IntelLEO Learning Path Creator Service:

A Critique of User Interface Design

Liaqat Ali
PhD Student
Simon Fraser University
Surrey, BC Canada
1-xxx-xxx-xxxx
liaqat_ali@sfu.ca

ABSTRACT
The growing trend for anywhere and anytime education
has made the choice of Internet and web-based educational
systems the most appealing. A typical form of web-based
learning is through Learning Content Management Systems,
such as WebCT. New systems are designed with improved
quality or features. However, not every new system lives to
its pre development promises when tested in users domains.
This study presents a critique of the interaction design of
the Learning Path Creator Service, and its functionalities.
The study evaluates the interaction design in terms of
usability and affective influence. The evaluation of LPCS
design is performed by applying the activity theory based
analytical tools and cognitive principles of cognitive
psychology.

Keywords
Semantic Technologies, Ontology, E-Learning, Learning
Content Management System, LOCO-Analyst.

This study presents a critique of the interaction design of

the Learning Path Creator Service, and its functionalities.
The study evaluates the interaction design in terms of
usability and affective influence. The evaluation of LPCS
design is performed by applying the activity theory based
analytical tools and cognitive principles of cognitive
psychology.
The section should also answer question about the research
motivation, including:

1.1.1 Is my study/research question sufficiently

introduced and motivated by the introduction?
1.1.2 Do I have sufficient literature support to
motivate and base my study on?

2. INTERACTION DESIGN
This section provides an overview of interaction design and
its various aspects with particular focus on user-interface
design in software.

1. INTRODUCTION
The IntelLEO is a project under FP7 (Seventh Framework
Programme) of the European Commission for developing
innovative and intelligent technologies to support individual
and collective learning and knowledge-building (LKB)
activities - in Intelligent Learning Extended Organization
(IntelLEO). Leveraging ICT technologies embedded in
social-constructivist design principles, the IntelLEO project
supports: (1) Management of social interactions, (2)
Provision of learning resources, (3) Provision of the most
appropriate learning path for individuals and groups, and
(4) Scaffolding of the learning process of individuals in
accordance with organization objectives and policy.

3. ACTIVITY THEORY

The Learning Path Creator is one of the six cores services

provide by the IntelLEO project. The Learning Path Creator
Service (LPCS) allows users to have ubiquitous access to
their personal learning spaces where they can manage their
competences, learning activities, and learning resources.

3.3 Basic Principles of Activity Theory

Permission to make digital or hard copies of all or part of this work for
personal or classroom use is granted without fee provided that copies are
not made or distributed for profit or commercial advantage and that
copies bear this notice and the full citation on the first page.

This section provides overview of the activity theory,

focusing on following subsections.

3.1 What is Activity Theory?

This section will define activity theory and provides a short
account of its historical evolution.

3.2 Development of Mind in Activity Theory?

This will explore activity theorys notion of mind in a bid to
understand cognition.

This section will highlight the basic principles of the

activity theory.

3.4 Activity Theory and Interaction Design

This section describes the impact of activity theory on the
interaction design.

3.5 Activity Theory Based Tools and

Techniques of Evaluating Interaction Designs
This section enlist some of the activity theory based tools,
techniques, or checklists which can be used for evaluation
of any interaction design.

5.2 Learning Path Creator Service Prototype

Design
This section presents the prototype design Learning Path
Creator Service. This design will be evaluated in the next
section applying the principles of activity theory and
cognitive psychology.

6. EVALUATIVE STUDY DESIGN

4. COGNITIVE PSYCHOLOGY
This section provides overview of cognitive psychology
with focus on basic principles which provide grounding for
interaction design.

4.1 Overview of Cognitive Psychology

This section will define cognitive psychology and its
provides a short account of its historical evolution.

4.2 Mind in Cognitive Psychology

This will explore cognitive psychology notion of mind in a
bid to understand cognition. The section discuss notions of
mental models, mapping, interface metaphors, and
affordances.

4.3 Cognitive Psychology and Interaction

Design
This section review the role of cognitive psychology in
interaction design.

4.4 Activity Theory Based Tools and

Techniques of Evaluating Interaction Designs
This section enlist some of the activity theory based tools,
techniques, or checklists which can be used for evaluation
of any interaction design

This section describe the method used to evaluate the

Learning Path Creator Service interface design.

6.1 Purpose
6.2 Study Design
This section will describe study design,

7. INTERFACE EVALUATION
Provide evaluation of the interface..

7.1 Activity Theory Based Evaluation

This section will describe detailed evaluations based on the
activity theory principles and guidelines.

7.2 Cognitive Psychology Based Evaluation

This section will describe detailed evaluations based on the
cognitive psychology principles and guidelines.

8. RESULTS
This section will describe major findings of the Learning
Path Creator Service interface study.

9. CONCLUSION
Sum up the major outcomes of the research

5. WHAT IS LEARNING PATH CREATOR

SERVICE?
This section focus on describing Learning Path Creator
Service in more formal and detailed manner. (Focusing on
required and necessary details only.)

5.1 Functionalities of the Learning Path

Creator Service
It provides a brief introduction of the functionalities
provi9ded in Learning Path Creator Service.

10. REFERENCES
[1]

Concept Map
Provide General
Introduction

Introduce

Introduce

Introduce

Interaction Design

Activity Theory

Cognition Psychology

Discuss
LPCS

Discuss
Evaluation Design

Perform
LPCS Evaluation

Discuss
Results

Conclusion