Abstract:

The ubiquitous learning is situated, contextual and incorporated to daily life as posed by social constructivism. Within a ubiquitous learning environment, the mediation among the participants of the process occurs through didactic dialogue supported by ubiquitous informatics. In this setting, creativity and criticality are both process-conditioning competences and in turn provide feedback to specific cognitive functions. The people-computer interaction is implemented through an interface as part of a cultural, physical and social environment that requires the understanding of the mental processes allowing to perceive, act, learn and remember from the neuroscientific perspective.

The proposal is framed within the field of the Man-Computer Interaction discipline and tries to deepen the study of the incidence of human aspects on the interface-construction process of interfaces for ubiquitous learning environments. This process calls for research since it is perceived only empirically out of the transformations occurring at people’s cognitive, cultural and social levels among others though there still are other research programs on this topic being developed. In this paper, the concepts of criticality and creativity considered as key factors in human learning are introduced first; then, that of ubiquitous learning and later, the ubiquitous learning environment used is described. In this model, the relationships among elements and interfaces are identified and, in turn, the UX approach is proposed for the design by recognizing the human aspects involved. Lately, it is constructed the conclusion and future work lines that will be part of the output of the research project accredited by the CICyT-UNSE entitled “Interdisciplinary Conceptual Implications in the search for creativity and criticality for computer-supported and knowledge-management-mediated collaborative and distributed environments.

Keywords:

Ubiquitous learning, model, ubiquitous informatics, interface.