Socially relevant representations in interfaces for learning
نویسندگان
چکیده
In this paper we describe a way of looking at how people learn from computer interfaces. In particular, we describe the concept of a socially relevant representation, or a representation of social context information (as opposed to domain knowledge information). We describe known or hypothesized mechanisms by which such representations might facilitate learning, and discuss implications for the design of knowledge media.
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تاریخ انتشار 2004