A User Interface (UI) and User eXperience (UX) evaluation framework for cyberlearning environments in computer science and software engineering education.

Despite the widespread availability and increasing use of cyberlearning environments, there remains a need for more research about their usefulness in undergraduate education, particularly in STEM education. The process of evaluating the usefulness of a cyberlearning environment is an essential measure of its success and is useful in assisting the design process and ensuring user satisfaction. Unfortunately, there are relatively few empirical studies that provide a comprehensive test of the usefulness of cyberlearning in education.

A comparison of computer-generated and naturally occurring foraging patterns in route-network-constrained spider monkeys.

The attribution of goal-directed behavior to observations of primate foraging and ranging requires that simpler explanations for observed behavior patterns be eliminated. Computer-generated simulations of non-goal-directed foraging behavior can be used as null models for higher complexity cognitive foraging, and can provide quantifiable data against which to compare the observed behavioral patterns in wild primates. In this paper, we compare the results of two variations of computer simulated null models with observed foraging behavior of wild spider monkeys (Ateles belzebuth).