers in the classrooms, it is raised concern in education how to enhance the effectiveness of using tablet computers in teaching and learning. In this study, it provides a significant framework included four main obstacles of using tablet computers as a learning tool related to schools, teachers, students and parents that are studied with grounded theory. The purpose of this study is to understand the obstacles of using tablet computers as a learning tool and provide some recommendations according to teachers’ perception of teaching and students’ engagement of learning that occurs as a result of using tablet computers in primary schools. From the results of comparing students’ using tablet computers between schools and homes, the perception of teachers, students and parents’ on using tablet computers as a learning tool, the study found that there is a lot to develop and improve the tablet computers for primary school students to use as a learning tool. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education

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This thesis represents the culmination of work carried out as part of an ongoing research into hypermedia authoring for Computer Assisted Language Learning (CALL). It originates from, and is the natural continuation of previous research activities in user interface design, which addressed the problem of transferring existing human factors expertise derived from the field of human-computer interaction (HCI) to the hypermedia CALL authoring process. Problems identified with the development of specific design guidelines for authoring hypermedia CALL led to a need for a thorough examination of the usability field with a view to creating a coherent and exhaustive theoretical framework providing a comprehensive contextual and conceptual design support. At the conceptual level, emphasis is placed on defining the design process from an HCI perspective, on delineating the authoring input and explicating the potential of the hypermedia CALL platform, in terms of specificity, scope and limitations. At the contextual level, this research presents an in-depth study of mental models and user requirements elicited and formulated by students as targeted users on the basis of a selection of relevant applications. The resulting usability field is central to the design of the theoretical framework, inasmuch as it feeds into conceptual design considerations and is instrumental in facilitating and validating a realistic transition from theory into practice. Ultimately, the theoretical framework provides a comprehensive design support encapsulating design guidelines and generating design solutions. The main contribution made to hypermedia CALL rests on providing an extensive contextualized design support in the form of a practical and applicable framework with a sound theoretical underpinning designed to stimulate a conceptual approach to authoring hypermedia CALL environments. Therefore, it is designed to develop a much greater awareness of the design process and the role authors must play within it, as well as to provide a methodology and an approach to further identify and understand student requirements. Last but not least, it is conceived to promote and facilitate the use of design guidelines to turn a complex process into a successful, student-centred design outcome.

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Image-guided interventions using intraoperative three-dimensional (3D) imaging can be less cumbersome than systems dependent on preoperative images, especially by needing neither image-to-patient registration nor a lengthy process of segmenting and generating a 3D model. In this dissertation, a method for computer-assisted surgery using direct navigation on intraoperative images is presented. In this system the registration step of a navigated procedure was divided into two stages: preoperative calibration of images to a ceiling-mounted optical tracking system, and intraoperative tracking during acquisition of the 3D image. The preoperative stage used a custom-made multi-modal calibrator that could be optically tracked and also contained fiducial spheres for radiological detection; a robust registration algorithm was used to compensate for the high false-detection rate that arose from the optical light-emitting diodes. Intraoperatively, a tracking device was at- tached to bone models that were also instrumented with radio-opaque spheres; a calibrated pointer was used to contact the latter spheres as a validation. The fiducial registration error of the calibration stage was approximately 0.1 mm with the Innova 3D X-ray fluoroscope and 0.7 mm with the mobile-gantry CT scanner. The target registration error in the valida- tion stage was approximately 1.2 mm with the Innova 3D X-ray fluoroscope and 1.8 mm with the mobile-gantry CT scanner. These findings suggest that direct registration can be a highly accurate means of performing image-guided interventions in a fast, simple manner. / Thesis (Master, Computing) -- Queen's University, 2009-08-17 11:14:03.275

The multimedia computer is a relatively new product that is capable of presenting information through a variety of media such as text, animation, video & sound. Commercial developers, researchers and other multimedia advocates have been making claims about the potential for multimedia in promoting learning and, consequently, its beneficial uses as a learning tool within the classroom. This study investigates the conditions under which the organization and coordination of multimedia sources promotes the acquisition of knowledge. Based upon a review of the literature, five hypotheses are generated with respect to the development of instructional software as an effective learning tool. These hypotheses are then tested in a study that looks at the effects of various multimedia designs. One hundred students, half of high-ability (i.e., high-stream) and the other half of average ability (i.e., regular stream), were assigned to one of five multimedia conditions (e.g., text only (T); text with animation (TA); text with animations and captions (TAC); animations and captions (AC); refined animation and captions (RAC)). The instructional material presented information on how to find South using two sticks, some string and the Sun. The TAC and RAC groups outperformed the other three groups on scores of verbal recall, visual recall, and enactment of the main procedures. These two groups also obtained higher scores on detailed analyses of written recalls. Finally, interaction effects for stream level and computer presentation group were also obtained. The results from this study are contrasted to those of an earlier study by Breuleux et al. (1993). The implications of these results are discussed in terms of statistical support for theoretically based guidelines for the development and design of effective instructional multimedia.

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This study examined the effects of three computer-assisted cuing programs on the observational learning of a Tai Chi action sequence by thirty-one novice adult learners. Digital video demonstrations with visual cues, verbal cues, and both visual and verbal cues as well as no cues were presented. On the first and fifth trial participants completed a cognitive resequencing task, and on each of five learning trials attempted to physically perform the sequence. A retention test was also administered. The Pictorial Cognitive Resequencing Task results were somewhat equivocal as some of the treatment programs facilitated enhanced performance but participants in the "control" group also improved their performance. Physical performance as measured by the Technical Action Score and the Flow Action Score showed that the "visual and verbal treatment" group significantly improved performance in comparison to the "control" group. Based on the results and post-test interviews suggestions for future research were presented.