Anais do IHC'2001 - Departamento de Informática e Estatística - UFSC

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230 Anais do IHC’2001 - IV Workshop sobre Fatores Humanos em Sistemas Computacionais 1995] and to conjecture about visualizations that could be used in learnware for a specific topic in Biology⎯Mendel’s laws of dominance. The result of this study is a set of theoretical issues that, in the opinion of the authors, should be investigated in a long-term research agenda about the use of DM in learnware interface design. Direct Concept Manipulation for Learning about Geometry Super Tangrams © (ST) is a piece of learnware that has been implemented using different interface styles. ST is built around a puzzle-solving activity called tangrams. The concepts to be learned in this activity are three geometrical transformations: slide (or translation), turn (or rotation), and flip (or reflection). In ST, children solve tangrams puzzles by manipulating on-screen images of given geometric shapes. Three distinct styles of interaction ⎯ DOM (Direct Object Manipulation), DCM (Direct Concept Manipulation) and RDCM (Reflective Direct Concept Manipulation) ⎯ have been polished to give children an impression of a commercial game. This has been judged important to give experiments a realistic atmosphere and to prevent implementation discontinuities from interfering with the study. In the DOM version, the user manipulates the geometric shapes directly. The desired outline is presented in the center of the screen, with the available pieces scattered around the periphery (see Figure 1). Buttons on the side allow the user to select flip (horizontally or vertically), rotate (clockwise or counterclockwise), or drag mode. The order of the puzzles is fixed and every puzzle has a fixed score, which is added to the users total score when the puzzle is completed. This keeps the learning activity in close association with game playing. Figure 1: A snapshot of the DOM HCI style in ST In the DCM version, the user directly manipulates visual representations of the transformation concepts rather than the shapes themselves. The screen has a coarse grid in the background and the idea of focussing on a piece (rather than on an operation) is introduced (see Figure 2). The user chooses a shape (shown by the piece having a different pattern), the operation (Slide, Turn, or Flip), and this causes the transformation representation and the ghost image of the shape to appear. As indicated in Figure 2, when Turn is selected the transformation representation is an arc attached to one vertex of the focussed shape. The arc has a moveable center and endpoint. Manipulating the center
Anais do IHC’2001 - IV Workshop sobre Fatores Humanos em Sistemas Computacionais 231 changes the center of rotation and adjusting the endpoint changes the angle of rotation. Similarly, Slide and Flip cause visual representations of geometrical concepts to appear and be available for manipulation. Translations are obtained by manipulating a directed resizable vector with three handles: head, center and tail. Manipulations of the head and tail alter the direction or the length of the vector, causing the ghost image of the object to shift its location, whereas manipulations of the center of the vector cause no changes to the ghost image. Reflection is obtained by manipulating an axis of reflection with two handles. One controls the location of the axis; the other controls the angle of reflection. Figure 2: A snapshot of the DCM HCI style in ST Finally, the RDCM version allows users to manipulate transformation representations as in DCM, except that a number of features are added. Children interact with the concepts in a progressively differentiated manner which is intended to cause epistemic conflict [Forman & Pufall, 1988]. The representations progressively fade over three levels. In the specific case of rotation, Level 1 (like DCM) allows children to interact with the most generalized notion of rotation. The angle of rotation can be experientially adjusted till the ghost image assumes the desired orientation; likewise, the center of rotation can be changed until the ghost image reaches the desired target location. Level 2 does not display the ghost image of the object being rotated, but the representation of the arc is still on screen. Without a visual feedback of the resulting operation, children must pay more attention to the numerical value of the angle of rotation, and its relation to the final state of the geometric operation. In Level 3, there is ultimately no visual representation of either the ghost image, or the arc of the rotation angle. The actual learning of all concepts underlying rotation can be tested as children successfully (or unsuccessfully) manipulate the red (angle of rotation) and green (center of rotation) circles on screen. Figure 3 shows a snapshot of ST at Level 3 RDCM for a rotation operation.
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De 15 a 17 de outubro de 2001 Flori
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Sumário Apresentação............
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Análise Ergonômica do Estado da A
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de formidável coesão, denominado
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Sociedade Brasileira de Computaçã
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Fund. Educacional de Criciúma - FU
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Palestras Internacionais Online Com
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Objetivos: O objetivo deste mini-cu
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314 Artigos Anais do IHC’2001 - I
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Anais do IHC'2001 - Departamento de Informática e Estatística - UFSC

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