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Flow The Psychology Of Optimal Experience

Ease of use and usefulness are believed to be fundamental in determining the acceptance and use of various, corporate ITs. These beliefs, however, may not explain the user’s behavior toward newly emerging ITs, such as the World-Wide-Web (WWW). In this study, we introduce playfulness as a new factor that reflects the user’s intrinsic belief in WWW acceptance. Using it as an intrinsic motivation factor, we extend and empirically validate the Technology Acceptance Model (TAM) for the WWW context. # 2001 Elsevier Science B.V. All rights reserved.

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Beyond the Usefulness and Ease of Use : Extending the TAM for a World - Wide - Web Context

The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state-of-the-art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing-based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.

Invited review article: Where and how 3D printing is used in teaching and education

Ubiquitous learning: A systematic review

This article presents the findings of a systematic review of perceived usability of educational technology systems. The research was conducted after studying, organizing, and analyzing the results ...

Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review

Parallel corpora can be defined as collections of aligned, translated texts of two or more languages. They play a major role in translation and contrastive studies, and are also becoming popular in translation training and language teaching, with the advent of the data-driven learning (DDL) approach. Despite their significance, however, Arabic seems to lack a satisfactory general-use parallel corpus resource. The literature describes few Arabic–English parallel corpora, and these few are usually inaccurate and/or expensive. Some are small in size, while others are restricted in terms of genre, failing to meet the requirements of many academics and researchers. This paper describes an ongoing project at the College of Languages and Translation, King Saud University, to compile a 10-million-word Arabic–English parallel corpus to be used as a resource for translation training and language teaching. The bidirectional corpus can be used to compare translated and source language and identify differences. The corpus has been manually verified at different stages, including translation, text segmentation, alignment, and file preparation; it is available as full-text in XML format and through a user-friendly web interface that provides a concordancer to support bilingual search queries and several filtering options.

/pdf/arabic-english-parallel-corpus-a-new-resource-for-1ldkhpx2pm.pdf

Arabic-English Parallel Corpus: A New Resource for Translation Training and Language Teaching

/pdf/arabic-english-parallel-corpus-a-new-resource-for-493u8b3ltk.pdf

Most kindergarten students spend the majority of their day in schools, so it is important to provide them with the tools and techniques that help them develop intellectually and educationally. In this poster we propose a system that facilitates kindergarten educational process by utilizing a Humanoid robot called NAO. NAO robot will be programmed to support fun learning through providing many activities and games. The robot system will provide quizzes to test the student's understanding. It will also enable the teacher to continuously review the student's progress through an application interface installed on his/her computer.

Using NAO Humanoid Robot in Kindergarten: A Proposed System

Technology has become an essential part of the translation profession. Nowadays, computer-assisted translation (CAT) tools are extensively used by translators to enhance their productivity while maintaining high-quality translation services. CAT tools have gained popularity given that they provide a useful environment to facilitate and manage translation projects. Yet, little research has been conducted to investigate the usability of these tools, especially among Arab translators. In this study, we evaluate the usability of CAT tool from the translators’ perspective. The software usability measurement inventory (SUMI) survey is used to evaluate the system based on its efficiency, affect, usefulness, control, and learnability attributes. In total, 42 participants completed the online survey. Results indicated that the global usability of these tools is above the average. Results for all usability subscales were also above average wherein the highest scores were obtained for affect and efficiency, and the lowest scores were attributed to helpfulness and learnability. The findings suggest that CAT tool developers need to work further on the enhancement of the tool’s helpfulness and learnability to improve the translator’s experience and satisfaction levels. Further improvements are still required to increase the Arabic language support to meet the needs of Arab translators.

https://www.mdpi.com/2076-3417/10/18/6295/pdf

Computer-Assisted Translation Tools: An Evaluation of Their Usability among Arab Translators

The United Nations (UN) 2030 agenda involved 17 Sustainable Development Goals (SDGs) to achieve a better and more sustainable world for all. The fourth Sustainable Development Goal called for “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”. Despite international efforts to achieve such a goal, many students with vision impairment (VI) who wish to pursue a degree in computer science face significant challenges and must overcome social and technical obstacles. One challenge is learning how to program as a key skill for pursuing a degree in the field of computer science. This paper explores practical issues in teaching students with VI the basics of programming and presents recommended practices based on a suggested workshop setup. The workshop ran for three weeks, for a total of 60 teaching hours, and involved designing and implementing complete curricula and multi-modal activities to simplify the acquisition of basic programming concepts. Workshop data was collected using several data collection methods—i.e., interviews, observation, questionnaires, performance records, and daily journals. The results indicated an improvement in participants’ programming skills, which was detected through their performance records and final project evaluations. The participants also showed a high interest in learning programming and positive attitudes towards the experience. However, the participants’ experience also involved some challenges such as understanding abstract concepts, code navigation, and some technical issues. The study is hoped to contribute to the literature on education inclusion and to bridge the digital divide in our society.

https://www.mdpi.com/2071-1050/12/13/5320/pdf

Hind M. Al-Otaibi

Papers

Arabic-English Parallel Corpus: A New Resource for Translation Training and Language Teaching

Arabic-English Parallel Corpus: A New Resource for Translation Training and Language Teaching

Using NAO Humanoid Robot in Kindergarten: A Proposed System

Computer-Assisted Translation Tools: An Evaluation of Their Usability among Arab Translators

Teaching Programming to Students with Vision Impairment: Impact of Tactile Teaching Strategies on Student’s Achievements and Perceptions