LEADER 10594nam 22004453 450 001 9910865240203321 005 20240604080223.0 010 $a9783031616853$b(electronic bk.) 010 $z9783031616846 035 $a(MiAaPQ)EBC31360206 035 $a(Au-PeEL)EBL31360206 035 $a(CKB)32213004000041 035 $a(EXLCZ)9932213004000041 100 $a20240604d2024 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning and Collaboration Technologies $e11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part II 205 $a1st ed. 210 1$aCham :$cSpringer International Publishing AG,$d2024. 210 4$d©2024. 215 $a1 online resource (300 pages) 225 1 $aLecture Notes in Computer Science Series ;$vv.14723 311 08$aPrint version: Zaphiris, Panayiotis Learning and Collaboration Technologies Cham : Springer International Publishing AG,c2024 9783031616846 327 $aIntro -- Foreword -- HCI International 2024 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- 11th International Conference on Learning and Collaboration Technologies (LCT 2024) -- HCI International 2025 Conference -- Contents - Part II -- Serious Games and Gamification -- Domus: An Educational Multiplayer Game for Touch Tables Using a Tangible User Interface -- 1 Introduction -- 2 Related Work -- 3 Domus -- 3.1 Interface and Interaction -- 4 User Study -- 4.1 Participants -- 4.2 Apparatus -- 4.3 Procedure -- 5 Results and Discussion -- 5.1 Learning Outcomes Questionnaire -- 5.2 SUS Questionnaire -- 5.3 Free-Form Comments -- 5.4 Insights and Implications -- 6 Conclusions and Future Work -- References -- The Use of Gamification in Mathematics Education: Enhancing Geometry Comprehension with High School Students -- 1 Introduction -- 1.1 Justificación -- 2 Methodology -- 2.1 Justification -- 3 Results and Discussion -- 4 Conclusions -- References -- A Gamified Learning Experience for Teaching European Values in English Lessons -- 1 Introduction -- 2 Project Description -- 3 Design of the eLearning Course -- 4 Gamification Strategy -- 4.1 Gamification Elements -- 4.2 Branching Scenarios -- 4.3 Game-Based Resources -- 5 Expected Implementation and Impact -- 6 Discussion and Conclusions -- References -- Spatial Cognition Through Gestural Interfaces: Embodied Play and Learning with Minecraft -- 1 Introduction -- 2 Methods -- 2.1 Technical Details -- 2.2 User Study -- 2.3 Spatial Task -- 3 Findings -- 4 Discussion -- 5 Conclusion -- References -- How Hexad Player Types Affect Student Behaviour in Three Versions of a Peer-Quizzing Game -- 1 Introduction -- 2 Background and Related Work -- 2.1 Player Typologies -- 2.2 Using Player Typologies to Tailor Educational Games. 327 $a3 Methodology -- 3.1 Research Tool: A Peer-Quizzing Educational Game -- 3.2 Study Design -- 4 Results -- 4.1 Comparison Between Activities in the Three Groups -- 4.2 Hexad Player Types in the Three Groups -- 4.3 Hexad Player Types and Engagement in Game Activities -- 5 Discussion -- 6 Conclusion -- References -- Exploring the Impact of Purposeful Board Games in Higher Education -- 1 Introduction -- 2 State of the Art -- 3 Research Setting -- 4 Evaluation and Lessons Learned -- 4.1 Purposeful Board- and Card Games -- 4.2 Surveys and Reports -- 4.3 Game Distribution and Game Event Organisation -- 4.4 Preparation and Reflection -- 5 Conclusion and Future Research -- References -- Implementation and Usability Evaluation of an Online Videogame for Learning Musical Harmony -- 1 Introduction -- 2 Related Work -- 2.1 Distance Learning -- 2.2 Educational Videogames -- 2.3 Educational Music Games -- 2.4 Musical Harmony Educational Tools -- 2.5 Usability on Mobile Devices -- 2.6 Asynchronous Games -- 3 Game Design -- 4 Solution Design -- 5 Game Controls -- 6 Evaluation Methodology -- 7 Evaluation Sample -- 8 Instruments -- 9 Results -- 10 Conclusions of the Evaluation -- 11 Discussion -- References -- Analysis of Gamification Elements in E-Learning -- 1 Introduction -- 2 Background and Related Work -- 2.1 On E-Learning -- 2.2 On Gamification -- 3 Methodology -- 3.1 Convenience Sampling Through an Online Survey -- 3.2 ARCS Model -- 3.3 User Experience Questionnaire -- 4 Results -- 4.1 Descriptive Statistics -- 4.2 Results on RQ 1 -- 4.3 Results on RQ 2 -- 4.4 Case Study: Moodle vs. Duolingo -- 5 Discussion -- 6 Conclusion -- References -- Contextualizing Plans: Aligning Students Goals and Plans During Game-Based Inquiry Science Learning -- 1 Introduction -- 2 Scientific Reasoning During Self-regulated Learning -- 2.1 Scientific Reasoning. 