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[null,"1.","Record Nr.",null,"UNINA9910734881303321"]
[null,null,"Autore",null,"Kurosu Masaaki"]
[null,null,"Titolo",null,"Human-Computer Interaction : Thematic Area, HCI 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II / / edited by Masaaki Kurosu, Ayako Hashizume"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023"]
[null,null,"ISBN",null,"3-031-35599-7"]
[null,null,"Edizione",null,"[1st ed. 2023.]"]
[null,null,"Descrizione fisica",null,"1 online resource (542 pages)"]
[null,null,"Collana",null,"Lecture Notes in Computer Science, , 1611-3349 ; ; 14012"]
[null,null,"Disciplina",null,"004.019"]
[null,null,"Soggetti",null,"User interfaces (Computer systems)"]
[{"$nulls":4},"Human-computer interaction"]
[{"$nulls":4},"Computer networks"]
[{"$nulls":4},"Image processing - Digital techniques"]
[{"$nulls":4},"Computer vision"]
[{"$nulls":4},"Application software"]
[{"$nulls":4},"Artificial intelligence"]
[{"$nulls":4},"User Interfaces and Human Computer Interaction"]
[{"$nulls":4},"Computer Communication Networks"]
[{"$nulls":4},"Computer Imaging, Vision, Pattern Recognition and Graphics"]
[{"$nulls":4},"Computer and Information Systems Applications"]
[{"$nulls":4},"Artificial Intelligence"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Foreword -- HCI International 2023 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- Human-Computer Interaction Thematic Area (HCI 2023) -- HCI International 2024 Conference -- Contents - Part II -- Children Computer Interaction -- Participatory Designs for Computational Play -- 1 Introduction -- 2 Related Work -- 2.1 From Computational Thinking to Computational Play -- 2.2 Participatory Design and Computational Play -- 2.3 Accessing the Analogue and Digital -- 3 Method -- 3.1 Material -- 3.2 Procedure -- 3.3 Data Collection -- 3.4 Ethical Considerations -- 3.5 Analytic Framework -- 4 Findings -- 4.1 Experimenting and Organizing -- 4.2 Modelling and Arranging -- 4.3 Instruction and Problem-Solving "]
[{"$nulls":4},"-- 5 Discussion -- 5.1 Access Points to Knowledge -- 5.2 The Role of Scaffolding -- 5.3 Developing Computational Play -- 5.4 Conclusion -- References -- Do 3-4-Year-Old Preschoolers Know that the Fictional Characters in Television Programs Are not Real? -- 1 Introduction -- 2 Methods -- 2.1 Participants -- 2.2 Materials and Procedures -- 2.3 Data Analysis -- 3 Results -- 4 Discussion -- 5 Limitations -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6 -- Appendix 7 -- References -- Story-Time Machine-Low-Tech Attachment Design for Pre-school Children -- 1 Introduction -- 2 Literature Review -- 2.1 Importance of Parent-Child Interaction and Parent-Child Reading and the Impact of 3C Devices on Parent-Child Relationships -- 2.2 Bedtime Stories and Smart Toys -- 2.3 Comparison of Teaching Aids for Children -- 3 Methodology -- 3.1 Design Research Plan -- 3.2 Design Research -- 4 Results and Discussion -- 5 Contributions and Future Research -- References -- Buddie: Design Exploration for Remote Interactions to Support Kids -- 1 Introduction."]
