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Title: Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays
Authors: Börner, Dirk
Kalz, Marco
Specht, Marcus
Keywords: Ambient learning displays
Empirical study
Ubiquitous learning support
Knowledge acquisition
User attention
Issue Date: 14-May-2014
Publisher: Elsevier
Citation: Börner, D., Kalz, M., & Specht, M. (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. Computers & Education, 78, 10–19. doi:10.1016/j.compedu.2014.04.017
Series/Report no.: 78;
Abstract: This empirical study reports an intervention to investigate identified research challenges on the evaluation and use of ambient displays in a learning context with the objective to gain insights into the interplay between display design, user attention, and knowledge acquisition. The main research questions were whether an attention-aware display design can capture the user's focus of attention and whether this has an influence on the knowledge gain. A display prototype corresponding to the main ambient display characteristics was designed, applied in a controlled authentic setting, and evaluated accordingly. The prototype presented information and guidelines for first responders in emergency situations, especially in cases of cardiac arrest. The prototype was enhanced with a custom-built sensor to measure user attention and trigger interruptive notifications. The study was conducted among 52 employees working at a university campus. Using an experimental research design, a treatment group exposed to an attention-aware display design was compared to a control group. The results provide evidence that such a display design can attract and retain attention in such a way that the acquisition of knowledge (i.e. the comprehension of the presented information) is effectively facilitated.
Appears in Collections:1. LMedia: Publications and Preprints
1. TELI Publications, books and conference papers

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