The constant evolution of technologies and media can have an impact on learning environments, even to the extent of creating new ones. The problem with this constant evolution is that it requires significant resources and time for educators, students, and even researchers, to integrate these technologies into learning environments to create richer learning experiences for students. Ideally, these augmentations of learning environments should lead to improved learning outcomes as a result of the methods used. However, merely using methods based on new technologies and media does not necessarily lead to improved learning outcomes. Indeed, they may even impact learning outcomes negatively. The aim of this dissertation is to address both of these issues. In it we discuss several projects that facilitate the integration of media and technology by simplifying and speeding up the accomplishment of both the concept and action required. Similarly, we recognized the importance of evaluation of the impact of these new methods and also created systems and techniques to facilitate this evaluation. The vision represented by this body of research is that as new methods using new technology and media are continually evaluated for their impact, only those that actually augment learning environments are continued. This feedback loop ideally should lead to a continuing improvement of learning environments and a good understanding of the interaction between learning environments and the methods used for learning.
|Commitee:||Hollerer, Tobias, Mayer, Rich|
|School:||University of California, Santa Barbara|
|School Location:||United States -- California|
|Source:||DAI-B 71/02, Dissertation Abstracts International|
|Subjects:||Education, Higher education, Computer science|
|Keywords:||Educational research, Educational technology, Evaluation, Integration, Learning, Plagiarism detection|
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