IntelLEO Learning Path Creator Service:A Critique of User Interface Design Liaqat Ali PhD StudentSimon Fraser University Surrey, BC Canada 1-xxx-xxx-xxxx liaqat_ali@sfu.ca ABSTRACT Thegrowingtrendforanywhereandanytimeeducation hasmadethe choice of Internet and web-based educational systemsthemostappealing.Atypicalformofweb-based learning is through Learning Content Management Systems, suchasWebCT.Newsystemsaredesignedwithimproved quality or features. However, not every new system lives to its pre development promises when tested in users domains. Thisstudypresentsacritiqueoftheinteractiondesignof theLearningPathCreatorService,anditsfunctionalities. Thestudyevaluatestheinteractiondesignintermsof usabilityandaffectiveinfluence.TheevaluationofLPCS designisperformedbyapplyingtheactivitytheorybased analyticaltoolsandcognitiveprinciplesofcognitive psychology. Keywords SemanticTechnologies,Ontology,E-Learning,Learning Content Management System, LOCO-Analyst. 1.INTRODUCTION TheIntelLEOisaprojectunderFP7(SeventhFramework Programme)oftheEuropeanCommissionfordeveloping innovative and intelligent technologies to support individual andcollectivelearningandknowledge-building(LKB) activities-inIntelligentLearningExtendedOrganization (IntelLEO).LeveragingICTtechnologiesembeddedin social-constructivist design principles, the IntelLEO project supports:(1)Managementofsocialinteractions,(2) Provisionoflearningresources,(3)Provisionofthemost appropriatelearningpathforindividualsandgroups,and (4)Scaffoldingofthelearningprocessofindividualsin accordance with organization objectives and policy.TheLearningPathCreatorisoneofthesixcoresservices provide by the IntelLEO project. The Learning Path Creator Service(LPCS)allowsuserstohaveubiquitousaccessto their personal learning spaces where they can manage their competences, learning activities, and learning resources.Thisstudypresentsacritiqueoftheinteractiondesignof theLearningPathCreatorService,anditsfunctionalities. Thestudyevaluatestheinteractiondesignintermsof usabilityandaffectiveinfluence.TheevaluationofLPCS designisperformedbyapplyingtheactivitytheorybased analyticaltoolsandcognitiveprinciplesofcognitive psychology.The section should also answer question about the research motivation, including:1.1.1Is my study/research question sufficiently introduced and motivated by the introduction? 1.1.2Do I have sufficient literature support to motivate and base my study on?2.INTERACTION DESIGN This section provides an overview of interaction design and itsvariousaspectswithparticularfocusonuser-interface design in software. 3.ACTIVITY THEORY Thissectionprovidesoverviewoftheactivitytheory, focusing on following subsections. 3.1What is Activity Theory? This section will define activity theory and provides a short account of its historical evolution. 3.2Development of Mind in Activity Theory? This will explore activity theorys notion of mind in a bid to understand cognition.3.3Basic Principles of Activity Theory Thissectionwillhighlightthebasicprinciplesofthe 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 notmadeordistributedforprofitorcommercialadvantageandthat copies bear this notice and the full citation on the first page.3.4Activity Theory and Interaction Design Thissectiondescribestheimpactofactivitytheoryonthe interaction design. 3.5Activity Theory Based Tools and Techniques of Evaluating Interaction Designs Thissectionenlistsomeoftheactivitytheorybasedtools, techniques,orchecklistswhichcanbeusedforevaluation of any interaction design. 4.COGNITIVE PSYCHOLOGY Thissectionprovidesoverviewofcognitivepsychology with focus on basic principles which provide grounding for interaction design. 4.1Overview of Cognitive Psychology Thissectionwilldefinecognitivepsychologyandits provides a short account of its historical evolution. 4.2Mind in Cognitive Psychology Thiswillexplorecognitive psychology notion of mind in a bidtounderstandcognition.Thesectiondiscuss notions of mentalmodels,mapping,interfacemetaphors,and affordances. 4.3Cognitive Psychology and Interaction Design Thissectionreviewtheroleofcognitivepsychologyin interaction design. 4.4Activity Theory Based Tools and Techniques of Evaluating Interaction Designs Thissectionenlistsomeoftheactivitytheorybasedtools, techniques,orchecklistswhichcanbeusedforevaluation of any interaction design 5.WHAT IS LEARNING PATH CREATOR SERVICE?ThissectionfocusondescribingLearningPathCreator Serviceinmoreformalanddetailedmanner.(Focusingon required and necessary details only.)5.1Functionalities of the Learning Path Creator Service Itprovidesabriefintroductionofthefunctionalities provi9ded in Learning Path Creator Service. 5.2Learning Path Creator Service Prototype Design ThissectionpresentstheprototypedesignLearningPath CreatorService.Thisdesignwillbeevaluatedinthenext sectionapplyingtheprinciplesofactivitytheoryand cognitive psychology. 6.EVALUATIVE STUDY DESIGNThissectiondescribethemethodusedtoevaluatethe Learning Path Creator Service interface design. 6.1Purpose6.2Study DesignThis section will describe study design, 7.INTERFACE EVALUATION Provide evaluation of the interface.. 7.1Activity Theory Based EvaluationThis section will describe detailed evaluations based on the activity theoryprinciples and guidelines.7.2Cognitive Psychology Based EvaluationThis section will describe detailed evaluations based on the cognitive psychology principles and guidelines.8.RESULTS ThissectionwilldescribemajorfindingsoftheLearning Path Creator Service interface study. 9.CONCLUSIONSum up the major outcomes of the research 10.REFERENCES [1] Concept Map Perform LPCS Evaluation Provide General Introduction Introduce Activity TheoryIntroduce Interaction Design Introduce Cognition Psychology Discuss LPCSDiscuss Evaluation DesignDiscuss Results Conclusion