Learner-Interface Interaction for Technology-Enhanced Active Learning

Abstract

In a world increasingly shaped by scientific advances and rapid developments, the fields of communications, science, technology, engineering, and mathematics will certainly enjoy the prospect of rapid growth in coming years. However, educators in these fields face a range of challenges if that potential is to be realized. Computer science (CS), for instance, has one of the highest growth potentials of any academic field, but the percentage of students majoring in CS is dwindling (National Science Foundation 2008; Vegso 2005). Inherent shortcomings in high school curricula along with societal pressures that keep girls and other minorities out of math and computing classes make it harder to attract and retain students in this field, especially female and minority students (Burge and Suarez 2005; National Science Foundation 2008; Perelman 2008). These difficulties are compounded by the disconnect between the practical CS skills required by industry and those usually acquired by students in an academic setting (Ludi and Collofello 2001). Moreover, since students entering introductory courses in these fields come with a wide range of skills, learning styles, and expectations, these courses need to be designed to appeal to a broad collection of learners. In order to engage students and improve retention and recruitment rates, it is imperative that we find innovative ways to offer courses that meet students ' diverse needs and that adapt to the evolving nature of