Connecting: How We Form Social Bonds and Communities in the Internet Age
Connecting: How We Form Social Bonds and Communities in the Internet Age
War and Peace in the Global Village
War and Peace in the Global Village
Affect and machine design: Lessons for the development of autonomous machines
IBM Systems Journal
Digital Game-Based Learning
The web-orientation agent (WOA) for simulated learning in technology education
International Journal of Learning Technology
Hybrid learning and effects on student assessment outcomes
International Journal of Mobile Learning and Organisation
Literature trends for mobile learning: word frequencies and concept maps
International Journal of Mobile Learning and Organisation
How mobile technologies influence on students' psycho-emotional state?
International Journal of Mobile Learning and Organisation
Hi-index | 0.00 |
This paper discusses the theoretical starting points and design considerations for addressing the emotional and aesthetic aspects of Virtual Learning Environments (VLEs) in support of ubiquitous teaching, studying and learning. It is asserted that a VLE should be considered as an interactive and sensation-arousing instrument, and a mediator for communication and learning. Furthermore, it should be valued as a tool for emotional and socio-structural mediation, and for of psychosocial regulation through psychosocial distance. Emotional and aesthetic factors have too often been given little attention by researchers in studying and learning, especially in the context of mobile-based environments for learning. Such emotional and aesthetic aspects are examined on five levels of observation. This five-level continuum, beginning from the individual subconscious/conscious inter-personal level continuing to the social, cultural, cross and trans-cultural levels, is mapped onto learning architectures, which proffer greater understanding of such starting points and design considerations of VLEs for learning regulation.