[{"$nulls":4},"2 Background -- 2.1 Parent-Child Communication -- 2.2 Impacts of Social Isolation on Children During the COVID Pandemic -- 2.3 Flat Stanley Project -- 2.4 Tangible Interaction for Children's Remote Communication -- 2.5 Buddie: Design Process -- 3 Prototyping -- 3.1 The App -- 3.2 The Soft Toy -- 4 Children's Experiences -- 4.1 Participants -- 4.2 Background Interviews with Participants -- 4.3 Separation Anxiety -- 4.4 Feeling Guilty -- 4.5 Communication Technology -- 4.6 Experiences with Buddie -- 4.7 Feeling Connected -- 4.8 Personalization of Buddie Project -- 4.9 Collecting Kids' Favorite Objects -- 4.10 Creation of Digital Toys -- 4.11 Placing Digital Toys in the Pictures -- 4.12 Flat Eric and Ava Project -- 4.13 Participants' Reflections -- 5 Conclusion -- References -- Research Design Based on Children's Participative Edutainment Products -- 1 Introduction -- 2 Design of Participatory Entertainment Products -- 2.1 Design for Users -- 2.2 Design Method -- 2.3 Design Role Participation -- 2.4 Design Process -- 3 Implementation Process -- 4 Research Results -- 5 Conclusion -- References -- Metacognitive Processes Involved in Human Robot Interaction in the School Learning Environment -- 1 Introduction -- 2 State of the Art -- 2.1 Self-assessment and Enjoyment in Mathematics, Programming and Tasks with Robots -- 2.2 Accurate Self-assessment and Difficulty in Mathematics, Programming and Robot Tasks -- 2.3 Accurate Self-assessment and Learning in Mathematics, Programming and Using Robots -- 2.4 Relationship Between Perceived Ease of Task and Enjoyment in Mathematics, Programming and Robot Tasks -- 2.5 Association Between Accurate Self-assessment of Perceived Performance Between Mathematics, Programming and Robot Tasks -- 3 Research Aim and Hypotheses -- 4 Methods -- 4.1 Participants -- 4.2 Measurements -- 4.3 Procedure -- 5 Results -- 6 Discussion."]
[{"$nulls":4},"7 Conclusion -- References -- Children's Indiscriminate Helping Behavior Toward the Robot Dog: Can Voice Influence It? -- 1 Introduction -- 2 Method -- 2.1 Participants -- 2.2 Materials -- 2.3 Design -- 2.4 Procedure -- 2.5 Video Coding -- 3 Results -- 4 Discussion -- References -- Children's Toy Design Based on Multiple Intelligence Theory-Research Case of \"Spatial Intelligence Children's Toy Design\" -- 1 Introduction -- 2 Overview of Multiple Intelligences Theory -- 3 Design Model Based on Multiple Intelligence Theory -- 3.1 FBS Model -- 3.2 Emotional Design -- 3.3 Overview of Piaget's Theory of Child Development Stages -- 3.4 RBFES Children's Toy Design Model Based on Multiple Intelligence Theory -- 4 Design Practice of Spatial Intelligence Children's Toys -- 4.1 Investigate and Survey -- 4.2 "]
[{"$nulls":4},"Analysis of Competing Products -- 4.3 User Needs Analysis -- 4.4 Design Process -- 4.5 Space Smart Toy Design Display -- 4.6 Usability Testing -- 5 Summary and Outlook -- References -- Impacts of Information Accessibility and Diagnosticity on Children's Visual Perception of Recommended Books -- 1 Introduction -- 1.1 Background and Motivation -- 2 Related Work -- 2.1 Accessibility-Diagnosticity Model and Message Framing -- 2.2 Information-Seeking Behavior -- 2.3 Eye Movement -- 2.4 Kit of Factor-Referenced Cognitive Tests -- 3 Methods -- 3.1 Participants -- 3.2 Experiment Materials -- 3.3 Experiment Tool -- 3.4 Mobile Phone Swipe Trajectory Indicator -- 3.5 Eye Movement Indicators -- 4 Result -- 4.1 Children's Information-Seeking Behavior -- 4.2 Eye Movement Data -- 4.3 K-Means -- 5 Discussion -- 5.1 Effect of Cognitive Ability on Information-Seeking -- 5.2 Information-Seeking Behavior for Different Types of Information -- 5.3 Eye Movement Behavior for Different Information Systems -- 6 Conclusion -- References -- Emotions in HCI."]
