Activity Theoretical Analysis and Design Model for Web-Based Experimentation

  • Anh Vu Nguyen-Ngoc
Part of the Lecture Notes in Computer Science book series (LNCS, volume 4550)


This paper presents an Activity Theoretical analysis and design model for Web-based experimentation, which is one of the online activities that plays a key role in the development and deployment of flexible learning paradigm. Such learning context is very complex as it requires both synchronous and asynchronous solutions to support differenttypes of interaction, which can take place not only among users but also between the user and the provided experimentation environment, and also between different software components that constitute the environment. The proposed analysis and design model help clarify many concepts needed for the analysis of a Web-based experimentation environment. It also represents an interpretation of Activity Theory in the context of Web-based experimentation.


Analysis and Design model Activity Theory Web-based experimentation 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Holmberg, B.: Theory and practice of distance education, Routledge, London (1995)Google Scholar
  2. 2.
    Gillet, D., et al.: The Cockpit, An effective metaphor for Web-based Experimentation in engineering education. Int. Journal of Engineering Education, 389–397 (2003)Google Scholar
  3. 3.
    Gillet, D., Nguyen-Ngoc, A.V., Rekik, Y.: Collaborative Web-based Experimentation in Flexible engineering education. IEEE Trans on Education, 696–704 (2005)Google Scholar
  4. 4.
    Feisel, L.D., Rosa, A.J.: The role of the laboratory in undergraduate engineering education. ASEE Journal of Engineering Education (2005)Google Scholar
  5. 5.
    Böhne, A., Faltin, N., Wagner, B.: Synchronous tele-tutorial support in a Remote laboratory for process control. In: Aung, W., et al. (eds.) Innovations 2004: World Innovations in Engineering education and research. iNEER in cooperation, pp. 317–329. Begell House Publishers, New York (2004)Google Scholar
  6. 6.
    Schmid, C.: Using the World Wide Web for control engineering education. Journal of Electrical Engineering, 205–214 (1998)Google Scholar
  7. 7.
    Tzafestas, C.S., et al.: Development and evaluation of a virtual and remote laboratory in Robotics. In: Innovations 2005: World innovations in Engineering education and Research. iNEEER in cooperation, pp. 255–270. Begell House Publishers, New York (2005)Google Scholar
  8. 8.
    Ko, C.C. et al.: A Web-based virtual laboratory on a frequency modulation experiment. IEEE Trans on Systems, Man, and Cybernetics, pp. 295–303 (2001)Google Scholar
  9. 9.
    Sepe, R.B., Short, N.: Web-based virtual engineering laboratory (VE-LAB) for collaborative experimentation on a hybrid electric vehicle starter/alternator. IEEE Trans on Industrial Applications (2001)Google Scholar
  10. 10.
    Nguyen-Ngoc, A.V., Rekik, Y., Gillet, D.: Iterative design and evaluation of a Web-based experimentation environment. In: Lambropoulos, N., Zaphiris, P.P. (eds): User-centered design of online learning communities. Idea Group Inc, Pennsylvania, pp. 286–313 (2006)Google Scholar
  11. 11.
    Nguyen-Ngoc, A.V., Rekik, Y., Gillet, D.: A framework for sustaining the continuity of interaction in Web-based learning environment for engineering education. In: ED-MEDIA conference, Montreal, Canada (2005)Google Scholar
  12. 12.
    Vygotsky, L.S.: Mind in Society. In: The development of higher psychological processes, Harvard University Press, London (1978)Google Scholar
  13. 13.
    Jonassen, D.H., et al.: Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 7–26 (1995)Google Scholar
  14. 14.
    Kuutti, K.: Activity Theory as a potential framework for Human-Computer Interaction research. In: Nardi, B.A. (ed.) Context and Consciousness: Activity theory and Human-computer interaction, The MIT Press, MA (1995)Google Scholar
  15. 15.
    Nardie, B.A.: Context and consciousness: Activity theory and Human-computer interaction. MIT Press, MA (1996)Google Scholar
  16. 16.
    Jonassen, D.H., Rohrer-Murphy, L.: Activity Theory as a framework for designing constructivist learning environments. Educational Research and Development, 61–79 (1999)Google Scholar
  17. 17.
    Bardram, J.E.: Collaboration, Coordination, and Computer Support: An Activity Theoretical Approach to the Design of CSCW. University of Aarhus (1998)Google Scholar
  18. 18.
    Nguyen-Ngoc, A.V., Gillet, D.S., Sire, S.: Evaluation of a Web-based learning environment for Hands-on experimentation. In: Aung, W., et al. (eds.) Innovations 2004: World Innovations in Engineering education and research. iNEER in cooperation, pp. 303–315. Begell House Publishing, New York (2004)Google Scholar
  19. 19.
    Nguyen-Ngoc, A.V., Gillet, D., Sire, S.: Sustaining collaboration within a learning community in flexible engineering education. In: ED-MEDIA conference. Lugano, Switzerland (2004)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2007

Authors and Affiliations

  • Anh Vu Nguyen-Ngoc
    • 1
  1. 1.Department of Computer Science, University of LeicesterUnited Kingdom

Personalised recommendations