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Designing online mathematical investigation
Journal of Computers in Mathematics and Science Teaching (JCMST) 23:3 , July 2004

George Gadanidis, Faculty of Education, Canada; Kamran Sedig, Department of Computer Science and Faculty of Information and Media Studies, University of Western Ontario, Canada; Hai-Ning Liang, Department of Computer Science, University of Western Ontario, Canada

In this paper we focus on applets that support mathematical investigation. In the context of analyzing and redesigning an applet from NCTM’ s Illuminations Web site, we consider two interrelated issues: (1) how the pedagogy of mathematical...

E-books plus: Role of interactive visuals in exploration of mathematical information and e-learning
Journal of Computers in Mathematics and Science Teaching (JCMST) 24:3 , July 2005

Sonja Rowhani & Kamran Sedig, Cognitive Engineering Laboratory, University of Western Ontario, Canada

E-books promise to become a wide-spread delivery mechanism for educational resources. However, current e-books do not take full advantage of the power of computing tools. In particular, interaction with the content is often reduced to navigation...

Interactivity of Visual Mathematical Representations: Factors Affecting Learning and Cognitive Processes
Journal of Interactive Learning Research (JILR) 17:2 , April 2006

Kamran Sedig & Hai-Ning Liang, The University of Western Ontario, Canada

Computer-based mathematical cognitive tools (MCTs) are a category of external aids intended to support and enhance learning and cognitive processes of learners. MCTs often contain interactive visual mathematical representations (VMRs), where VMRs...

Facilitating Learning Through Different Forms of Interaction With Visual Abstractions
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2002:1 , 2002

Kamran Sedig, The University of Western Ontario, Canada

Visual abstractions play an important role in many learning situations. They refer to visual structures that represent abstract ideas and encode the meaning of these ideas in themselves. Interaction with these visuals, when well-designed, enables...

TileLand: A Microworld for Creating Mathematical Art
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2002:1 , 2002

Jim Morey & Kamran Sedig, The University of Western Ontario, Canada

Many children find mathematics uninteresting and irrelevant, never appreciating its role in artistic endeavors. Computer-based interactive tools can help introduce children to the artistic aspects of mathematics. This paper presents TileLand, a...

Exploring Common Conceptions About Boys and Electronic Games
Journal of Computers in Mathematics and Science Teaching (JCMST) 14:4 , 1995

Joan Lawry, University of British Columbia, Canada; Rena Upitis, Queen’s University, Canada; Maria Klawe, Ann Anderson, Kori Inkpen, Mutindi Ndunda, David Hsu, Steve Leroux & Kamran Sedighian, University of British Columbia, Canada

Electronic games are an integral part of many boys' lives. Based on observations made over a 2-month period at an electronic games exhibit in an interactive science museum in Vancouver, Canada, we examine three commonly held views about boys and...

Micro-Level Design of Interactive Visual Learning Environments
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005:1 , Jun 27, 2005

Kamran Sedig & Sonja Rowhani, University of Western Ontario, Canada

Abstract: The design of effective interactive visual learning environments (IVLEs) is complex, involving both macro- and micro-level design choices. At the macro-level issues concerning pedagogical strategy and context of use need to be considered....

Interaction and Interactivity in Online Mathematical Applets: Two Sides of the Same Coin
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005:1 , Jun 27, 2005

Parul Nanda, Hai-Ning Liang & Kamran Sedig, The University of Western Ontario, Canada

Online mathematical applets are one of the most beneficial innovations of computer-based educational technology. They aid learners in their investigation of mathematical concepts and relationships. However, most of these applets do not seem to be...

A survey of navigation interaction in computer-based learning environments
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006:1 , June 2006

Hai-Ning Liang & Sedig Kamran, University of Western Ontario, Canada

Computer-based learning environments (CBLEs) can assist learners in achieving different learning goals. Learners are often required to interact with the visual representations used within CBLEs. One common form of interaction is navigation....

