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Experiments were designed to examine the influence of criterion and feedback information in the learning of a two-dimensional drawing task. Experiment 1 showed that when the task criterion is well known to the subject, the combined presentation of criterion information and information feedback facilitates the rate of acquisition of the skill but not its overall performance level of achievement. Experiment 2 showed that when the task criterion information is not well known to the subject, presentation of criterion information facilitates both the rate of acquisition and the overall performance level and, furthermore, is essential if configuration information feedback is to be utilized effectively. Experiment 3 showed that it is the combined presentation of criterion and configuration information feedback rather than the isolate presentation of either type of information alone, that facilitates learning and performance. Collectively, the findings from the three experiments suggest an interactive effect of prior knowledge by the learner and type of augmented information in facilitating the acquisition of skill, according to the constraints imposed in the task. The data are consistent with the proposal that the degrees of freedom in the information available to support motor skill learning must match the degrees of freedom to be constraint in the perceptual-motor workspace.

In exhiSTORY exhibits know and tell their own stories. Smart, self-organizing exhibits that cooperate with each other. Multiple stories told by a single set of exhibits. Comprehensible, rich, diverse, personalized and highly stimulating experiences. Exhibits can be moved freely and the exhibition will be reconfigured automatically.

Is there any relationship between students’ cognitive style and the ability to learn programming through serious games? The aim of this work is to assess the learning effectiveness and motivational appeal of digital games for learning basic programming concepts, involving secondary education students. For this purpose, the Code.org ® ’s activity named K-8 Intro to Computer Science was used. The study investigated students’ attitudes from gaming activities to reveal the quality of their learning experience. Next, students’ attitudes from games were correlated with their cognitive profile to reveal potential differences. Finally, students’ performance from the digital games was assessed to reveal game-based learning (GBL) effectiveness compared to their cognitive styles. In the study, 77 students of two Greek high schools participated in the context of the European Code Week. The results suggest that these specific games, or similar educational computer games, can be exploited as effective and motivational learning environments within schools, as they provide a high-quality learning experience. Cognitive style was found to be a significant learning characteristic that should be taken into consideration when using digital games to learn programming.

CrossCult is an EU-funded research project aiming to spur a change in the way European citizens appraise History, fostering the re-interpretation of what they may have learnt in the light of cross-border interconnections among pieces of cultural heritage, other citizens' viewpoints and physical venues. Exploiting the expressive power, reasoning and interoperability capabilities of semantic technologies, the CrossCult Knowledge Base models and semantically links desperate pieces of Cultural Heritage information, contributing significantly to the aims of the project. This paper presents the structure, design rationale and development of the CrossCult Knowledge Base, aiming to inform researchers in Digital Heritage about the challenges and opportunities of semantically modelling Cultural Heritage data.