327 $a2.2 Self-regulated Learning -- 2.3 Goals and Plans -- 3 CRYSTAL ISLAND -- 3.1 Planning Tool in CRYSTAL ISLAND -- 4 Current Study -- 5 Method -- 5.1 Participants -- 5.2 Experimental Procedures -- 5.3 Analytical Mapping Approach -- 6 Preliminary Results -- 7 Discussion -- 7.1 Limitations -- 7.2 Future Directions -- 8 Conclusion -- References -- Novel Learning Ecosystems -- Mobile Sensor Interfaces for Learning Science -- 1 Introduction -- 2 Related Work -- 2.1 Factors Influencing the Curricular Integration of Technologies -- 2.2 Mobile Devices and Sensors in Science Education -- 2.3 Construction of Scientific Models Using Sensor Technology -- 3 Method -- 3.1 Research Strategies -- 3.2 Examples of Experimental Activities with Mobile Sensors -- 4 Results -- 4.1 Model for Integrating Mobile Sensors in Science Classes -- 4.2 Suggestions for Mediating the Use of Sensors Before Classes -- 4.3 Survey Results -- 5 Discussion and Conclusions -- 5.1 Limitations of the Study -- 5.2 Future Work -- References -- Optimizing Training Paths Using Bellman Equations to Improve E-Learning with Q-Learning -- 1 Introduction -- 2 E-Learning -- 3 Adaptive Learning Design -- 4 Le Q-Learning -- 4.1 Q-Function -- 5 Equation de Bellman -- 5.1 4-Bellman's Equations for Q-Learning -- 6 Conclusion -- References -- A Real-Time Learning Progress Indicator Updater for Non-reactive Instances in Learning Management System Courses - A User Requirement Based on Evaluation -- 1 Introduction -- 1.1 Some Features of Moodle LMS -- 1.2 Learning Platform for the Acquisition of Digital Competences for Professional Nurses -- 2 Evaluation Method Used in the Iterative Development Process -- 3 Methodology -- 3.1 Pre-test -- 3.2 First Test-Phase -- 3.3 Analyses of the Progress Indicators -- 3.4 Development of the Moodle Plugin Live Course Progress UI Updates -- 3.5 Second Test-Phase -- 4 Results. 327 $a5 Discussion -- 6 Conclusion and Outlook -- References -- Towards SDGR-Compliant Cross-Border Education Services -- 1 Introduction -- 2 Use Cases and Once-Only Technical System -- 2.1 Use Cases -- 2.2 Interaction Patterns -- 2.3 Canonical Evidence -- 2.4 Infrastructure -- 3 Cross-Border Application for Study Grants -- 4 User Experience -- 4.1 Students -- 4.2 University Administration -- 5 Lessons Learnt -- 5.1 Analysis and Design -- 5.2 Customization, Integration, and Testing -- 6 Conclusion -- References -- Teachers' Perspective on the Implementation of GDPR in Schools - A Design-Oriented Case Study -- 1 Introduction -- 2 Data Protection in the Schools -- 2.1 An Ecological Perspective on GDPR in the Schools -- 2.2 Activity Theory and GDPR -- 3 Method -- 4 Managing GDPR Within the School Ecology: Analysis and Discussion -- 4.1 Education in GDPR -- 4.2 Data About Students -- 4.3 Intersecting Ecologies -- 5 Discussion -- 6 Conclusion -- References -- A Communication Support System for Japanese Language Learners Using Code-Mixing -- 1 Introduction -- 2 Related Work -- 3 Code-Mixing Machine Translation -- 4 Code-Mixing Method -- 4.1 Dictionary-Based Code-Mixing -- 4.2 Machine Translation (MT) Based Code-Mixing -- 4.3 Implementation -- 4.4 Preliminary Experiment -- 5 Design Proposal -- 5.1 System Architecture -- 5.2 User Interface Design -- 6 Discussion and Future Direction -- 6.1 Influence of Chinese-Origin Character -- 6.2 Hiragana Usage -- 7 Conclusion -- References -- A Study on Sensors in Higher Education -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 4 Analysis and Findings -- 5 Conclusion -- References -- Hybrid Spaces in Higher Education: A Comprehensive Guide to Pedagogical, Space and Technology Design -- 1 Introduction -- 2 Background and Context -- 2.1 MCT -- 2.2 SALTO -- 2.3 The Portal -- 2.4 Expanding the PST Framework. 327 $a3 Educators -- 3.1 Flexibility -- 3.2 Trust and the Human Element/Factor -- 3.3 Motivation and Engagement -- 3.4 Ownership -- 4 Students -- 4.1 Motivation and Ownership -- 4.2 Collaboration -- 4.3 Arena for Student Active Learning and Social Activities -- 5 Conclusion and Final Remarks -- 5.1 Pedagogy -- 5.2 Space -- 5.3 Technology -- References -- Promotion of Emotional Learning in Technical and Social Domains: A Systematic Review -- 1 Introduction -- 2 Methods -- 3 Findings -- 4 Results -- 4.1 Research Question 1: Which Possibilities Exist to Support Emotional Learning in a Learning Environment? -- 4.2 Research Question 2: How to Obtain and Observe Emotional States of Students in Higher Education? -- 5 Discussion -- 6 Conclusion -- References -- Improving Student Team Formation in Design Classrooms Using a Novel Approach -- 1 Introduction -- 2 Methodology -- 2.1 Survey -- 2.2 Data Analysis, Visualization, and Synthesis -- 2.3 Advantages and Disadvantages of Considered Team Formation Criteria -- 2.4 Sharing Visualizations and Team Finalization Through Discussion -- 3 Significance and Discussion -- 3.1 Significance -- 3.2 Discussion -- References -- A Proposal for an Interactive Assistant to Support Exploratory Data Analysis in Educational Settings -- 1 Introduction -- 2 Background -- 3 Methodology -- 3.1 User Stories -- 3.2 Data Preprocessing Strategies -- 4 Prototype -- 5 Discussion and Conclusions -- References -- Author Index. 410 0$aLecture Notes in Computer Science Series 700 $aZaphiris$b Panayiotis$0846865 701 $aIoannou$b 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