Macro-level characterization of mathematical cognitive tools
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006:1 , June 2006

Kamran Sedig & Hai-Ning Liang, University of Western Ontario, Canada

This paper presents a preliminary characterization of current computer-based mathematical cognitive tools (MCTs). These tools are intended to facilitate learners' exploration of mathematical concepts. MCTs usually incorporate interactive visual...

From Play to Thoughtful Learning: A Design Strategy to Engage Children With Mathematical Representations
Journal of Computers in Mathematics and Science Teaching (JCMST) 27:1 , January 2008

Kamran Sedig, The University of Western Ontario, Canada

Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper...

Learner-Information Interaction: A Macro-Level Framework Characterizing Visual Cognitive Tools
Journal of Interactive Learning Research (JILR) 19:1 , January 2008

Kamran Sedig & Hai-Ning Liang, The University of Western Ontario, Canada

"** Invited as a paper from ED-MEDIA 2006 **" Visual cognitive tools (VCTs) are external mental aids that maintain and display visual representations (VRs) of information (i.e., structures, objects, concepts, ideas, and problems). VCTs allow...

Application of Frameworks in the Analysis and (Re)design of Interactive Visual Learning Tools
Journal of Interactive Learning Research (JILR) 20:2 , April 2009

Liang Hai-Ning & Kamran Sedig, The University of Western Ontario, Canada

Interactive visual learning tools (IVLTs) are software environments that encode and display information visually and allow learners to interact with the visual information. This article examines the application and utility of frameworks in the...

Presentation of feedback in interactive learning environments: Some dimensions
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007:1 , Jun 25, 2007

Hai-Ning Liang & Kamran Sedig, University of Western Ontario, Canada

Interactive learning environments (ILEs) can display information and enable learners to interact with this information. Feedback is an important component in leaner-information interaction and is critical in knowledge acquisition. It can potentially ...

Scaffolding as a Strategy to Make Tools More Accessible to Young Children
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007:1 , Jun 25, 2007

Hai-Ning Liang & Kamran Sedig, The University of Western Ontario, Canada

Designing educational software that both supports children's learning of complex concepts and is accessible to them is not easy. One strategy to address this challenge is to create increasingly more complex environments that incorporate different...

On the design of interactive visual representations: Fitness of interaction
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007:1 , Jun 25, 2007

Kamran Sedig & Hai-Ning Liang, University of Western Ontario, Canada

Learners often rely on external visual representations (VRs) of information to support their reasoning and thinking about different problems, ideas, and concepts. In computer-based environments, these static representations are rendered interactive...

Designing Digital Windows into Mathematics
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007:1 , Jun 25, 2007

George Gadanidis, Faculty of Education, University of Western Ontario, Canada; Rick Jardine & Kamran Sedig, Faculty of Science, University of Western Ontario, Canada

In this paper we discuss the design goals of a set of Digital Windows into Mathematics (DWMs) that we are in the process of developing. Our goal is to create DWMs whose multimedia-rich content will challenge and disrupt typical assumptions about...

Scaffolded Gameplay as a Strategy for Engaging Learners with Complexity
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009:1 , Jun 22, 2009

Sonja Rowhani & Kamran Sedig, University of Western Ontario, Canada

This paper proposes scaffolded gameplay as a strategy to engage learners with complexity. Complexity surrounds us. Engaging learners with the full complexity of phenomena at the outset may overwhelm them. Educators use scaffolding as an approach to...

Interaction flow in educational visualization tools: A study
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009:1 , Jun 22, 2009

Hai-Ning Liang & Kamran Sedig, The University of Western Ontario, Canada

This paper deals with the design of interactivity in visualization tools for educational purposes. There are several factors that can be used to guide the analysis and design of the interactivity of these tools. One such factor is flow, which is...

Classifying Interactive Features of Scientific Cognitive Tools
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009:1 , Jun 22, 2009

Sonja Rowhani & Kamran Sedig, University of Western Ontario, Canada

This paper examines how interaction can support learning with visual representations in scientific cognitive tools (SCTs), where SCTs are a subset of cognitive tools that are intended to support learners in their exploration of scientific concepts...

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