Proceedings of the workshop are now available free download or purchase from Lulu


This workshop at HCI2008 will investigate the role of Human Computer Interaction research in the design of technology to support learning - including:

  • mobile learning
  • ubiquitous technology to support learning
  • tangibles for learning, informal learning
  • lifelong learning
  • learning for development
  • and more...
Did we miss a kind of learning you are interested in? If so add a comment.

To participate submit a position paper (max 4 pages). The workshop will consist of short presentations with plenty of time for chat and discussion of how HCI practices and methods can be applied or should be extended in technology enhanced learning.

For more see the Call for Papers

Accepted Position Papers

Abstracts for early deadline position papers that have been accepted are now available online.

Abstracts for remaining position papers will be posted after review.

If you are interested in participating in the workshop please contact the organisers.

You can post questions to authors using comments on the abstract posts.

An Environment for Expressing Mathematical Generalisation using Pattern Construction and Analysis


Darren Pearce1, Manolis Mavrikis 2, Eirini Geraniou 2, Sergio Gutiérrez1, Ken Kahn2 - London Knowledge Lab, 1Birkbeck College, 2Institute of Education
Few systems exist that support learners explicitly in the process of learning mathematical generalisation. This paper presents the eXpresser, part of a new system that seeks to address this issue by providing the user with a microworld for the construction and analysis of general patterns. After a brief description of its main features, we discuss various ongoing interface design issues.

Utilizing FlashMeeting Software in Collaborative Design-Learning

Nicole Schadewitz, Steve Garner, Giselle Ferreira - Open University, Milton Keynes, UK

In this paper, we describe a case study of computer-supported collaborative learning in design using OpenLearn FlashMeeting software, a video conferencing tool. This 6-week experiment, involving Open University students and staff, aimed at exploring the capabilities of FlashMeeting software to support several phases of the design process including formulating a design brief, discovering user requirements, setting design specifications, concept generation, design embodiment and implementation of proposed concepts. We conclude this paper with lessons learned from using FlashMeeting in a design e-learning project.

Creativity Support Tools: Adding Context Awareness


Aimilia Tzanavari, Department of Design & Multimedia, University of Nicosia.
George A. Sielis, Department of Computer Science, University Of Cyprus.
George A. Papadopoulos, Department of Computer Science, University Of Cyprus.

In this paper, we briefly describe what the creativity process is by referring to some well known recent definitions that identify distinct phases. We subsequently present a short review of major creativity support tools, outlining their characteristics and pinpointing shortcomings. Creativity support tools appear to place focus only on some phases of the process, leaving 
others unsupported. We propose to enhance the support that these tools offer their users by adding context awareness: providing users with useful context dependent recommendations. Finally we present our proposal for alleviating this situation that involves incorporating context awareness in creativity support tools.

Framework for the Evaluation of Language Learning Platforms with real users

Mariona Estrada, Raquel Navarro-Prieto, Martí Quixal. Barcelona Media

The objective of this paper is to explain the process of creation of a general framework for the evaluation of HCI aspects in enhanced learning platforms. This framework intends to provide general dimensions compose by different HCI evaluation goals that will be useful across different learning platforms and to be useful for evaluations with end users in real environments. With this aim, we are going to illustrate the first steps of our evaluation process: the definition of the dimensions and the identification of the evaluation items.

A New ‘Presence-Learning’ Tool to Enhance the Learner’s Experience

Fiona Carroll, John Robinson, Clare Woodward. DACE, Swansea University

This paper describes the early stages in the development of a ‘Presence-Learning’ tool to enhance the learning experiences of students currently studying on an online MOODLE virtual learning environment (VLE). The main focus is on the concept of ‘Presence’ and how this can be integrated into the design of a Moodle VLE and particularly a web 2.0 chat tool in order to further engage and motivate students to learn and enjoy their e-learning experience. For this paper, the authors will analyse students experiences on the existing TRIO course (i.e. TRIO learning place) and in doing so will highlight the need for a chat tool to be inclusive (i.e. accessible from any page of the Moodle VLE course) and to recognize real-time ‘presence’ (i.e. who is online and present at any one time).
At this early stage, current thoughts and preliminary results will be reported which will explore the rationale, the design and the development of the ‘Presence-learning’ tool. This paper will discuss a learner centred approach and will be of particular interest to practitioners and researchers in the fields of e-learning, HCI and Presence

Virtual Reality Exposure Therapy for Social Phobia: a Pilot Study in Evoking Fear in a Virtual World

Willem-Paul Brinkman, Charles A.P.G. van der Mast, and Daniel de Vliegher. Delft University of Technology

Social phobia is one of the most commonly occurring anxiety disorders. Standard treatment or training involves gradually exposing patients to social situations they fear. These exposures are however difficult to control for a therapist. An alternative therefore might be to use virtual reality exposure. This paper reports on the design of four social scenarios (a bus stop, a train station, a clothing shop, and a reception desk of a restaurant) implemented in virtual reality. Results of a pilot evaluation with none phobic patients suggest that these worlds might be able to evoke anxiety, and manipulating the verbal and behavioural responses of the human avatars might give therapists the ability to control the level of fear evoking elements in these worlds.

Comparing Web-based services in HCI Teaching

Charles van der Mast and Hani Alers, Delft University of Technology

This paper describes the motivation and research results of two years using different web-based technology to enhance the learning and teaching processes in a new course on HCI. The basic idea is to exploit the ubiquitous nature of the Internet to assist in instructing the students and interacting with them. This is accomplished by presenting them with rich media content and rapid communication channels that help them achieve the required educational goals while providing them with an enhanced learning experience. The course is given in the spring semesters of 2007 and 2008 in different forms teaching the same content but with different levels of web-based services. After comparison over two years the most engaging web-based services showed better results in student satisfaction.