Use of Cognitive Artifacts in Chemistry Learning

Instructional designers always suggest some sort of formative evaluation during lesson development. For nearly two decades we have been developing software tools for performing chemistry tasks. This was the first time we have tried to develop an iPad application, however. As a result of the feedback from this study, an entirely new training system was developed in which users could watch the application follow a script -- stopping, starting, and interrupting as appropriate -- to learn use of the application. Without this study we never would have attempted to create this software feature. by Prof. Dr. David W. Brooks, University of Nebraska - Lincoln

Autorentext

After graduating from "Instructional Technology" program at the University of Nebraska-Lincoln, Dr.Yengin joined A*STAR, Institute of High Performance Computing, Singapore. His research interests are in instructional technology, emotion and cognition in learning, human computer interaction and human robot interaction.