Person:

Foley, James D.

Permanent Link

https://hdl.handle.net/1853/71261

Associated Organization(s)

Organizational Unit

School of Interactive Computing

School established in 2007

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Publication Search Results

Now showing 1 - 10 of 25

Investigating Multimedia Learning with Web Lectures

(Georgia Institute of Technology, 2006) Day, Jason Allan ; Foley, James D. ; Catrambone, Richard

Naturalistic research has shown that a web lecture intervention that includes multimedia lectures studied before class, short homework assignments, and in-class application activities can increase students' grades and satisfaction. The multimedia lectures, called web lectures, are a combination of video, audio, and PowerPoint streamed over the web. This experimental study was motivated by a desire to understand the contribution of web lectures themselves to the web lecture intervention's success. Educational multimedia design guidelines from Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) were used to evaluate and hypothesize about the learning efficacy of three information-equivalent-Video+Audio+PPT (web lecture), Audio+PPT, PPT+Transcript-and one information-nonequivalent-PPT-Only-educational presentation conditions. 60 randomly assigned participants studied the educational materials and completed a posttest and exit survey. Participants in the web lecture condition performed statistically significantly better on the posttest than all other conditions, and survey responses indicated that participants perceived the combination of modalities used by web lectures as more educationally effective than those used in the other conditions. This study verifies the educational contribution of web lectures to the web lecture intervention, web lectures' educational effectiveness as standalone learning objects, and the value-added of video for educational multimedia. These results were not completely in line with our hypothesis based on CLT and CTML, suggesting these theories' limited applicability for multimedia presentations with characteristics of those used in this study. Several possible factors that might account for the results inconsistent with CLT and CTML are identified, including the visibility of gesture in the video and the length and subject matter of the presentations.
Enhancing the Classroom Learning Experience with Web Lectures: A Quasi-Experiment

(Georgia Institute of Technology, 2005) Day, Jason Allan ; Foley, James D.

In this paper, we present continuing research into the use of web lectures to enhance the classroom learning experience. By using web lectures to present lecture material in advance of class, more in-class time can be spent engaging students with authentic learning activities; our goal is to use class time for more learning by doing, less learning by listening. A longitudinal quasi-experiment was conducted during the Spring 2005 semester with two sections of the same course: one using web lectures and one using traditional lectures. The web lecture section’s grades were significantly higher than the lecture section, and web lecture students reported increasingly strong positive attitudes about the intervention. We also present multiple threads of future work motivated by these positive results.
The Development of an Educational Digital Library for Human-Centered Computing

(Georgia Institute of Technology, 2005) Clarkson, Edward C. ; Day, Jason Allan ; Foley, James D.

Digital libraries have great potential to improve the educational experience. There are a wide variety of such repositories, especially those that focus on specifically on education. However, a survey of existing work shows that that there are relatively few which have both a narrow subject focus and ample affordances for content browsing. We present our prototype design and implementation for the HCC Education Digital Library (HCC EDL), which addresses this relatively sparse portion of the digital library design space. We also discuss our process for requirements gathering and its results, including the development of an HCI topic taxonomy.
Enhancing the Classroom Learning Experience with Web Lectures

(Georgia Institute of Technology, 2004) Day, Jason Allan ; Foley, James D. ; Groeneweg, Remco ; Van der Mast, Charles A.P.G.

In this paper, we present our vision and initial research results on the use of web lectures to enhance the classroom learning experience. By using web lectures to present lecture material in advance of class, more in-class time can be used for authentic and engaging learning activities. A formative evaluation and extensive pilot study have yielded promising results: hence we are further exploring this evolving concept.
AASERT : scalable user interfaces

(Georgia Institute of Technology, 1999) Foley, James D.
Providing access to graphical user interfaces : the mercator project

(Georgia Institute of Technology, 1996) Mynatt, Elizabeth D. ; Foley, James D.
Visualizing the World-Wide Web with the Navigational View Builder

(Georgia Institute of Technology, 1995) Mukherjea, Sougata ; Foley, James D.

Overview diagrams are one of the best tools for orientation and navigation in hypermedia systems. However, constructing effective overview diagrams is a challenging task. This paper describes the Navigational View Builder, a tool which allows the user to interactively create useful visualizations of the information space. It uses four strategies to form effective views. These are binding, clustering, filtering and hierarchization. These strategies use a combination of structural and content analysis of the underlying space for forming the visualizations. This paper discusses these strategies and shows how they can be applied for forming visualizations for the World-Wide Web.
Visualizing Complex Hypermedia Networks through Multiple Hierarchical Views

(Georgia Institute of Technology, 1995) Mukherjea, Sougata ; Foley, James D. ; Hudson, Scott E.

Our work concerns visualizing the information space of hypermedia systems using multiple hierarchical views. Although overview diagrams are useful for helping the user to navigate in a hypermedia system, for any real-world system they become too complicated and large to be really useful. This is because these diagrams represent complex network structures which are very difficult to visualize and comprehend. On the other hand, effective visualizations of hierarchies have been developed. Our strategy is to provide the user with different hierarchies, each giving a different perspective to the underlying information space, to help the user better comprehend the information. We propose an algorithm based on content and structural analysis to form hierarchies from hypermedia networks. The algorithm is automatic but can be guided by the user. The multiple hierarchies can be visualized in various ways. We give examples of the implementation of the algorithm on two hypermedia systems.
A Report of the NSF/IRIS Workshop

(Georgia Institute of Technology, 1995) Berwick, Robert C. ; Carroll, John M. (John Millar) ; Connolly, Chris ; Foley, James D. ; Fox, Edward A. (Edward Alan) ; Imielinski, Tomasz ; Subrahmanian, V.S.

The Information, Robotics, and Intelligent Systems Division (IRIS) of the National Science Foundation commissioned a workshop to provide a set of recommendations concerning: 1. Opportunities for NSF's use of WWW for information delivery to the public and research communities. 2. Research which NSF in general and IRIS in particular should consider undertaking with respect to the WWW, its accessibility, and its usability. 3. Use of WWW as an experimental platform for collaborative efforts in the IRIS and computer science research communities, including potential enhancements to WWW in support of such collaborations. This report summarizes a set of strategic recommendations for NSF and elaborates a recommended research agenda surrounding the Web.
Next-Generation Data Visualization Tools

(Georgia Institute of Technology, 1994) Ribarsky, William ; Foley, James D.

Scientific data visualization has finally come of age as an important and accepted discipline. While scientists have been using computer graphics to visualize experimental data and computational results for at least 30 years, recent improvements in cost/performance of graphics workstations, more readily available software, and the new-found name "scientific data visualization" have solidified the discipline. Many thousands of scientists regularly use visualizations as part of their work. Our thesis is that scientists are forced to work too hard to create these visualizations, but that the evolving set of visualization tools can greatly reduce the requisite effort. Further, these tools, and those of the next generation, will open significant new ways to understand increasingly complex and large datasets. Principal causes for this will be the increased interactivity that the tools will naturally offer and the need for designs based on careful consideration of scientific and engineering analysis requirements.