Thesis (M.S.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed Feb. 26, 2003). Thesis advisor: Gregory C. Petty. Document formatted into pages (vii, 104 p. : ill.(some col.)). Vita. Includes bibliographical references (p. 79-91).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 150-162).

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xi, 178 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 151-160).

Thesis (Ph. D. (Educational Management and Policy Studies))--University of Pretoria, 2001. / Includes bibliographical references.

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.

No description available.

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