[{"$nulls":4},"Emotion Recognition via Facial Expressions to Improve Virtual Communication in Videoconferences -- 1 Introduction and Motivation -- 1.1 Success Rate of Software Projects -- 1.2 Communication and Collaboration as Success Factor for Projects -- 1.3 Virtual Collaboration -- 1.4 Previous Research -- 2 User Studies -- 2.1 User Study 1: Emotion Recognition After the Meeting by a FER-Tool -- 2.2 User Study 2: Emotion Recognition in Real-Time by Human Observers -- 2.3 Discussion -- 2.4 Limitations -- 3 Conclusion and Future Work -- References -- Combining Computer-Based Activity Tracking with Human Energy and Sentiment Self-assessment for Continuous Work-Life Reflection -- 1 Introduction -- 2 Related Work -- 2.1 From Time Tracking to the Quantified Self -- 2.2 Human Energy and Sentiment as a Source of Vitality -- 2.3 Human Energy Tracking -- 3 Requirements for Integrated Desktop Work-Life Tracking -- 3.1 Data Tracking and Self-assessment -- 3.2 Data Visualization and Analysis -- 3.3 Personalization -- 4 Design and Implementation of the Desktop Work-Life Tracker -- 4.1 Data Capturing and Self-assessment Features -- 4.2 Activity Viewer -- 4.3 Daily Dashboard -- 4.4 Relation Analysis -- 4.5 User Settings -- 5 Preliminary Evaluation -- 6 Summary and Outlook -- References -- Features Focusing on the Direction of Body Movement in Emotion Estimation Based on Laban Movement Analysis -- 1 Introduction -- 2 Related Works -- 2.1 The Importance of Body Movement in Emotion Estimation -- 2.2 Laban Movement Analysis -- 2.3 LMA Values and Their Issues -- 3 LMA Values Focusing on Various Motions and Their Directions -- 3.1 Space -- 3.2 Weight -- 3.3 Time -- 4 Measurement Experiment -- 4.1 Video-Watching Task -- 4.2 Bespoke Task -- 4.3 Measurement Methods and Results -- 5 Emotion Estimation and Analysis -- 5.1 Emotion Estimation by SVM -- 5.2 Comparison of Estimation Accuracy."]
[{"$nulls":4},"6 Discussion -- 7 Conclusion -- References -- User-Friendly Automated Evaluation Tool for Assessment of Emotional Intelligence -- 1 Introduction -- 2 Defining the Six Dimensions of Emotional Intelligence -- 2.1 Self-awareness -- 2.2 Self-management -- 2.3 Relationship Management -- 2.4 Mood -- 2.5 Adaptability -- 3 Interventions -- 4 Emotional Intelligence Innovative Measurement -- 4.1 Stage 1- Paper-Based and Online Measurement -- 4.2 Stage 2- Initial Automation Using Excel -- 4.3 Stage 3- Adding Complexity to the Tool -- 5 Implementation and Strategies for Intervention -- 6 Implication and Recommendations: E.I. Innovative Profiling -- 6.1 Part I: E.I. Johari and Nohari Windows Model -- 7 Conclusion -- References -- Visualizing Emotions Perceived in Daily Activities for Self-Awareness "]
[{"$nulls":4},"Development -- 1 Introduction -- 2 Related Work -- 3 Proposed Visualization -- 4 Mobile Application: How Are You -- 5 Experiment to Examine the Effect of the Proposed Visualization -- 5.1 Self-Awareness and Quality of Life -- 5.2 Self-awareness and Behavioral Change -- 6 Discussion -- 7 Future Work -- 8 Conclusion -- References -- A Novel EEG-Based Real-Time Emotion Recognition Approach Using Deep Neural Networks on Raspberry Pi -- 1 Introduction -- 2 Related Work -- 3 Methods -- 3.1 Emotion Model -- 3.2 Dataset -- 3.3 Preprocessing -- 3.4 Feature Extraction -- 3.5 Channel Selection -- 3.6 Classification -- 3.7 Model Transformation -- 4 Results and Discussion -- 4.1 Channel Selection -- 4.2 Training and Evaluation -- 4.3 Prediction on the Raspberry Pi -- 5 Conclusion -- References -- Evaluating the Outcome of Collaborative VR Mind Mapping Sessions with Sentiment Analysis and Emotional Intelligence -- 1 Introduction -- 2 Research Design and Methodology -- 2.1 Hardware and Software Integration Solution -- 2.2 Research Design and Tasks Implementation."]
[{"$nulls":4},"2.3 Data Collection and Evaluation Methods."]
[null,null,null,"Sommario/riassunto","The four-volume set LNCS 14011, 14012, 14013, and 14014 constitutes the refereed proceedings of the Human Computer Interaction thematic area of the 25th International Conference on Human-Computer Interaction, HCII 2023, which took place in Copenhagen, Denmark, in July 2023. A total of 1578 papers and 396 posters have been accepted for publication in the HCII 2023 proceedings from a total of 7472 submissions. The papers included in the HCI 2023 volume set were organized in topical sections as follows: Part I: Design and evaluation methods, techniques and tools; interaction methods and techniques; Part II: Children computer interaction; emotions in HCI; and understanding the user experience; Part III: Human robot interaction; chatbots and voice-based interaction; interacting in the metaverse; Part IV: Supporting health, quality of life and everyday activities; HCI for learning, culture, creativity and societal impact."]